Effective eLearning in LDBEffective eLearning in LDB

Jenny Kellie, Project Director Learn Direct & Build

17/03/06

The ProjectThe Project

Learning Transformation for MA’s in

• Brickwork

• Carpentry and Joinery

• Painting and Decorating

• Roofing and Tiling

• Stonework

The FE PartnersThe FE Partners

• Moray College

• Glasgow Metropolitan College

• North Highland College

• Inverness College

• Aberdeen College

• Edinburgh’s Telford College

• Lauder College

Effective Practice: What?Effective Practice: What?

Effective eLearning should:

• Engage learners in the learning process

• Encourage independent learning skills

• Develop learners’ skills and knowledge

• Motivate further learning

Effective Practice: How?Effective Practice: How?

Effective eLearning will happen if there’s:

• The right resources

• The right blend of delivery modes

• The right content and context

• The right learners

• The right level of support

Defining Approaches to LearningDefining Approaches to Learning

Perspective Assumptions Associated Pedagogy

Associative Learning as acquiring competence

Learners actively construct new ideas by building and testing hypotheses.

-Focus on competences-Routines of organised activities-Progressive difficulty- Clear goals and feedback- Individual pathways matched to individual prior performance

Constructive (Individual Focus)

Learning as achieving understanding

Learners acquire new knowledge by building associations between different concepts.

Learners gain skills by building progressively complex actions from component skills.

- Interactive environments for knowledge building- Activities that encourage experimentation and discovery of principles- Support for reflection and evaluation

Defining Approaches to LearningDefining Approaches to Learning

Perspective Assumptions Associated Pedagogy

Constructive (Social Focus) Learning as achieving understanding

Learners actively construct new ideas through collaborative activities and/or through dialogue.

-Interactive environments for knowledge building- Activities that encourage collaboration- Support for reflection, peer review and evaluation

Situative Learning as social practice

Learners develop their identity through participation in specific communities and practices.

-Participation in social practices of enquiry and learning- Support for development of learning skills- Dialogue to facilitate the development of learning relationships

Which Approach?Which Approach?

Them all!

Selection depends on:

• Subject

• Learners

• Values

• Practitioners

Technology NeedsTechnology Needs

• Connectivity – access to information on a global scale• Flexibility – learning occuring any place, any time• Interactivity – immediate and autonomous assessment• Collaboration – discussion forums supporting

collaborative learning beyond the traditional classroom• Extended Opportunities – reinforcement and extension

of classroom-based learning• Motivation – providing interest, engagement and fun• Compliant – SCORM, W3C and infrastructure• Industry Standard – common toolsets, IP transfer and

rapid development

The SolutionThe Solution

Design for best learning,

not best use of technology!