DialogPlus Toolkit: Difference between revisions

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== Definition ==
== Definition ==


The DialogPLUS Toolkit is to guide and support teachers as they create, modify, and share learning activities and resources.
The DialogPLUS Toolkit was a tool made for guiding and supporting teachers as they create, modify, and share learning activities and resources. DialogPLUS was an online browser-based application (open until 2010 at least) and was sponsored by the British JISC/NSF funded DialogPlus project. See also the [[Learning activity reference model]], a larger related JISC project from this period.


DialogPLUS is an online browser-based application (free access on 19:19, 22 November 2006 (MET)) and it is sponsored by the British JISC/NSF funded DialogPlus project.
DialogPLUS has been superceded by other projects, in particular the [http://kn.open.ac.uk/public/workspace.cfm?wpid=8688 Open University Learning Design Initiative]. One of the products developed is the [[CompendiumLD]] learning design software and the [http://cloudworks.ac.uk/ Cloudworks] social platform, {{quotation|a place to share, find and discuss learning and teaching ideas and experiences.}}
 
See also: [[Conole and Fill learning taxonomy‎‎]] (a visualization of ingredients)


== Purpose ==
== Purpose ==


This tool is partly insprired by [[IMS Learning Design]] and somewhat related toolkits like [[LAMS]] and [[MISA | MOT]].
This tool is partly inspired by [[IMS Learning Design]] and somewhat related toolkits like [[LAMS]] and [[MISA | MOT]].


According to Conole and Fill (2005: 1), {{quotation | despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience}}. The DialogPLUS learning design toolkit should guide practitioners through the process of creating pedagogically informed learning activities which make effective use of appropriate tools and resources.
According to Conole and Fill (2005: 1), {{quotation | despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience}}. The DialogPLUS learning design toolkit should guide practitioners through the process of creating pedagogically informed learning activities which make effective use of appropriate tools and resources.
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== The tool ==
== The tool ==
We firstly will describe a few concepts used in the modelling framework and then shortly describe the system.


=== Concepts ===
=== Concepts ===


At the heart of this [[instructional design method]] are '''nuggets''', i.e. [[learning activity | learning activities]] or [[pedagogical scenario]]s. Nuggets embody both learning activities and resources. Nuggets are activity-based [[learning object]]s.
At the heart of this [[instructional design method]] are '''nuggets''', i.e. [[learning activity | learning activities]] or [[pedagogical scenario]]s. Nuggets embody both learning activities and resources. Nuggets are activity-based [[learning object]]s.
{{quotation | Nuggets range in size (from a single file, to a mini-website), formats (word documents, powerpoint slides, html, flash etc), media (text, images, animations) and educational styles  (learning material, assessments, activities, resources).}} ([http://www.dialogplus.soton.ac.uk/nuggets.php]), retrieved 10:59, 23 November 2006 (MET)).  
{{quotation | Nuggets range in size (from a single file, to a mini-website), formats (word documents, powerpoint slides, html, flash etc), media (text, images, animations) and educational styles  (learning material, assessments, activities, resources).}} ([http://www.dialogplus.soton.ac.uk/nuggets.php]), retrieved 11:37, 23 November 2006 (MET)).  


The software uses a '''nugget taxonomy''' as a language to to specifify the nugget and its components.
The software uses a '''nugget taxonomy''' as a language to to specify the nugget and its components.
Below we reproduce some concept maps produced by the authors that illustrate a few selections a teacher/designer has to make when he designs a "nugget". These concept maps probably do not reflect the current state of the system, but they give an idea of the kind of design decisions that are being modeled. Also, please note that we don't show all expanded "nodes" of the model.
Below we reproduce some concept maps produced by the authors that illustrate a few selections a teacher/designer has to make when he designs a "nugget". These concept maps probably do not reflect the current state of the system, but they give an idea of the kind of design decisions that are being modeled. Also, please note that we don't show all expanded "nodes" of the model.


