Learning design: Difference between revisions
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See also: [[IMS Learning Design]] which is a related [[educational modeling language]]. | See also: [[IMS Learning Design]] which is a related [[educational modeling language]]. | ||
== | == Benefits of the learning design approach == | ||
{{quotationbox|Much of the work on Learning Design focuses on technology to automatically "run" the sequence of student activities (facilitated by the educator via computers), but an activity in a Learning Design could be conducted without technology. Hence, a particular Learning Design may be a mixture of online and face-to-face tasks ("blended learning") or it could be conducted entirely face-to-face with no computers (in this case, the particular Learning Design acts as a standardised written description of the educational process - like a K-12 lesson plan). One way to think of a Learning Design system is as a workflow engine for collaborative activities. A particular Learning Design is like an educational recipe for a teacher - it describes ingredients (content) and instructions (process). | {{quotationbox|Much of the work on Learning Design focuses on technology to automatically "run" the sequence of student activities (facilitated by the educator via computers), but an activity in a Learning Design could be conducted without technology. Hence, a particular Learning Design may be a mixture of online and face-to-face tasks ("blended learning") or it could be conducted entirely face-to-face with no computers (in this case, the particular Learning Design acts as a standardised written description of the educational process - like a K-12 lesson plan). One way to think of a Learning Design system is as a workflow engine for collaborative activities. A particular Learning Design is like an educational recipe for a teacher - it describes ingredients (content) and instructions (process). | ||
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:([http://www.lamscommunity.org/dotlrn/clubs/educationalcommunity/lamsresearchdevelopment/forums/message-view?message_id=250900 James Dalziel, ED-MEDIA 2006 Learning Design Keynote], retrieved 4 June 2007 | :([http://www.lamscommunity.org/dotlrn/clubs/educationalcommunity/lamsresearchdevelopment/forums/message-view?message_id=250900 James Dalziel, ED-MEDIA 2006 Learning Design Keynote], retrieved 4 June 2007 | ||
Learning design | The [http://kn.open.ac.uk/public/workspace.cfm?wpid=8688 OU Learning Design Initiative] (retrieved jan 26, 2009) identified six main benefits to adopting a learning design approach: | ||
{{quotationbox|* It acts as a means of eliciting designs from academics in a format that can be tested and reviewed by others involved in the design process, i.e. a common vocabulary and understanding of learning activities. | |||
* It provides a method by which designs can be reused, as opposed to just sharing content. | |||
* It can guide individuals through the process of creating new learning activities. | |||
* It helps create an audit trail of academic (and production) design decisions. | |||
* It can highlight policy implications for staff development, resource allocation, quality, etc. | |||
* It has the potential to aids learners and tutors in complex activities by guiding them through the activity sequence.}} | |||
; Standards and | == Learning Design and educational technologies == | ||
Here is an incomplete of some Learning design languages, tools and systems (follow up these links to find references) and also have a look at the [[:Category: Educational modeling languages|category educational modeling languages]] | |||
; Standards, formalisms and modeling languages | |||
* [[IMS Learning Design]] (An [[educational modeling language]]) | * [[IMS Learning Design]] (An [[educational modeling language]]) | ||
* [[coUML]] A [[UML]]-based design language. | * [[coUML]] A [[UML]]-based design language. | ||
* [[BPEL]] (Business Process Execution Language, used for Model-Driven Learning Design) | |||
* [[Collaborative learning flow pattern]] (CLFP) | * [[Collaborative learning flow pattern]] (CLFP) | ||
; Visual modeling languages with a tool | |||
* [[E2ML]] | |||
* [[PALO]] | |||
; Systems | ; Systems | ||
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* [[MISA]] (An [[instructional design method]], includes the MOTD+ editor) | * [[MISA]] (An [[instructional design method]], includes the MOTD+ editor) | ||
* [[Collage]] (CLFP editor) | * [[Collage]] (CLFP editor) | ||
* [[Compendium LD]] | |||
* [[ASK-LDT]] | |||
; On-line repostitories for scenarios | ; On-line repostitories for scenarios | ||
* [[DialogPlus Toolkit]] (An online scenario builder). | * [[DialogPlus Toolkit]] (An online scenario builder). | ||
* [ | * [[Cloudworks]] | ||
; Other initiatives (not called "learning design") | |||
* [[CSCL script]]s | |||
* [[eLML]] (Pedagogical document markup | |||
== Links == | == Links == |
Revision as of 15:03, 28 January 2009
Definitions
A Learning Design describes the educational process, not just courseware but the whole teaching/learning experience. It's a more or less formal description of a pedagogical scenario (also called educational script or storyboard) and that may or may not follow an instructional design model.
