DialogPlus - a Learning design toolkit for fostering effective practice in e-learning

1. DialogPlus - a Learning design toolkit for fostering effective practice in e-learning Karen Fill, Chris Bailey, Gráinne Conole University of Southampton Unfold meeting, University of Braga 16th June 2005

2. Learning activity toolkit I’d next like to talk about the learning activity toolkit we have developed as part of the JISC/NSF DialogPlus project. This work started from the premise that despite the fact that there are a plethora of e-learning tools and resources which have enormous potential on the whole they are underused. Furthermore although there is now a wealth of knowledge about what makes for good and effective learning – on the whole didactic/behavourist modes of delivery predominate – with a focus on transmission of knowledge. So I was interested in how these two things could be brought together so that effective learning activities could be developed which make effective use of tools and resources built on good pedagogical principles. I’d next like to talk about the learning activity toolkit we have developed as part of the JISC/NSF DialogPlus project. This work started from the premise that despite the fact that there are a plethora of e-learning tools and resources which have enormous potential on the whole they are underused. Furthermore although there is now a wealth of knowledge about what makes for good and effective learning – on the whole didactic/behavourist modes of delivery predominate – with a focus on transmission of knowledge. So I was interested in how these two things could be brought together so that effective learning activities could be developed which make effective use of tools and resources built on good pedagogical principles.

3. Methodology Reviewed Learning theories and identified key elements of learning Definition of a learning activity Distil out Geographers’ implicit thinking Definition of a learning activity and its components Relationships between components Mapping and reality check with real examples

4. Learning Activity Toolkit Guides teachers through the process of articulating their information needs Results in the production of a ‘lesson plan’ for a particular learning activity Prompts and supports teachers as they create or modify learning activities, Which pedagogical approaches and Which tools and resources

5. Learning activity components Context Subject, level, learning outcomes, environment, etc Learning and teaching approaches Theories and models Tasks Type, techniques, tools, resources, interaction, roles Assessments Type, techniques

6. This slide shows the higher level components of a learning activity. Essentially there are three parts. Firstly that a learning activity occurs within a particular context, with a set of intended learning outcomes at a particular level within a given subject occurring in a particular environment – a classroom, a lab, or a VLE. Secondly, the learning activity will adopt particular learning and teaching approaches building on a set of pedagogical assumptions. Some learning activities might be designed to encourage reflective learning or adopt a constructivist approach. Others might highlight dialogic aspects. These approaches are grouped in the toolkit into three categorise – associative (including didactic and instructional design approaches), cognitive (including problem based learning and socially situated (such as experiential or collaborative learning). The most important part of the learning activity is the series of tasks which the student will undertake to achieve the prescribed learning outcomes. These tasks are described in terms of the type of tasks which the student can undertake, the teaching techniques used, the types of interactions and the roles of those involved, any associated tools and resources used and any assessment activities involvedThis slide shows the higher level components of a learning activity. Essentially there are three parts. Firstly that a learning activity occurs within a particular context, with a set of intended learning outcomes at a particular level within a given subject occurring in a particular environment – a classroom, a lab, or a VLE. Secondly, the learning activity will adopt particular learning and teaching approaches building on a set of pedagogical assumptions. Some learning activities might be designed to encourage reflective learning or adopt a constructivist approach. Others might highlight dialogic aspects. These approaches are grouped in the toolkit into three categorise – associative (including didactic and instructional design approaches), cognitive (including problem based learning and socially situated (such as experiential or collaborative learning). The most important part of the learning activity is the series of tasks which the student will undertake to achieve the prescribed learning outcomes. These tasks are described in terms of the type of tasks which the student can undertake, the teaching techniques used, the types of interactions and the roles of those involved, any associated tools and resources used and any assessment activities involved

16. Making the link Pedagogical approach – didactic Learning outcome – knowledge Tasks – assimilative Assessment - focusing on re-production of knowledge MCQs, drills, short answer, essays Tutor feedback, tutor assessed

17. Making the link Pedagogical approach – cognitive apprenticeship Learning outcome – application Tasks - experiential Assessment - focusing on use of concepts in different contexts Report, field work, project Tutor assessed; may be peer- or self-evaluated

18. Making the link Pedagogical approach – problem-based Learning outcome – analysis Tasks – information handling Assessment – focus on application of concepts to problems Exercise, practical, project Tutor assessed or peer- or self-evaluated

19. Making the link Pedagogical approach – dialogic Learning outcome – evaluation Tasks – communicative Assessment - focus on critiquing and argument Group presentation Peer-evaluated

20. Uses Guidance On the development of learning activity Mapping pedagogy to tools and resources Repurposing Query database of existing learning activities Research Development of new e-learning models Quality assurance

21. DialogPlus - a Learning design toolkit for fostering effective practice in e-learning Karen Fill, Chris Bailey, Gráinne Conole University of Southampton Unfold meeting, University of Braga 16th June 2005