; The learning activity
==== The learning activity ====


The notion of a learning activity (LA) is at the heart of the "nugget" and the tool and it is composed of three elements:
The notion of a learning activity (LA) is at the heart of the "nugget" and the tool and it is composed of three elements:
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[[image:Dialogplus-learning-activity.jpg|frame|none|Learning Activity - Top Level, copyright Conole and Fill (2005), reproduced with permission by K.Fill and G.Conole]]
[[image:Dialogplus-learning-activity.jpg|frame|none|Learning Activity - Top Level, copyright Conole and Fill (2005), reproduced with permission by K.Fill and G.Conole]]


; Learning and teaching approaches
==== Learning and teaching approaches ====


The tool supports a variety of [[instructional design model]s. [[User:DSchneider|DSchneider]] thinks that it definitely fits a modern activity-based instructional design perspective, e.g. as an alternative to more traditional [[lesson planner]]s and more in the spirit of more poweful tools like MOT+, but being much easier to learn.
The tool supports a variety of [[instructional design model]]s. [[User:DSchneider|DSchneider]] thinks that it definitely fits a modern activity-based instructional design perspective, e.g. as an alternative to more traditional [[lesson planner]]s and more in the spirit of more powerful tools like MOT+, but being much easier to learn.


With the tool, the teacher can explicitly state a given pedagogical approach, but the design itself is then defined through tasks.
With the tool, the teacher can explicitly state a given pedagogical approach, but the design itself is then defined through tasks.
==== Tasks ====
A task is firstly defined by a description, a length, a type, a technique and interaction.
A task then assigns roles and includes resources, tools and assessment.
[[image:Dialogplus-activity-task.png|frame|none|Tasks in DialogPLUS, copyright [http://www.alt.ac.uk/altc2004/timetable/files/79/DialogPlus%20Toolkit.ppt Fill et al. (2004)], reproduced with permission by K.Fill and G.Conole ]]
; Task types
[[image:Dialogplus-task-types.png|frame|none|Task types in DialogPLUS, copyright [http://www.alt.ac.uk/altc2004/timetable/files/79/DialogPlus%20Toolkit.ppt Fill et al. (2004)], reproduced with permission by K.Fill and G.Conole ]]
; Task techniques
Task techniques include brainstorming, exercise, field work, role play, reflection and syndicates. The authors {{quotation | identified almost thirty techniques to be stored in the toolkit such that advice can be offered to practitioners. Interactions required are likely to be individual, one to many, student to student, student to tutor, group or class base}}.
; Task resources
Available resources and tools are based on the [[Laurillard conversational framework]] five principal media forms (Narrative, Communicative, Adaptive, Productive, and Interactive) (Laurillard, 2002, p.90).
[[image:Dialogplus-task-tools.png|frame|none|Tasks in DialogPLUS, copyright [http://www.alt.ac.uk/altc2004/timetable/files/79/DialogPlus%20Toolkit.ppt Fill et al. (2004)], reproduced with permission by K.Fill and G.Conole ]]


; Assessment types
; Assessment types
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[[image:Dialogplus-assessment.png|frame|none|Tasks in DialogPLUS, copyright [http://www.alt.ac.uk/altc2004/timetable/files/79/DialogPlus%20Toolkit.ppt Fill et al. (2004)], reproduced with permission by K.Fill and G.Conole ]]
[[image:Dialogplus-assessment.png|frame|none|Tasks in DialogPLUS, copyright [http://www.alt.ac.uk/altc2004/timetable/files/79/DialogPlus%20Toolkit.ppt Fill et al. (2004)], reproduced with permission by K.Fill and G.Conole ]]


; Task types and resources
=== The learning taxonomy in one table ===
 
One major outcome of this project and '''that will stay''' is just the taxonomy itself. It can be used for various purposes, e.g. in teacher training or as a tool that allows a designer/teacher to think about pedagogical approaches, tasks, tools, resources, support and outcomes in a [[learning design]] perspective.
 
The table below was presented by Conole (2010:Appendix) in a ''draft for discussion version'' of a [http://www.slideshare.net/grainne/conole-state-of-the-art-review-2010-2-4 State of the Art report on training teachers, blended learning and elearning]
 
{| class="wikitable" style="border-spacing:0;"
| style="background-color:#c0c0c0;padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| <center>'''Context'''</center>
| colspan="9"  style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Learning outcome, subject, discipline, level, learner characteristics, pre-requisites, time to complete
 
|-
| colspan="2"  style="background-color:#c0c0c0;padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| <center>'''Pedagogy'''</center>
| colspan="6"  style="background-color:#c0c0c0;padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| <center>'''Tasks and supporting assets and outputs'''</center>
 
|-
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| '''Approaches'''
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| '''Techniques'''
| colspan="2"  style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| '''Tasks'''
| colspan="1"  style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| '''Tools'''
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| '''Resources'''
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| '''Support'''
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| '''Outputs'''
 
|-
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Action research
 
Active learning
 
Case study
 
Collaborative
 
Conceptual
 
Constructivist
 
Dialogic
 
Enquiry-led
 
Experiment
 
Field trip
 
Goal-based scenario
 
Problem-based
 
Procedural
 
Project-based
 
Reflective practitioner
 
Resource-based
 
Role play
 
Vicarious learning
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Buzz words
 
