Effective eLearning in LDB Jenny Kellie, Project Director Learn Direct & Build 17/03/06.
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Transcript of Effective eLearning in LDB Jenny Kellie, Project Director Learn Direct & Build 17/03/06.
Effective eLearning in LDBEffective eLearning in LDB
Jenny Kellie, Project Director Learn Direct & Build
17/03/06
The ProjectThe Project
Learning Transformation for MA’s in
• Brickwork
• Carpentry and Joinery
• Painting and Decorating
• Roofing and Tiling
• Stonework
The FE PartnersThe FE Partners
• Moray College
• Glasgow Metropolitan College
• North Highland College
• Inverness College
• Aberdeen College
• Edinburgh’s Telford College
• Lauder College
Effective Practice: What?Effective Practice: What?
Effective eLearning should:
• Engage learners in the learning process
• Encourage independent learning skills
• Develop learners’ skills and knowledge
• Motivate further learning
Effective Practice: How?Effective Practice: How?
Effective eLearning will happen if there’s:
• The right resources
• The right blend of delivery modes
• The right content and context
• The right learners
• The right level of support
Defining Approaches to LearningDefining Approaches to Learning
Perspective Assumptions Associated Pedagogy
Associative Learning as acquiring competence
Learners actively construct new ideas by building and testing hypotheses.
-Focus on competences-Routines of organised activities-Progressive difficulty- Clear goals and feedback- Individual pathways matched to individual prior performance
Constructive (Individual Focus)
Learning as achieving understanding
Learners acquire new knowledge by building associations between different concepts.
Learners gain skills by building progressively complex actions from component skills.
- Interactive environments for knowledge building- Activities that encourage experimentation and discovery of principles- Support for reflection and evaluation
Defining Approaches to LearningDefining Approaches to Learning
Perspective Assumptions Associated Pedagogy
Constructive (Social Focus) Learning as achieving understanding
Learners actively construct new ideas through collaborative activities and/or through dialogue.
-Interactive environments for knowledge building- Activities that encourage collaboration- Support for reflection, peer review and evaluation
Situative Learning as social practice
Learners develop their identity through participation in specific communities and practices.
-Participation in social practices of enquiry and learning- Support for development of learning skills- Dialogue to facilitate the development of learning relationships
Which Approach?Which Approach?
Them all!
Selection depends on:
• Subject
• Learners
• Values
• Practitioners
Technology NeedsTechnology Needs
• Connectivity – access to information on a global scale• Flexibility – learning occuring any place, any time• Interactivity – immediate and autonomous assessment• Collaboration – discussion forums supporting
collaborative learning beyond the traditional classroom• Extended Opportunities – reinforcement and extension
of classroom-based learning• Motivation – providing interest, engagement and fun• Compliant – SCORM, W3C and infrastructure• Industry Standard – common toolsets, IP transfer and
rapid development
The SolutionThe Solution
Design for best learning,
not best use of technology!