Fellowship.presentations mid2012part1
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The document discusses learning design as a framework that enhances teaching and learning processes, contrasting it with traditional educational theories. It provides analogies such as music notation and recipes to illustrate how teaching strategies can be standardized and shared. The document also emphasizes the evolving nature of learning design and its potential to adapt to new educational contexts and technologies.
Fellowship.presentations mid2012part1
- 1. Using Learning Design for Innovative eTeaching James Dalziel Professor of Learning Technology & Director, Macquarie E-Learning Centre Of Excellence (MELCOE) Macquarie University, Sydney, Australia james@melcoe.mq.edu.au www.melcoe.mq.edu.au Presentation for ALTC National Teaching Fellowship Recorded Version of Mid 2012 National Workshops
- 2. Overview • **Part 1: What is Learning Design? • Part 2: LAMS case study • Part 3: Current Issues in Learning Design Acknowledgement: ALTC National Teaching Fellowship Support for this activity has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this activity do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.
- 3. What is Learning Design? Two examples 1. Teaching Psychology Tutorials – Fostering discussion using the “pyramid” technique 2. Transforming Medical Education – Whole of degree adoption of Problem Based Learning
- 4. What is Learning Design? • Variety of definitions and approaches: – A pedagogical meta-model – A framework/language for describing the structure of teaching and learning activities – A technical specification: IMS Learning Design (2003) – A software system for managing sequences of content and collaborative learning activities – A community of educators sharing ideas on effective teaching • A repository of “ready to run” activity sequences & templates – A process that describes how educators make decisions about creating effective teaching and learning experiences
- 5. What is Learning Design? • Learning Design is not – a traditional educational theory (like, say, constructivism), as it does not put forward a theory about how students learn • Instead, it seeks to be a framework for many different theories – a mature field – there is much yet to be considered, developed, and researched – a “small” field – the pretensions of the field potentially cover much of what educators do in teaching and learning, but early descriptions were often narrow (ie, 6 blind men and elephant) – just about technology – despite technological origins of the field, it is really about all of education • Technology is just one of many implementation options
- 6. What is Learning Design? • One description of Learning Design is as “Teaching 2.0” – An attempt to rethink current approaches to teaching given new technologies and new ways of thinking – A focus on “user generated content” for teaching – that is, empowering educators with tools for creating, sharing and adapting innovative teaching approaches – A community-centric view of technology for education, rather than a “courseware production” model – (yet another buzzword, already past its prime….)
- 7. What is Learning Design? • Before moving to a practical example, the deep idea of Learning Design is a framework/language for describing the structure of teaching and learning activities • To better understand what this could be, consider two other domains with frameworks for sharing good ideas
- 8. Date of manuscript unknown. Held in Florence, Italy. Photo by Asiir 17:00, 13 February 2007, Wikipedia.org First page of the manuscript of Bach's lute suite in G Minor. Wikipedia.org
- 9. Learning Design as Music Notation • In ancient times, some believed that music could never be written down – too “unique” / “special” • Over time, attempts to write down music evolved, until they reached a stage in the Western tradition where they became standardised in a way that is recognisable today – Recognisable today even if the composer lived hundreds of year ago – NB: It took over a hundred years to standardise! • We write down and play written music because it allows “great musical ideas” to be transmitted to many – (few musicians can improvise better than great composers) • NB: Music notation is not everything, but it is enough – Still considerable room for interpretation
- 11. Learning Design as Recipe • A recipe includes two types of information – Ingredients (“content”) – Instructions (“process”) • You can change the content while retaining the process (chicken stir-fry could be adapted to beef stir-fry) • A recipe doesn’t include everything you need to know, just enough to reproduce the experience – Recipes assume different levels of knowledge and skills • Long tradition of sharing recipes, both freely and paid (cooking books)
- 12. Learning Design analogies • Music notation and recipes help us imagine a future where teaching and learning processes are described in standard ways and easily shared and adopted – Also consider architecture, software design, dance choreography • Many challenges remain – The role of discipline content – Teacher as “improviser” – adaptation in the classroom – The flow of time in synchronous vs asynchronous environments – How much information is enough to replicate, but not too much – Different ways to visualise designs • Hopefully less than 100 years to a standardised format…