Crosswords
 
Drill and practice
 
Exercise
 
Experiment
 
Fishbowl
 
Game
 
Ice breaker
 
Journaling
 
Pair dialogues
 
Panel discussion
 
Peer exchange
 
Puzzles
 
Question/answer
 
Rounds
 
Scavenger hunt
 
Snowball
 
Structured debate
 
Tutorial
 
Web search
 
 
 
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Analyse
 
Apply
 
Argue
 
Brainstorm
 
Calculate
 
Classify
 
Compare
 
Create
 
Criticise
 
Critique
 
Debate
 
Decide
 
Define
 
Demonstrate
 
Describe
 
Design
 
Differentiate
 
Discover
 
Discuss
 
Draw
 
Evaluate
 
Experience
 
Explain
 
Explore
 
Gather
 
Generalise
 
Hypothesize
 
Identify
 
Illustrate
 
Infer
 
Interpret
 
Interview
 
Investigate
 
Judge
 
Justify
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| List
 
Listen
 
Manipulate
 
Model
 
Negotiate
 
Observe
 
Order
 
Organise
 
Practice
 
Predict
 
Prepare
 
Present
 
Produce
 
Question
 
React
 
Read
 
Recite
 
Refine
 
Reflect
 
Report
 
Research
 
Resolve
 
Review
 
Search
 
Select
 
Simulate
 
Solve
 
Specify
 
State
 
Summarise
 
Synthesise
 
Test
 
Translate
 
View
 
Vote
 
Write
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Bibliographic software
 
Blogs
 
CAA tools
 
CD/DVD
 
Chat
 
Concordancer
 
Database
 
Digital audio
 
Digital video
 
Discussion board
 
Electronic library
 
Email
 
Graphic package
 
Instant messaging
 
iPOD/MP3 player
 
Image software
 
Memory stick
 
Mind map
 
Modelling NVIVO
 
Online assessment
 
Podcast
 
Project manager
 
Search engine
 
Simulation software
 
Spreadsheet
 
Statistical software
 
Text image audio or video viewer
 
Video conferencing
 
VLE/LMS
 
Virtual worlds
 
Voice over IP
 
Voting system
 
Wikis
 
Word processor
 
 
 
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Annotated bibliography
 
Content in blogs
 
Content in wikis
 
Course information
 
Course reading materials
 
Discussion forum content
 
FAQs
 
Interactive CD ROM
 
MCQ
 
Previous cohort resources
 
Schedule/course calendar
 
Peer-generated resource
 
Peer-recommended sites
 
Subject-based web sites
 
Template
 
Research journal articles
 
Grey literature
 
 
 
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Buddying
 
Coach
 
Diagnostic test
 
Explanation
 
Facilitation
 
Formative Feedback
 
Induction
 
Instructions
 
Intervention
 
Monitoring
 
Orientation session
 
Peer collaboration
 
Peer reflection
 
Scaffolding
 
Set up
 
Surgery
 
 
 
| style="padding-top:0in;padding-bottom:0in;padding-left:0.075in;padding-right:0.075in;"| Artefact
 
Assignment
 
Book report
 
Concept map
 
Dissertation
 
Essay
 
Paper
 
Performance
 
Portfolio
 
Presentation
 
Product
 
Report
 
Review


Task techniques include brainstorming, exercise, field work, role play, reflection and syndicates. The authors {{quotation | identified almost thirty techniques to be stored in the toolkit such that advice can be offered to practitioners. Interactions required are likely to be individual, one to many, student to student, student to tutor, group or class base}}.


[[image:Dialogplus-task-types.png|frame|none|Tasks in DialogPLUS, copyright [http://www.alt.ac.uk/altc2004/timetable/files/79/DialogPlus%20Toolkit.ppt Fill et al. (2004)], reproduced with permission by K.Fill and G.Conole ]]


Available resources and tools are based on the [[Laurillard conversational framework]] five principal media forms (Narrative, Communicative, Adaptive, Productive, and Interactive) (Laurillard, 2002, p.90).


