1 / 21

Constructing High Quality Learning Environments using Learning Designs Sue Bennett

Constructing High Quality Learning Environments using Learning Designs Sue Bennett. University of Wollongong. Medium-sized regional university (15,000 students) Research strength in educational technology Centre for research in Interactive Learning Environments (RILE)

gemma-cantu
Download Presentation

Constructing High Quality Learning Environments using Learning Designs Sue Bennett

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Constructing High Quality Learning Environments using Learning Designs Sue Bennett

  2. University of Wollongong • Medium-sized regional university (15,000 students) • Research strength in educational technology • Centre for research in Interactive Learning Environments (RILE) • Telecommunicationsand InformationTechnology ResearchInstitute (TITR) • Smart Internet Technology Cooperative Research Centre (SIT-CRC)

  3. Began with ‘learning objects’ Form: Size/Granularity: non-digital & digital digital small resources large resources Purpose: instruction inherent in LO facilitates a learning objective support learning

  4. Assumptions Teachers want to use (other people’s) learning objects Learning object rationale: ‘reuse’ Gap • Little evidence for “reuse” • Cultural and practical factors

  5. Assumptions Teachers want to use (other people’s) learning objects Learning object rationale: ‘reuse’ Gap • Little evidence for “reuse” • Cultural and practical factors • Teachers will be able to find learning objects they want • No single metadata standard for search/retrieval • Range of applications of metadata

  6. Assumptions Teachers want to use (other people’s) learning objects Learning object rationale: ‘reuse’ Gap • Little evidence for “reuse” • Cultural and practical factors • Teachers will be able to find learning objects they want • No single metadata standard for search/retrieval • Range of applications of metadata • Teachers will know how to use learning objects • Teachers need support but as yet there are few support tools available

  7. Project aims • Develop a framework to guide the reuse of learning objects to create pedagogically sound online learning environments • Create and investigate tools to support teachers design processes and decision-making • Investigatestandardsthat can support the tools and process

  8. Vision Smart Learning Design Framework Learning Object Learning Object Learning Designs  Learning Object Learning Object

  9. Vision Smart Learning Design Framework Learning Object Learning Object Learning Designs  Learning Object Learning Object MPEG -21

  10. Vision Smart Learning Design Framework Learning Object Learning Object Learning Designs  Learning Object Learning Object MPEG -21 Unit of Study (multiple formats)

  11. Learning designs Resources Tasks Supports Learning Outcomes

  12. Learning Designs Project • A way to describe the design of a learning experience (the pedagogy) with ICTs • Facilitate communication amongst educators = ‘pedagogical patterns’ or ‘design patterns’ • Serve as model or template to guide ‘good practice’

  13. Representation • Learning sequence as a representation of a learning design • Designer identification of task, supports and resources • Formalism as a visual representation of tasks/ supports and resources

  14. The Learning Design Web Site www.learningdesigns.uow.edu.au

  15. Project outcomes: Prototype tools

  16. Project outcomes: Prototype tools

  17. Project outcomes: Prototype tools

  18. Project outcomes: Prototype tools

  19. Further investigations • School teachers’ use of problem-based learning design (Webquest) • University teachers’ use of problem-based learning design (Explore, Describe, Apply) • Application profile for Australian higher education community • Integration with learning management system (Janison Toolbox LMS)

  20. Conclusion • Does not eliminate the need for academics to have an understanding of contemporary learning theories and their applications • But provides teachers with a scaffold to help them design high quality learning environments without investment of excessive amounts of time • Focus on helping teachers apply their professional and disciplinary knowledge

  21. Contact: Dr Sue Bennett Faculty of Education University of Wollongong sue_bennett@uow.edu.au

More Related