Basics of e-learningIntroduction to Instructional Design

DAY II

Stijn Van Laer

Mariet Vriens

Instructional design @ KU LeuvenObjectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

ContextIn

str

uction

ald

esig

n @

KU

Leu

ve

n

analysis

design

The ADDIE-model

Analysis

Development

Implementation

Evaluation

conceptualization

specification

prototyping

Design

TheoryTechnology

Objectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

Analysis

Design

Design of the Learning Environment (I)

• Conceptualization

– The most crucial stage of the design process is

conceptualization: from many requirements defined in the

Analysis stage to a simple concept, preferably defined as a

metaphor (the learning environment as an

academy, campus, library, hospital, restaurant, boat, cloud, post

office etc).

Design of the learning Environment (II)

• The Camp Fire: This is a social learning space where studentsface each other, and in doing so gain an expectation that eachshould contribute something to the discussion and activities.

• The Cave: This is a personal learning space where students canbe on their own. Personal learning spaces enable them to reflecton their learning, and create their own learning pathways.

• The Sandpit: Sandpits are places where young people can try outnew ideas and experiment without fear of failure. They can takerisks and ask the 'what if' questions, in a psychologically safeenvironment.

• The Watering Hole: Informal spaces where students can gatherspontaneously, either inside or outside the school. Children canmeet at the foot of a stairwell or under a tree to discussanything, whether it is school related or not.

• The Mountain Top: Here young people can share their work andideas. They can publish or broadcast them in a public performancespace, or use blogs, podcasts, videos and other technology tools toshare their content with their peers and the world.

http://steve-wheeler.blogspot.be/2012/04/creative-learning-spaces.html

The learning environmentObjectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

ContextT

he le

arn

ing

enviro

nm

ent

Support: content

learning

content:

intrinsic

information

consisting of:

theories, conce

pts, research

results, backgro

und

information, etc.

Objectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

Support: teaching methods

teaching

methods

→

organisational

consequences

Objectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

Support: teaching methods

• (Interactive) lecture

• Hands-on sessions

• Group work

• Project

• Debate

• Thesis

• Writing a paper

• Exercise sessions

• Making a model

• Interview

• Role Play

• Listening Exercise

• Demonstration

• Seminar

• Internship

• FEEDBACK

• …

Support: teaching methods

Feedback

→ to give students insight in their learning

process and to stimulate them to correct mistakes

• By: tutor or peers

• Direct and individual or indirect and collective

Support: study material

Syllabi, background texts, PCs, lab material, handbooks, cd-roms, interim tests, exercises, examples of exam questions, set of instruments, applets, videos, articles, schemes, concept binders, protocols, etc.

Objectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

Support: by whom?

Students learnin interactionwith

• tutor(s)

• peers

How much“guidance” students needduring theirlearningprocessdepends on theirmetacognitiveskills.

Objectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

Objectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

Context

Evaluation

WHY?

Evaluation verifies to what extent learning objectives

were reached

→ formative (to improve the learning process, to

stimulate reflection)

~ feedback

→ summative

Important: students gear their learning activities to the

method of evaluation (clear about method and criteria

– communicate together with objectives)

Evaluation

WHO?

• Tutor

• Peer assessment

• Self assessment (reflection)

HOW?

• Oral / written

• Open book

• Take home exam

• Paper

• Presentation

• Excercises

• Report

• …

ICT AND THE LEARNING

ENVIRONMENT

Objectives

Student Characteristics

Lear

nin

g A

ctiv

itie

s

Learning Environment

Evaluation

Support

Teaching Methods

Contents

Materials

By whom

ContextIC

T a

nd

the le

arn

ing

enviro

nm

ent

Where to start, where does it end?

Substitution

ICT automates or repeats the existing practices.Existing resources are replaced by ICT resources. Example: Powerpoint replaces paper sheets

Transition

Instructional methods are supported by ICT, but the learning objectives do not change. Using the an electronic platform changes your teaching activities.Example: collaborative learning via the use of wiki’s of fora

Transformation

The entire educational practice changes. There is a fundamental re-design of the teaching and learning. Example: an online learning programme

GROUP WORK

• Design a learning environment for the case based on

the information you just received…

→ WHAT will be offered to the learners, HOW can

an instructor help students in realising the

objectives, WHO can help him/her with this, how

will be EVALUATED if learners have reached the

objectives?

• OPTIONAL: work with a metaphore