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A template for describing instances of (e)learning

A template for describing instances of (e)learning. Principles. Features of the learning scenario that are significant to: Practitioners planning learning activities and approaches Outcomes for learners Based around learning activities Adaptable (selective and extensible)

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A template for describing instances of (e)learning

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  1. A template for describing instances of (e)learning

  2. Principles • Features of the learning scenario that are significant to: • Practitioners planning learning activities and approaches • Outcomes for learners • Based around learning activities • Adaptable (selective and extensible) • Supporting communication rather than imposing a standard • Mapping to existing templates, standards and schemas • Three levels of representation: • Features (fields) • Alternatives (vocabularies/examples for each field) • Relationships (associations among fields and field elements), e.g. in the form of • Mapping tables and toolkits • Diagrams/flow-charts • Ontologies/taxonomies • Research tools and hypotheses • Scenarios and use cases • Case studies with metadata tagging

  3. Discussion points • Benefits and opportunities? • Draw-backs and difficulties? • Existing examples (who should be consulted?) • Possible uses?

  4. Who will do all this? • Bid for consultants to offer a range of skills • Short-term working groups to produce specific outcomes • Focus on synthesis, embedding and communication • ITTs for LD tools • Over to you: • What is missing from these proposals? • What should we prioritise? • How best to embed and communicate with different audiences? • How could the experts’ group be involved?

  5. Understanding my learning • Research review • outline existing research into learner perceptions of elearning • scope process for national consultation • National learner consultation (Feb 2005) • capture learner perspective in detail • include observational/ethnographic work • focus on learner differences • Investigate accessibility issues • in collaboration with TechDis • implications for personalisation of learning

  6. Discussion points • What is missing from these proposals? • What should we prioritise? • How can we ensure that the ‘designing for learning’ and ‘understanding my learning’ strands are integrated? • E.g. are effective tools for learning design also effective tools for learner reflection and planning? • E.g. are the same features of the learning situation relevant to learners as to practitioners? • How can we involve learners as users? • And ensure the learner perspective is taken into account in the developing technical frameworks and tools? • How could the experts’ group be involved?

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