Learning Design & Staff Development

1. Learning Design & Staff Development • IMS Learning Design (LD & ld) • The importance of learning design • Where we are now • Where do we want to go? • Ways to get there… • A critical look

2. IMS Learning Design - Employs a Theatrical Metaphor • Exit, pursued by a bear. • William Shakespeare, Stage direction in "The Winter's Tale"

3. IMS Learning Design • An open technical specification, allows learning designers to model, in a generic, formal way, who does what, when and with which content and services in order to achieve learning objectives. • From: Olivier, B. & Tattersall, C., The Learning Design Specification, in Koper, R. & Tattersall, C. Eds. Learning Design: a handbook on modelling and delivering networked education and training, Springer, Berlin.

4. LD - Scripting in Order to Reproduce ANTIGONUS. “The day frowns more and more. Thou'rt like to have A lullaby too rough; I never saw The heavens so dim by day.[Noise of hunt within]A savage clamour! Well may I get aboard! This is the chase; I am gone for ever.” Exit, pursued bya bear. • William Shakespeare"The Winter's Tale" • Role: Antigonus, bear • Activity: Speak, Exit • Environment - A Stage with Roles, Resources (props) and Services

5. An Abstraction in Order to Share

6. The Importance of Learning Design • Shareable, abstracted, reproducible • Potential for reflection and CPD • Beyond CBT (multiplayer) • A ‘systems’ approach • More than content • Great potential when used LOs, VLEs, DRPs etc • But….

7. Where We are Now - Current Practice 1 • a student on a course will pass through the hands of different lecturers all teaching from their own notes, not working as a team from the same ‘script’. • fragmenting the learning experience and subject matter, • places a higher load on the student than is necessary • obvious barriers to ‘non-traditional’ students. - Example of Boyle and Trayner

8. Where We are Now - Current Practice 2 • “Many teachers do not possess a vocabulary for articulating and sharing their pedagogic strategies and designs with others, particularly beyond their cognate discipline areas” • (Beetham, 2004)

9. Where We are Now - Current Practice 3 • existing design skills are ‘embedded’, in a rich working context and therefore difficult to abstract in order to share themKoper • no large tradition of sharing learning designs in the UK outside specialists • A largely untrained workforce with modest IT skills Stiles • Organisational issues ignored in e-learning • No tradition of ISD in the UK

10. Where do we want teachers to go? • Need to start talking about their pedagogic designs and strategies and tactics in order to share them, they need help and support in doing this • Sharing learning designs is a good practice with identifiable benefits…….leads us to what? and why? • A prognosis for improvement would require the move away from isolated individual teaching (the pedagogy of ‘me’) toward shared team-owned teaching activity (the pedagogy of ‘we’)

11. Ways to Get There • Not just Pedagogy… • Integrated E-Learning • A lot to do… • Where we are = • Jochems, Merriënboer & Koper (2004)

12. Ways to Get There - the Pedagogy 1 • LD activity exists on a continuum • So where and how do you start? Embedded <……..Semi-Formal…….Formal-Narrative……..> Abstracted IMS LD

13. Ways to Get There - the Pedagogy 2 • You start where you are not where you would like to be… • Need to say why, have a reason…e.g.jobs! or QA • Time for top-down action! - core business ££££ • Teachers need easy access to support • simple lo-tech approaches • Guides, Conceptual and Procedural tools • Stories, Diagrams, Checklists, Grids, Templates, • Examples, Case Studies, Advocacy • Accessible use of theory - Ramsden, Laurillard, Salmon

14. Tools: lo-tech

15. Skills • ‘Traditional’ problems • Aims/Outcomes • Assessment Criteria & Methods • Course/Curriculum Design • Maintenance and quality • Learning about teaching…culture & values • Thrown up again by: • Flexible,E & Blended Learning + new stuff

16. A critical look • Not a tech problem!…integrate! • Learn the lesson of ‘Geronimo’s Cadillac’ !

17. A critical look • Stop labouring under the illusion that it is possible to capture everything we need to know about teaching and represent it in machine-readable form. • The future of e-learning will consist of humans, assisted by technical agents; operating and maintaining networked e-learning systems. Koper