By Ron Oliver, Edith Cowan University r.oliver@ecu.au Allison Littlejohn,

1. Discovering and describing accessible and reusable learning designs (practice models) for higher education By Ron Oliver, Edith Cowan University r.oliver@ecu.edu.au Allison Littlejohn, University of Dundee a.littlejohn@dundee.ac.uk

2. Scenario 4 identifying the problem Scenario 3

3. Scenario 4 learning designs • lesson plans • intended forms of learner engagement • comprising tasks, resources, supports • reusable & sharable Scenario 3

4. Scenario 4 current issues with learning designs difficult to describe difficult to decontextualise often described at a macro level no shared understanding among practitioners integral to the successful use of LOs Scenario 3

5. Scenario 4 Discussion: some LD examples? • Do you have any examples of strong learning designs that you use in your teaching and learning? • Could others could use these learning designs? • Post a description of your LD to share with the participants in this discussion. • What is needed to enable others to use your learning design to achieve the same outcomes? Scenario 3

6. Scenario 4 current development and work IMS LD specification LAMS JISC LADIE DIALOG Plus AUTC Project etc Scenario 3

7. Scenario 4 Example of a taxonomy: DialogPlus Scenario 3

8. 2. What sorts of resources will you share? Extending reputation Example of a learning design: LAMS

9. 2. What sorts of resources will you share? Extending reputation Example of a learning design: LAMS community

10. 2. What sorts of resources will you share? Extending reputation Example of a learning design: AUTC

11. 2. What sorts of resources will you share? Extending reputation Examples of a lesson plan: LDLite

12. Scenario 4 progress to date models and language to describe LDs broad LD descriptions sample LDs few reusable and sharable LDs LOs galore, no glue to bind them Scenario 3

13. Scenario 4 strategies to progress aims Building on the LADIE methodology Top down – capture user needs by documenting learning activities Bottom up – surveying services, specifications and standards, and potential for integration Scenario 3

14. Scenario 4 people and practice models Scenario 3

15. Scenario 4 people and practice models Scenario 3

16. Scenario 4 Discussion: what works for you? • Choose which stakeholder group(s) you represent? Practitioners, Educational developers, Technical developers, Information specialists • Identify representations that are meaningful to you. Why are they useful? • Will current models provide a successful means to map the Practice Models we find? • Is anything missing? Scenario 3