3. developing and implementing

Editor's Notes

• #8: This typology has been used to support design for learning, expresses how technologies are used for learning
• #9: Narrative: Systems that support representation in various forms Much formal learning depends on interaction with representations rather than with the ‘real world’, e.g. text, mathematical notation, diagrams. Narrative systems can be used for reception of images, sound, text etc – or for production of new images, sound, text etc. Since learning requires activity, learners should not be on the receiving end for too long without producing some representations of their own, e.g. notes, mind maps or answers to comprehension questions. Narrative tools can be shared between teachers and learners to enable group representation and collaboration, for example whiteboards. Potential advantages of e- and m-technologies for receiving information Access at a time and in a place to suit the learner Overcoming physical / sensory access problems (e.g. adaptive systems) Information presented in more than one medium (e.g. text plus image) is recalled better by learners Supporting – or challenging – learner preferences about how they access information (e.g. serially or holistically, visually or textually) Multiple paths through information give learners greater autonomy and insight into their own learning process… Potential risks of e- and m-technologies for receiving information Information overload Need for a wider repertoire of information skills Some media encourage passive rather than active reception, e.g. cut and paste rather than note-taking Potential advantages of e- and m-technologies for producing new representations More professional outcomes: can be motivating for many learners Outcomes easily distributed to others (e.g. for marking, collaboration, reflection, peer review) Learners encouraged to be confident and creative with new technologies Transferable skills for the world of work Draws on range of learner preferences and skills for articulation. Potential risks of e- and m-technologies for producing new representations
• #10: Systems that support communication between individuals and groups Valuable because dialogue is central to learning, whether it takes place through speaking, writing, drawing, gesture, or other channels. Asynchronous communication can be used to promote reflective learning and allow ideas to be built collaboratively over time. Synchronous communication has the benefits of immediacy and high motivation. Learners tend to find communication tools easy to adopt and use.
• #11: Interactive: Systems that return information based on user inputValuable for developing information skills. Make learners more active in relation to narrative resources, by requiring them to seek and select. A special class of interactive tools are assessment tools, e.g. quizzes, where the input is usually a student answer and the information is appropriate feedback. Another emerging interactive capability is position-awareness. Productive: Systems that manipulate data Valuable for supporting skills of analysis and application. In practice many interactive interfaces make use of a productive (data-driven) engine. The distinction is useful when designing learning activities, because productive technologies allow learners to manipulate data consciously and explicitly, using their own parameters and understanding the protocols involved. Adaptive: Systems that adapt continuously to user inputValuable because learners receive intrinsic feedback in response to their actions. Complex interactive and productive systems will be experienced as adaptive, particularly if they have some element of sensory realism (e.g. graphical interface). Such environments can support experimental and experiential learning and the development of higher order learning skills (e.g. problem solving, evaluation, research) with relatively low cost and risk.  
• #14: Systems that support the management of learning activities Allow recording of achievements, and enable learners to review their progress and make action plans. Although they do not take part directly in learning activities, integrative technologies allow learning activities to more easily be organised, managed, captured, and presented for review.
• #18: It is important to know whether a current approach works, and how our blended learning practices and course could be further improved or enhanced. Also, evaluation is also important in terms of informing and contributing to the wider development of blended learning practice both generally, and particularly within the context of your own institution and discThe use of digital and online technologies and pedagogies for blended and online learning and teaching is still an area in the early stages of development. ipline area. New thinking, approaches and models are continuing to emerge, and there is still very much a need for general and discipline-specific exemplars to support evidence-based practice.
• #20: Diagnostic evaluation Diagnostic evaluation can be thought of as an evaluation of learning and teaching needs to determine where blended learning can support or enhance learning. Teachers can canvass opinion from students on possible general improvements to a course, or may already have identified a particular issue that they would like to address (for example, making better use of limited face-to-face contact time, or encouraging more participation in subject-related debate). Formative evaluation Formative evaluation is carried out during the development of a particular educational intervention, such as when a blended learning course is being created. It may also be conducted after implementation to gauge the effectiveness of a particular approach. It often involves both of these stages as part of an iterative approach to development, and is to be recommended when blended learning is being used for the first time in a particular context. Summative evaluation Summative evaluation typically comes at the end of a particular implementation, as a means of assessing the success of an initiative. This could mean conducting a student evaluation at the end of a blended or online course, or at the conclusion of particular activity (for example, after the completion of an online group project).
• #21: This commonly used model has four levels of evaluation Reaction: how does the participant feel about the teaching innovation? Do they feel as they have achieved or learned something? Did they enjoy the day and find it interesting and inspiring? This type of evaluation is usually taken as soon as the learner completes the activity, and is measured with questionnaires or verbal feedback (e.g typical happy sheets) Learning: What facts, knowledge did the participant gain? This level of evaluation provides evidence that the attendees have actually learned something. Learning can be tested informally as part of e-learning activities or through some kind of formal assessment. Measurement through tests, questioning, getting trainees to demonstrate or explain (e.g. test you found at the end of the Epigeum material) Behaviours: Are new skills being used in practice? Can evidence be found that the teaching approach as actually resulted in changed behaviour. Measured through observation, interviews, appraisals, quantitative indicators… E.g. your teaching artefacts and report for this module would be assessing learning at this level. Results: What results are achieved as a consequence of e-learning in terms of impact? At this level it may be harder to establish whether the changes observed are a direct results of the e-learning and not some other issue. Measures include performance indicators, customer satisfaction… e.g a teaching award or increased SET results.
• #23: Session Six