The process of learning design refers to the activity of designing units of learning, learning activities or learning environment.
Learning Designs are “pedagogically informed learning activities which make effective use of appropriate tools and resources” (Gráinne Conole and Karen Fill, creators of the DialogPlus Toolkit.)
“The basic idea of EML and LD [Learning Design] is in essence simple. It represents a vocabulary which users of any pedagogical approach understand, and into which existing designs can be translated. The core of LD can be summarised as the view that, when learning, people in specific groups and roles engage in activities using an environment with appropriate resources and services.” (Rob Koper and Colin Tattersall, creators of EML/IMS Learning Design).
“The field of Learning Design seeks to describe the "process" of education - the sequences of activities facilitated by an educator that are often at the heart of small group teaching.”(James Dalziel, creator of LAMS, retrieved 18:53, 4 June 2007 (MEST)).
See also: IMS Learning Design which is a related educational modeling language.
Benefits of the learning design approach
Much of the work on Learning Design focuses on technology to automatically "run" the sequence of student activities (facilitated by the educator via computers), but an activity in a Learning Design could be conducted without technology. Hence, a particular Learning Design may be a mixture of online and face-to-face tasks ("blended learning") or it could be conducted entirely face-to-face with no computers (in this case, the particular Learning Design acts as a standardised written description of the educational process - like a K-12 lesson plan). One way to think of a Learning Design system is as a workflow engine for collaborative activities. A particular Learning Design is like an educational recipe for a teacher - it describes ingredients (content) and instructions (process).
(James Dalziel, retrieved 18:53, 4 June 2007 (MEST)).
- (James Dalziel, ED-MEDIA 2006 Learning Design Keynote, retrieved 4 June 2007
The OU Learning Design Initiative (retrieved jan 26, 2009) identified six main benefits to adopting a learning design approach:
- It acts as a means of eliciting designs from academics in a format that can be tested and reviewed by others involved in the design process, i.e. a common vocabulary and understanding of learning activities.
- It provides a method by which designs can be reused, as opposed to just sharing content.
- It can guide individuals through the process of creating new learning activities.
- It helps create an audit trail of academic (and production) design decisions.
- It can highlight policy implications for staff development, resource allocation, quality, etc.
- It has the potential to aids learners and tutors in complex activities by guiding them through the activity sequence.
Learning Design and educational technologies
Here is an incomplete of some Learning design languages, tools and systems (follow up these links to find references) and also have a look at the category educational modeling languages
- Standards, formalisms and modeling languages
- IMS Learning Design (An educational modeling language)
- coUML A UML-based design language.
- BPEL (Business Process Execution Language, used for Model-Driven Learning Design)
- Collaborative learning flow pattern (CLFP)
- Visual modeling languages with a tool
- Systems
- Learning design editors
- MISA (An instructional design method, includes the MOTD+ editor)
- Collage (CLFP editor)
- Compendium LD
- ASK-LDT
- On-line repostitories for scenarios
- DialogPlus Toolkit (An online scenario builder).
- Cloudworks
- Other initiatives (not called "learning design")
- CSCL scripts
- eLML (Pedagogical document markup
Links
- Dalziel, James (2007). Learning Design and Open Source Teaching, retrieved 18:53, 4 June 2007 (MEST).
- Dalziel, James (2006). ED-MEDIA 2006 Learning Design Keynote
- Conole, Gráinne and Karen Fill (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (Portable Learning. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/08. ISSN 1365-893X [1].
- Koper, Rob and Colin Tattersall (2005). Preface to Learning Design: A Handbook on Modelling and Delivering Networked Education and Training. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/18. ISSN:1365-893X HTML.
- Kraan, Wilbert (2003). Learning Design and reuseability, CETIS.
- Oliver, Ron (2000). When Teaching Meets Learning: Design Principles and Strategies for Web-based Learning Environments that Support Knowledge Construction, ASCILITE 2000, keynote paper. Retrieved dec. 2007 from http://www.ascilite.org.au/conferences/coffs00/. PDF
- Parrish, Patrick, E. (2007). Aesthetic principles for instructional design, Educational Technology Research and Development (ETRD), http://dx.doi.org/10.1007/s11423-007-9060-7. (Abstract/HTML/PDF) (Access restricted).