Learning design as a foundation for the future success of e-learning Diana Laurillard

1. 2007 European LAMS Conference University of Greenwich 5 July 2007 Learning design as a foundation for the future success of e-learning Diana Laurillard

2. Outline • Optimal use of technology depends critically on changing the human and organisational factors involved • note the drivers and enablers we have to address • How might we accelerate the progress of learning afforded by technology? • The education system has to act like a learning system - at every level • Transforming teaching means enabling teachers to engage in ‘CSCL’ and create ‘open teaching’ • ‘Design for Learning’ - a long-term programme

3. Requirements of Higher Education

4. HE ambitions for learning and teaching DfES 5-year strategy, 2005 Expansion but no compromise on quality Inclusive and flexible teaching and learning Expansion but no compromise on quality Inclusive and flexible teaching and learning Access to a world class higher education system for all those with the potential to benefit High quality teaching, more personalisation of learning. DfES HE strategy, 2003 Access to a world class higher education system for all those with the potential to benefit High quality teaching, more personalisation of learning. Enhancing excellence in learning and teaching Widening participation and fair access Enhancing the contribution of HE to economy and society Sustaining a high quality HE sector Enhancing excellence in learning and teaching Widening participation and fair access Enhancing the contribution of HE to economy and society Sustaining a high quality HE sector HEFCE strategy, 2006

5. Challenging ambitions - How does TEL help? Personalisation Flexibility Inclusion Quality Expansion Information, choice of topic & method, adaptivity Choice of place, time, pace Via personalisation and flexibility As an aspect of personalisation, collaboration Via greater productivity in the system? - innovation TEL as a foundation for the future success of HE?

6. What does it take to innovate in teaching?What are thehuman and organisational factors involved? What are the drivers and enablers already forming the context in which innovation in TEL has to operate?

7. Drivers What does it take to innovate in teaching? Drivers = things you can’t ignore • Strategic plans • Funding imperatives • Learner needs • Stakeholder demands • Career opportunities • Curriculum requirements • Assessment requirements • Quality standards Teachers Leaders We have to recognise that all these drive the work of teachers

8. Drivers Enablers What does it take to innovate in teaching? Enablers = things you can’t do without • Training and development • Information & guidance • Shareable resources • Online communities • Learning design toolkits • Economic modelling • R&D on pedagogies • ICT systems and services • Rights and IPR advice Teachers Leaders Teachers need all these types of support for innovation

9. How might we accelerate the progress of e-learning?Can the education system act like a learning system?

10. Concepts Ideas Comments Questions Answers Ideas Productions Comments What does it take to learn (formal learning)? We could look at the learning process as a series of encounters between learner, teacher, and other learners. The discursive level Teacher/Lecturer Learner Other learner(s)

11. Trial actions Task goal Trial actions Actions Feedback Revisions What does it take to learn (formal learning)? We also need to represent the activities a learner undertakes when learning - such as practising, experimenting, investigating, discussing, reflecting, making, commenting, debating… The experiential level Teacher/Lecturer Learner Other learner(s)

12. Concepts Answers LECTURE Ideas Comments OR CLASS PRESENTATION Questions Productions Ideas Comments Task goal Feedback Trial actions Actions Revisions Trial actions FIELD TRIP OR PRACTICAL Teacher/Lecturer Teacher/Lecturer Learner Learner Other learner(s) Other learner(s) What does it take to learn (formal learning)? So we could see these two aspects of the learning process in terms of a class presentation, or lecture, on the one hand: Discursive level … and a field trip, or practice exercise on the other: Experiential level

13. What does it take to learn (formal learning)? Discursive level Concepts Answers Ideas Comments Teacher/Lecturer Learner Other learner(s) Adapt the Task practice environment Adapt actions Adapt actions Task goal Feedback Action ideas Teacher/Lecturer Learner Other learner(s) Actions Revisions Action ideas Experiential level

14. What does it take to learn (formal learning)? - the Conversational Framework for supporting the learning process Concepts Answers Ideas Comments Teacher/Lecturer Learner Other learner(s) Adapt the Task practice environment Reflect Reflect Reflect Adapt actions Adapt actions Task goal Feedback Action ideas Teacher/Lecturer Learner Other learner(s) Actions Revisions Action ideas And for informal learning?

15. What does it take to learn (informal learning)? - the Conversational Framework for supporting the learning process Concepts Answers Ideas Comments Teacher/Lecturer Learner Other learner(s) Adapt the Task practice environment Reflect Reflect Reflect Adapt actions Adapt actions Task goal Feedback Action ideas Teacher/Lecturer The Real World Learner Other learner(s) Actions Revisions Action ideas The learning experience for informal learning

16. What does it take to learn how to teach? Ideas Comments Teacher Learner Other Teacher(s) Other learner(s) Reflect Reflect Adapt actions Adapt actions Task goal Feedback Action ideas Learners Teacher/Lecturer The Real World Teacher Learner Other Teacher(s) Other learner(s) Actions Revisions Action ideas The education system acting as a learning system

17. What does it take to learn how to teach? - interpreting the Conversational Framework for supporting the collaborative learning process Ideas, Comments T’s expertise, understanding Ts’ expertise, understanding Ideas, Comments Adapt actions Adapt actions Reflect Reflect Learner needs Plans, Learning designs Learner actions Learners Ts’ practice T’s practice Plans, Learning designs Teaching Improved teaching Could it be a Computer-Supported Collaborative Learning process?

18. Transforming teaching means enabling teachers to engage in ‘CSCL’ about innovation and the use of e-learning Who else should do this but the teaching community? How do we best support teachers in discovering how to do learning design?

19. The JISC ‘Design for Learning’ ProgrammeHow do we best support teachers in discovering how to do learning design?

20. Aims of the D4L Programme Ensure the process of designing, planning and orchestrating learning activities (‘design for learning’) in UK post-16 and higher education is based on sound pedagogic principles, is evidence-based and learner-centred; Promote the development and implementation of tools and technical standards to support the process of design for learning; Promote the sharing of expertise in design for learning, for example through sharing and re-use of effective pedagogic learning designs, use models or exemplars; and Support the establishment of communities, services and resources to promote and sustain effective practice in design for learning.

21. Structure of the D4L Programme Models of practice Pedagogy Planner (Oxford) Pedagogy Planner (London) Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Support projects

22. Structure of the D4L Programme Models of practice Pedagogy Planner (Oxford) Pedagogy Planner (London) Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Support projects

23. Structure of the D4L Programme Models of practice Pedagogy Planner Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Learning design implementations Support projects

24. Linking the Pedagogy Planners Learning design

25. Learning design structures: 3 forms of output …text… …text… A shareable Learning Design = equals …text… …text… …text…

26. Learning design structures: 3 forms of output …text… …text… A shareable Learning Design = equals …text… …text… …text… …text… plus …text… A shareable generic format Shareable learning objects

27. Learning design structures: 3 forms of output A shareable Learning Design = A shareable learning object… …text… plus …text… A shareable generic format Shareable learning objects

28. Learning design as the foundation for the future success of e-learning • The learning design programme will enable the teaching community to practice ‘open teaching’ ~ • Exchanging learning designs • Adapting learning designs • Testing learning designs • ~ Collaborating in the discovery of how to do learning design and how to incorporate e-learning • We are developing the enablers: what about the drivers??