flexiblelearning.au

1. Online learning designs to engage learners - the Toolbox initiative Vivienne Blanksby & Ron Oliver flexiblelearning.net.au

2. Flexible Learning Toolboxes • “ A Toolbox is a collection of online training materials comprising learning activities, resources and user guides to support program delivery for qualifications from endorsed Training Packages” • Series 1 released 1999/2000 • Evaluation of Series 1 recommends more task-based approach to learning design - guidelines redeveloped. • Series 2 released 2001 • Series 3 released 2001/2 • Series 4 released 2002 • Series 5 released 2003 flexiblelearning.net.au

3. Principles for effective learning (Duffy & Cunningham): • active construction of knowledge • supported by various perspectives • within meaningful contexts • social interactions play important role • builds on previous experiences of learners flexiblelearning.net.au

4. Series 2 Guidelines emphasis: • an active, constructive role for learners • learning activities not mere knowledge acquisition • meaningful online communication and interaction • visually attractive, motivating to use, logically organised • authentic and real life settings (not just textual descriptions) flexiblelearning.net.au

5. Quality assurance processes • careful project selection of balanced teams • guidelines, team workshop • mentors - critical friends with online learning design expertise • proof of concept stage • reviews from online learning specialists, industry and teachers • user trials • final proofing check and technical tests flexiblelearning.net.au

6. The study: • To what degree are deep learning experiences supported by Toolboxes? • What patterns exist in learning designs across different qualification levels? • Is there a discernible pattern of difference in the products developed across series? flexiblelearning.net.au

7. Methodology • Review of the constituent elements of online designs (Oliver, 1999): • Learning tasks - the problems, contexts & interactions used to engage learners • Learning resources - the content, information and reference sources • Learning supports - the scaffolds, assistances, and motivations used to support learners flexiblelearning.net.au

8. Learning tasks havea fundamental role in determining the depth of learning outcomes. They should: • be open to some degree • provide learners with choices and decisions • represent practical problems relating to the learner’s context flexiblelearning.net.au

9. Learning Task Continuum flexiblelearning.net.au

10. Learning resources • These should expose learners to: • perspectives from a multitude of sources • freedom of access in a variety of ways, avoiding strict sequencing • authentic and relevant formats • choice of materials to use for specific purposes flexiblelearning.net.au

11. Learning Resources Continuum flexiblelearning.net.au

12. Learning supports • Learning support should be an integral part of the learning process for : • guidance and feedback • sensitivity to individual needs. flexiblelearning.net.au

13. Learning supports continuum . flexiblelearning.net.au

14. Results flexiblelearning.net.au

15. Learning Designs and AQF Levels flexiblelearning.net.au

16. Conclusions • Strong evidence of resources supporting deep learning experiences • Depth of learning experiences supported by Toolboxes has increased over time • These products are exemplars of learning settings based on contemporary technologies and learning settings flexiblelearning.net.au

17. “The Flexible Learning Toolboxes have to be one of the most important developments in e-learning support ever produced anywhere. The integration of sound pedagogical principles such as authentic tasks, seamless assessment, and reflective activities represents state-of-the-art design for online learning that I have not seen equaled in North America, Europe, or elsewhere.” Thomas C. Reeves, Professor, Department of Instructional Technology, University of Georgia