Part 1: Design for Learning: an online workshop by the EDIT4L project JISC Online, June 11-12 2007 DPT part 2part 2 LAMS part 3part 3

Part 1: Design for Learning: an online workshop by the EDIT4L project

JISC Online, June 11-12 2007

DPT part 2LAMS part 3

EDIT4L workshop, JISC online June 11-12 2007

EDIT4L - mission

Ultimately this project is about improving the quality of learning and teaching at all levels within tertiary level education.

The aim is to demonstrate that, in appropriate learning scenarios, improvement is both possible and viable for busy educational professionals.


What is EDIT4L?

…Evaluation of Design and Implementation Tools for Learning

One of the JISC funded Design for Learning (D4L) projects

– 1 model of practice – 2 pedagogic planners– 5 implementation *** includes EDIT4L

– 4 technical development – 1 support

JISC list of all projects


EDIT4L aims

To evaluate the application of the DialogPlus Toolkit (DPT) and Learning Activity Management System (LAMS) for the development of learning design skills of FE/HE teachers

– through workshops at Southampton, Warwick and nationally To evaluate the use of the tools

– through participants using DPT to design a learning activity and LAMS to create it

To evaluate the impact of the workshops / tools and disseminate the findings


EDIT4L Partners

Learning & Teaching Enhancement Unit– University of Southampton (lead partner)

Karen Fill & Paul Riddy

Centre for Academic Practice– University of Warwick

Graham Lewis & Mark Childs


Workshop process / your tasks

Complete this section then review the slides describing DPT and LAMS– the background will help you with the design process

Design a Learning activity using DPT – self-registration

Instantiate it using LAMS (or another application)– you have been pre-registered

Give brief feedback using the online forms, on the – workshop process– usability of the tools– interest in further use of the tool

Join in the discussions

A summary diagram is available from the workshop page


EDIT4L – overview of the tools

DialogPlus toolkit (DPT)

Learning Activity Management System

User guides can be downloaded from the workshop web page


Initial findings

On the tools – will be presented post workshop via the website,

to avoid any colouring of workshop participants impressions

Some issues and questions follow -


Issues

1) Changes in partner institutions– Up-dating of Initial Entry courses following discussions with

staff and achools, and publication of HEA professional standards framework

– Re-organisation of partner institutions Educational Development (EdDev) units

Stability of staff members

2) Take-up of workshops

Some of the issues and questions in this and later slides will be raised in the workshop discussion forum


Questions

1) What is Design for Learning? 2) What is the role of Initial Entry courses in

developing educational design skills– Independent of technology– Using technology

3) How much interest is there in design for learning? 4) What tools do educators want, and what would

they use?

Design for Learning: an online workshop by the EDIT4L project

Part 2: Creating effective learning activities with the DialogPlus Toolkit

JISC Online, June 11-12th 2007

Intro part 1LAMS part 3


Creating effective learning activities

This part of the workshop gives you the opportunity to design your learning activity using the DialogPlus toolkit (DPT). It’s important to go through a design process before you move onto building your activity using LAMS.

….first some background information, jump to slide 20 if you want to skip this


Part 2: The DialogPlus Toolkit (DPT)

developed at the

as part of the DialogPlus project

A guidance toolkit for learning activity designers


Background

Concern about “a gap between the

potential of the technologies and

application of good pedagogical principles”

in computer based learning and teaching.Professor Gráinne Conole,

LTSN Conference, Belfast,

31st August 2004


What is a Toolkit?

Wizards (more restrictive)

e.g. Install Software WizardsPowerPoint template

Frameworks (less restrictive)e.g. Salmon’s e-moderating framework, Laurillard’s conversational framework

Toolkitse.g. Oliver & Conole’s Media Adviser


Development

A small team designed and developed the web-based toolkit to help practitioners make theoretically informed

decisions about the development of learning activities

store learning activity designs for adaptation and reuse

advance understanding of good practice in elearning.


Learning Activity


Context


Learning and teaching approaches


Tasks


Benefits of using DPT

A guided process that encourages users to think in a systematic way about important design elements in a learning activity

Storage of designs– As works in progress – Completed (sharing, repurposing)

Output of designs – Print or IMS-LD


Using DPT summary - designing a nugget


Designing a learning activity sequence

Please look through the slides on LAMS first

Follow the link from the conference workshop page to take you into DialogPlus. Experience shows that users gain a much better understanding of the design tool and process if they follow the steps given in the DPT user guide, available from the conference workshop page.

