Jisc RSC Eastern E Learning forum Oct 2013 - Discover jisc presentation
JISC LADIE project Learning Design In Education
Transcript of JISC LADIE project Learning Design In Education
JISC LADIE project Learning Activity Design in Education
Gráinne ConoleUniversity of Southampton
Email: [email protected]
UNFOLD meeting,University of Braga15th June 2005
Partners
• Main partners– University of Southampton– University of Dundee– Intrallect Ltd
• Associates– CPCET – Consortium for Post-Compulsory Education
and Training– SIESWE, Scottish Institute for Excellence in Social
Work Education– LAMS International– RELOAD– Open Universiteit Nederland– Icodeon Software– CETIS
Aim
• To consider the design, construction and execution of learning activity in a way that can be used and shared by multiple institutions and learners
• To include learning activity management, sequencing of learning content within a single activity, use of interoperable learning and content packaging from a teacher's perspective
Focus
• To develop a series of learning activity use cases from both a pedagogical and technical perspective
• Abstraction of the services needed to support these use cases
Reference model
• Will support two distinct stages– Learning Activity Authoring
• including the design and construction of learning activities and the discovery, specification, sequencing and packaging of content
– Learning Activity Realisation • including construction of the environment in
which learning activities are to take place and execution of the learning activities themselves
Sample User Agents
Library system
Marking tool
VLE / LMS
Timetabling
ePortfolio
Portal
Authoring applications
Learning flow
Enrollment portlet
Learning Domain Services
Reporting
Resource list
Competency
Activity author
Course validation
Sequencing
Tracking
Assessment
ePortfolio
Marking
Quality assurance
Activity management
Grading
Learning flow
Curriculum
Personal development
Course management Activity management
Reporting
Activity author
Sequencing
Assessment
ePortfolio Learning flow
Personal development
Common Services
Harvesting
Resolver
Logging
Workflow
Mapping
Messaging
Content management
Rating / Annotation
Chat
Person
Calendaring
Alert
AV conferencing
E-mail management
DRM
Identifier
Search
Presence
Authentication
Packaging
Terminology
Federated search
Role
Metadata management
Whiteboard
Context
Scheduling
Metadata service registry Filing
Service registry
Rules
Authorisation
Archiving
User preferences
Group
Member
Format conversion
Forum
Activities• Top-down approach
– To develop and test a method of gathering learning activity use cases from teachers and provide simple use cases
• Iteration 1: Bottom-up approach– To establish a framework for creating the reference model
and its implementations• Iteration 2: Top-down approach
– To gather and analyse a complete set of use cases to feed into the final iteration
• Iteration 3: Top-down approach– To compare the reference model and its implementation
with teachers expectations and perform a gap analysis • Iteration 4: Bottom-up approach
– To produce a reference model for the domain and a demonstrable implementation
Process
• Based on two tried approaches– Intrallect use case methodology– DialogPlus learning design taxonomy
• Series of workshops with practitioners– Development of use cases– Evaluation of approach– Mapping to the e-learning framework
What is a use case?
• A use case is a way of capturing the expected behaviour of a system when a person uses the system to achieve a specific goal– The use case is a means of
communication between people– It should be simple, readable text
Why use cases?
• Defines the behaviour of a system without considering its architecture
• Easy to understand and communicate
• Can be used to – distil requirements of a system– test that a constructed system meets the
use for which it was intended
Use Case SummaryProcedure• Consider possible primary actors (the person or
system that wishes to perform an action)• Consider an activity to model• Write one sentence overview of use case
Example• A lecturer wishes to make his/her research results
freely available but wants to be acknowledged if sections are copied and redistributed
How to write a use case• Capture a summary use case
– an overview in a sentence
• Identify actors and their goals– actors can be people, systems,
organisations– stakeholders and their interests
• Write success scenario as steps
• Define exceptions to each step
Use case template
• Authors
• Use Case Summary
• Primary Actor ( and goal)
• Other Actors (and goals)
• Stakeholders and Interests
• Main Success Scenario
• Extensions
ExampleUse Case Summary• A lecturer wishes to make his/her research results
freely available but wants to be acknowledged if sections are copied and redistributed
Primary and other Actors (and their goals)• Researcher (primary)
– To make research results widely available
• Repository– To store research results and make it possible for
them to be found
• User– To discover and use research results
Example (Continued)
Stakeholders and Interests • Researcher’s Institution
– Institution would also like to be acknowledged for material. Institution would like to take responsibility for archiving and cataloguing of publication.
• Person making use of material– Would have to acknowledge the author
in a specified way
Example (Continued)Main Success Scenario• Researcher “publishes” material in the institution’s e-
prints repository• Selects the rights under which the material can be
used from a set of possible licences proposed by the institution
• Includes metadata (title, description, keywords)• Metadata is quality-controlled by a library cataloguer
and the object is classified and given a unique reference identifier
• The library system automatically archives the material…..
Example (Continued)Extensions• Researcher may publish the material by
making it available on a personal or departmental web page– Researcher could pass details of URL to librarian
who catalogues web-based resources
• Researcher may produce an updated version of the publication and not publish it through the same route
• Institution may not have an agreed set of licences from which the researcher can select what is appropriate
Learning activity toolkit
Plethora of tools and resourcesEnormous potential but underused
Wealth of knowledge about learningDidactic/behaviourists models predominate
Gap between thepotential of the technologies
(confusion over how they can be used)and
application of good pedagogical principles(confusion over which models to use)
Types of learning activities
Type Technique Interaction Roles Tools & Resources Assessment
AssimilativeReadingViewing Listening
ArtefactAssignmentBrainstormingBuzz wordsDissertationDrill & practiceEssayExerciseFishbowlIce breakerMCQMindmapsPair dialoguesPerformancePortfolioProductQ and AResource-basedRole playRoundsShort answerSnowballDebateTestVoting
1 – manyGroup basedClass based1-1 to SIndividual
Indiv learnerGroup leaderCoachParticipantMentorSupervisorRapporteurFacilitatorDelivererPair personPresenterPeer assessor Moderator
Adaptive simulationmodellingvirtual worldsCommunicativeemail disn. boardslistscommentarychatProductives/sheetd/baseNarrativetextvideoaudio Web pageimageInteractiveengineslibraries
Not assessedDiagnosticFormativeSummative
Info HandlingGatheringOrderingClassifyingSelecting AnalysingManipulating
AdaptiveModellingSimulation
CommunicativeDiscussingPresentingDebating
ProductiveCreatingProducingWritingDrawingComposingSynthesising
ExperientialPracticingMimickingExperiencing
Stakeholder benefits• Teachers
– Supports tutors through the process of design, construction and integration of online and face-to-face activities
– Reference model will provide a common language for sharing learning activities between teachers
• Educational technologists– Work with teachers to create learning environments for students– Reference model will be designed both from the pedagogical viewpoint
(the top-down approach) and from the technical viewpoint (the bottom-up approach) it will bridge the gap between teachers and “techies”
• Technology providers– Need to produce technical solutions which meet the needs of
teachers and students– Reference model will provide these requirements in a form that
will allow technology providers to abstract the services – Reference model will either confirm that existing specifications
are adequate or it will identify gaps in specifications and highlight areas for further specification work
JISC LADIE project Learning Activity Design in Education
Gráinne ConoleUniversity of Southampton
Email: [email protected]
UNFOLD meeting, University of Braga15th June 2005