Integrative learning design framework (ildf) april 2013
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Transcript of Integrative learning design framework (ildf) april 2013
Integrative Learning Design Framework (ILDF) for online learning
Eunice IvalaRita Kizito
Prepared for the CHEC Emerging Technologies Course April 2013
Instructional Designer
1. Exploration
2. Enactment
3. Evaluation
4. Reflection
Adapted from Dabbagh and Bannan-Ritland (2005)
Integrative Learning Design Framework (ILDF) for online learning
The ILDF framework
A constructivist-based instructional design model that offers a systematic process of online learning development.
A design process in which views and feedback from all participants in the design, development and implementation process are considered.
End products ( interventions) which are based on the needs and perspectives of all role players - students as well as the experiences and epistemological convictions of the developer/designer.
The model is organized in four phases:
› All the phases draw from and support each other.
1• Exploration
2• Enactment
3• Evaluation
4• Reflection a phase added by the facilitators of the
CHECET Emerging Technology course.
The 4 phases are informed by…
Contextual factors which may affect design, development & implementation.
ICT affordances-learning strategies. Sound pedagogical models .
… what goes on in each phase ?
1
Investigate the context within which the online learning activity will be designed and implemented
› Teacher and learner needs.› Teaching and learning challenges.› Theory and instructional strategies used to (identify
problems/gaps/opportunities).› Social, cultural and organisational factors that may
constraint design, development and implementation.› Designer beliefs, attitudes, biases, experience,
assumptions, educational philosophy.› Literature review on ICTs available, their affordances and
the pedagogical models and instructional strategies they support.
con
text
Exploration phase
Enactment phase 2
Informed by all the information gathered in exploration phase
Select (an) ICT tool(s)that best address your T&L challenge
( identify their affordances . pedagogical models and instructional strategies they support).
Design the prototype/intervention.
desig
n
Overlapping Instructional strategy clusters
Converge towards promoting authentic
learning
Supportive
ExploratoryDialogical
Diverge towards promoting self-directed learning
Critical design mapping questions
Instructional strategy
Pedagogic model
ICT affordance
3
Assess if the designed prototype/ intervention is user friendly, valid & relevant to address the T&L challenge and instructional outcomes it is intended for Formative-done in the development stages of the prototype
to judge the strengths and weaknesses of the prototype-results are used to revise/refine the prototype /instruction to improve its effectiveness and appeal-expert reviews-one-on-one with colleagues-small group of students
Summative – done after the implementation of the prototype to measure the impact of the prototype on teaching and learninge
valu
at
e
Evaluation phase
4
Critically think of the experiences you went through in the whole process of designing the prototype
The design model Lessons learnt Possible applications of the prototype
Lessons learnt in the whole process could be used to redesign the intervention or other new interventions
refe
lct
Reflection phase