Slides with reference information are at the end of the powerpoint

Design for Learning: an online workshop by the EDIT4L project

Part 3: Authoring in LAMS (1)

JISC Online, June 11-12 2007

Intro part 1DPT part 2


Authoring in LAMS

This part of the workshop gives you the opportunity to author a Learning Activity sequence using LAMS. You should have previously designed your activity using the DialogPlus toolkit, but if you haven’t feel free to continue.

…first some background


LAMS

is an environment for creating sequences of learning activities and managing their use

is a Learning Design inspired software tool – People participate in activities– A number of roles are possible– Activities are built around the use of resources


LAMS

provides an easy to use interface for each role activities

– are created from a number of design tools

these– allow easy use of online resources – provide for real-time peer group discussions– allow the tutor to observe and join the discussions (in real

time)


LAMS roles, each has a working environment / space

Learner– work within a “class” to which are assigned

activity sequences (AS) Author

– build AS Monitor

– attach AS to classes and enable working sessions.– monitor progress of class members, participate in discussions

(Administrator)– user and class administration– system admin


LAMS learner environment

Activity window

Progress map

Notepad


LAMS Authoring environment

Tools

Transition line


Beginning with LAMS

LAMS has an extensive built-in user guide Interactive tutorials available from:

http://www.lamsinternational.com/documents/1.0/winks/

– Overview, Learner and Monitor, Authoring and the LAMS community

– these are useful resources which walk through using a LAMS sequence, guided by audio annotations (based on a sequence on what makes an excellent teacher)

LAMS usage guides http://www.lamsinternational.com/documentation/usage.php


Beginning with LAMS (cont)

Download the EDIT4L LAMS Beginners guide - available from this workshop webpage

Follow sequence on next slide


Using LAMS in EDIT4L summary building an activity sequence


LAMS in EDIT4L

Please– Fill in online questionnaire, linked from workshop

page What did you like? What would you like to see implemented differently? Other comments?

– Record experiences / discuss related questions in the workshop forum

– To use your sequence outside of this workshop please contact Paul Riddy to discuss the process


General references

Evaluating the Quality of eLearning Resources. Riddy, P and Fill, K Networked Learning, April 2004

Evaluation of the Practitioner Trial of LAMS:Final Report. Masterman, L., and Lee, S.D. (2005), http://www.jisc.ac.uk/uploaded_documents/LAMS%20Final%20Report.pdf

Making the Institutional Business Case for Introducing Learning Design Tools, Gayle Calverley, JIME 2005, http://www-jime.open.ac.uk/2005/16


General references (cont)

Embedding learning technology institutionally: Snr mgt, JISC briefing paper, 2003http://www.jisc.ac.uk/publications/publications/pub_smbp18embeddinglearningtech.aspx

JISC Design for Learning programme information, 2006

http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_designlearn.aspx


DPT references

Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1-2), 17-33.

Conole G. and Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education, 2005/08.

Laurillard, D. (2002). Rethinking University Teaching (2nd ed.). London: RoutledgeFalmer.


DPT references (cont)

Mayes, T. and De Freitas, S. (2004). 'Review of e-learning theories, frameworks and models', JISC-funded report on e-learning models.

Oliver, M. & Conole, G. (2000). Assessing and enhancing quality using toolkits. Quality Assurance in Education, 8/1, pp. 32-37

Salmon, G. (2004). Emoderating: The key to teaching and learning online. London: Taylor and Francis Books.


LAMS resources

LAMS Foundation http://lamsfoundation.org/

LAMS publications etc http://www.lamsinternational.com/CD0506/html/

resource/index.html

LAMS conference 2006 blogs http://lams.edublogs.org/


LAMS latest

LAMS news LAMS eLC

– Combination of LAMS system and Learning Activities (LA) library

– The LA library contains activity sequences mapped to the National Curriculum key stages 1 & 2

Updated version of LAMS 2 released Dec 06– Many new features

http://wiki.cetis.ac.uk/uploads/9/91/CETIS.PedagogyECSIG.Apr07.ppt

Documents

Part 1: Design for Learning: an online workshop by the EDIT4L project JISC Online, June 11-12 2007 DPT part 2part 2 LAMS part 3part 3