Learning Design Support Environment

From EduTech Wiki
Jump to: navigation, search

This article or section is a stub. A stub is an entry that did not yet receive substantial attention from editors, and as such does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions.


Learning Design Support Environment (LDSE) is a project funded under the EPSRC/ESRC TLRP programme which builds on the LKL pedagogic planner (also called London Pedagogy Planner, a now dead project) - Daniel K. Schneider 10:31, 13 November 2009 (UTC).

According to Cloudworks, retrieved 10:31, 13 November 2009 (UTC), The system includes the following sections and things a designer can do:

  • Pathways to designs for a session
  • Can define: aims, prerequisites, duration, topics, learning outcomes, teaching methods, assessment, alignment – output validation document
  • Provides numerous prompts, checking, opportunities for refining: for example check definitions of LOs via prompts (an ontology of learning outcomes), etc select LOs, Select learning activity sequence, define keywords for topics
  • Can populate LAMS sequence 1 with content assets, preview, evaluate or edit learning sequence
  • Could select a learning approach – didactic instruction, collaborative learning, inquiry learning etc
  • Then type in a learning outcome – can search on existing set of outcomes to see which ones match
  • Also want to be able to model the kind of searching tool that the teacher is using
  • Experimenting with bringing these different tools together and making connects between them, a kind of scrapbook complier – can find existing resources and edit them and import into the LDSE tool and can annotate them:
    • Can link to an authoring environment for creating and editing learning objects such as the GLO tool
    • Can also drag in LAMS sequences
    • A link to some existing examples such as iKOPER sequences
    • Can link into and edit phoebe examples
  • Can provide a walk through scenario of what a users might do:
    • Select learning outcomes,
    • Find learning designs,
    • Test against theory,
    • Fill in details,
    • Build,
    • Implement and
    • Evaluate

1 Links

2 Bibliography

  • Laurillard, D., & Masterman, E. (Forthcoming, 2009). Online collaborative TPD for learning design. In J. O. Lindberg & A. D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery.
  • Masterman, E. (2008). Activity Theory and the Design of Pedagogic Planning Tools. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 209-227). Hershey, PA: IGI GLobal.
  • Laurillard, D., & Masterman, E. (2009) TPD as online collaborative learning for innovation in teaching. PDF
  • Boyle, T., Bradley, C., Laurillard, D., Llubojevic, D., Neumann, T. & Pearce, D. (2008). Toward a user-oriented analytical approach to learning design. ALT Journal, 16, No 1 (pp.15-29) PDF