Learning technologies and course design

1. Learning technologies and course design Module 5: Course design and course development Claire Gordon and Jane Secker With thanks to Steve Ryan and Simon Atkinson

2. Overview • Reflect on the role of tools and technologies in learning and course design • Explore and evaluate a range of tools that might be useful in your learning and course design • Consider the underlying assumptions about teaching and learning practice associated with the choiceof particular tools and technologies

3. Learning design vs course design • Focus today is on learning design rather than course design • Learning Design describes the educational process, not just courseware but the whole teaching/learning experience • The process of learning design refers to: • designing units of learning, • learning activities • and / or the learning environment.

4. For discussion • What tools / technologies have you used this year in your teaching? • What tools / technologies do you think you might want to integrate into your course and learning designs for Module 5? • What does our choice of media say about our approach or philosophy to teaching and learning?

5. Simple tools and technologies to facilitate course / learning design • Moodle • EU452 • LSE100 • PowerPoint • Teaching history with technology • Economics example • Prezi • Maths is not linear • Effective and creative history examples

6. Other tools to facilitate course / session design • Glomaker • Maths example • GLO Gallery • LAMS • LAMS Tutorial • Phoebe • History example • Climate change example

7. Evaluating the tools • What do you like / dislike about this tool? • How could the tools help in the design process? • Is there an underlying philosophy / approach to teaching and learning implicit in the tool? • How could the tools help you achieve your intended learning outcomes?

8. The Conversational Framework

9. Laurillard’s conversational framework • Diana Laurillard (1993, 2002) suggests that there are four main aspects of the teaching-learning process and that different educational media can be analysed (and used) in terms of these dimensions. These are: • Teacher's concepts • Teacher's constructed learning environment • Student's concepts • Student's specific actions (related to learning tasks)

10. Further reading • EdTechWiki (1997) Laurillard Conversational Framework. Available at: http://edutechwiki.unige.ch/en/Laurillard_conversational_framework • Saint Mary’s University Wisconsin (2010) Laurillard’s conversational framework for instruction: Available at: http://www2.smumn.edu/deptpages/~instructTech/lol/laurillard/index.htm • Laurillard, D., (2002) "Chapter 10: Designing Teaching Materials" from Laurillard, D., Rethinking university teaching : a framework for the effective use of learning technologies pp.181-198, London: Routledge. • Biggs (1994) Presage, Process and Product model. In Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching - The Experience in Higher Education. Buckingham: SRHE & Open University Press. (p. 12) Available at: http://www.catl.uwa.edu.au/__data/page/30972/Figure7.gif

11. This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 License.