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Phoebe A wiki-based pedagogic planner to promote innovative practice in Design for Learning
Liz MastermanOxford University Computing Services
with Marion Manton & David BalchDepartment of Continuing Education,
University of Oxford
Overview
• Introduction: Design for learning and the
role of pedagogic planning tools
• General challenges to the design of pedagogic planning tools
• Design principles for Phoebe
• Quick tour of Phoebe• A complementary tool: the
London Planner Jonathan San-Diego, London Knowledge Lab
Comments, questions, suggestions, bouquets, brickbats…
To what extent is there a need for these tools?
Is it possible to create a tool for all?
(Discuss further on Thursday!)
Aligning our understandings: Design for learning
• “the process by which teachers – and others involved in the support of learning – arrive at a plan or structure or design for a learning situation” (Beetham & Sharpe, 2007, p. 7) that strikes “an appropriate balance between e-learning and other modes of delivery” (JISC, 2004, p. 11).
• Design, rather than planning, because: Simultaneously a systematic and a creative
activity (Winograd, 1996) “learning can never be wholly designed, only
designed for” (Beetham & Sharpe, 2007, p.8)
Aligning our understandings: Pedagogic planning tools
• Purpose-built applications that guide teachers through the construction of plans for learning sessions that make effective use of technology where appropriate
• Pedagogic planning: Concept of “lesson” alien to HE Pedagogy “embraces an essential
dialogue between teaching and learning” (Beetham & Sharpe, 2007, p. 2)
Aligning our understandings: Pedagogic planning tools
= Where the individual practitioner starts getting to grips with technology and exploring its implications:
• “E-learning is often talked about as a ‘trojan mouse,’ which teachers let into their practice without realizing that it will require them to rethink not just how they use particular hardware or software, but all of what they do.” (Sharpe & Oliver, 2007, p. 49)
• “It fundamentally made me think about what I actually do in the class. … The VLE really made me think about ‘how am I going to project what it is that I give to a lesson when I’m face to face on this screen?’… Usually I don’t have to plan my lessons, I just go in and do it.… What it brought me back to was the actual lesson plan, you know, like when you first started off … it was like that all over again.” (School teacher)
Challenges to the design of pedagogic planning tools
• Range of approaches: “The starting point would be the assessment
criteria/expected learning outcomes. This would be balanced by the students’ needs and level of learning.”
“I usually start by thinking about the knowledge or skills learners need, whilst keeping a strong eye on the assessment. This then develops into aims and outcomes.”
• Range of tools: “I use pen and paper to collect ideas, Post-its to sort main
headings. I like to lecture from a hand-written outline.” “1. Pen and paper — broad conceptual overview, key
learning activities mapped as a storyboard/concept map. 2. Formalise this map in Word or PowerPoint. 3. Detailed matrix of [learning outcomes], activities and assessment in Excel for detailed analysis etc.”
• Forms of representation• Tools to support creation of these
representations• Moving from one form of
representation to another
Challenges to the design of pedagogic planning tools
JISC Design for Learning programme
• May 2006-February 2008• Phoebe
Planning at the session level
• London Planner Planning at both the course (module)
and session levels
Phoebe
• Aim: Enable teachers in post-compulsory education to
develop their confidence and skills in designing technology-mediated learning experiences
• Principles: Propagate effective practice to a wide audience Allow option to use familiar planning tools
• Rationale: Learning Design tools and LAMS in limited use;
output XML Successful IT projects build on the way users
work, don’t force them to adapt
Phoebe
• Envisaged context of use Initial teacher training Staff development: engage the reluctant and/or curious Productivity tool and source of further inspiration for
experienced practitioners Community tool to be “owned” and customised by
individual institutions
• Development methodology (see poster): “Informant Design” Activity Theory analysis of Learning Design Tools project
data
• Phase 1 proof-of-concept prototype: “A wiki within a wiki”
Future directions: Phoebe phase 2
• Expand the content• Evaluate in a range of contexts• Explore Phoebe as a community-owned
tool Ensure relevance to users through
customisation A way to tackle long-term sustainability?
• Consider the future research agenda for planner tools
• Integration with other planner tools The London Planner