[[image:Dialogplus-task-tools.png|frame|none|Tasks in DialogPLUS, copyright [http://www.alt.ac.uk/altc2004/timetable/files/79/DialogPlus%20Toolkit.ppt Fill et al. (2004)], reproduced with permission by K.Fill and G.Conole ]]
|}


=== The tool ===
=== The tool ===


The tool is available as [http://www.nettle.soton.ac.uk/toolkit/ on-line Web application]. External users may create an account (checked on 20:24, 22 November 2006 (MET)).
The tool was available as [http://www.nettle.soton.ac.uk/toolkit/ on-line Web application]. External users may create an account (checked on 20:24, 22 November 2006 (MET)).
 
(''needs some description here'' - [[User:DSchneider|DSchneider]])


(''needs some description and evaluation here'' - [[User:DSchneider|DSchneider]])
DialogPlus can export to [[IMS Learning Design]]


DialogPlus is also integrated with [http://www.geovista.psu.edu/ConceptVISTA/index.jsp ConceptVISTA], a ontology creation and visualization tool that stores ontologies in the Web Ontology Language ([[OWL]])
DialogPlus is also integrated with [http://www.geovista.psu.edu/ConceptVISTA/index.jsp ConceptVISTA], a ontology creation and visualization tool that stores ontologies in the Web Ontology Language ([[OWL]])
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=== Current status ===
=== Current status ===


As of Nov 2006,  the DialogPlus toolkit is being further evaluated, together with [[LAMS]], as tools for teacher development as learning activity designers in the JISC funded [http://www.edit4l.soton.ac.uk:8081/ EDIT4L] project, part of the Design for Learning programme.  
As of Nov 2006,  the DialogPlus toolkit is being further evaluated, together with [[LAMS]], as tools for teacher development as learning activity designers in the JISC funded [http://www.edit4l.soton.ac.uk:8081/ EDIT4L] project, part of the Design for Learning programme.
 
As of April 2010, the project is mostly dead, although the web site is still up and running. Replacement can be found through the [http://ouldi.open.ac.uk/ Open University Learning Design Initiative] (OULDI). E.g. you may have a look at [[CompendiumLD]] (if your read french, see also our [[:fr:Tutoriel CompendiumLD|Tutoriel CompendiumLD]]. The OULDI approach is much less "molecular", i.e. focuses on community building and exchange of ideas and patterns through the [http://cloudworks.ac.uk/ Cloudworks] website (a kind of multi-user blog). "Clouds" are entries (posts of various natures + comments" and "Cloudscapes" are categories. In principle, people should contribute CompendiumLD designs there. Since a first stable version only came out on May 2010, there are only very few so far.
 
== DialogPlus vs. IMS Learning Design ==
 
Bailey et al. (2006). [http://www.ifets.info/journals/9_1/10.pdf Panning for Gold] explains that there are many structurals similarities between DialogPlus and [[IMS Learning Design]] and this is why DialogPlus can export to IMS LD.
 
Here is a figure (reproduced without permission for the moment) from this paper that summarizes the situation:
[[image:nugget-LD-comparison-small.png|frame|none|Bailey et al. comparison between DialogPlus and IMS LD]]
 
== Discussion ==
 
=== Comments by [[User:DSchneider|DSchneider]] / 2006 ===
; General
* Given the complex scenario descriptions the tool can handle, it's fairly easy to understand how to use it (globally speaking). Overally speaking, I have a good impression and this tool certainly could be used in teacher education.
 
; The nugget definition
* Nugget aims can not be re-edited
* The generic nugget module window provides a useful overview, but it doesn't make sense to use a separate column to display various nugget categories. Even with my 3500 px two 20'' + 24'' screens...
 
; Task definitions
* The task can't be described. Not sure that it is enough to describe with various taxonomy elements.
* It is not practical to have to enter the same resource or tool several times. One ought to be able to link various tasks to one single resource or tool. E.g. a same wiki can be use to look up definitions, to find further readings, to compose a project page, to add/modify definitions, to discuss. A similar remark concerns function. One tool can have more than one function. Of course media have affordances, but a tool is instrument because of way it is being used.
* Resources and tools can not be edited.
 
; IMS LD export
* Export to IMS LD works, but the result can't be loaded into the Reload LD Player (there is a missing identifier attribute in the manifest, learnobjectid is defined twice, ...). I will try to fix the manifest by hand later.
 
; ConceptVISTA
* I didn't understand really how the 2 are integrated (but didn't really try so far)
 
=== Comments by [[User:DSchneider|DSchneider]] / 2010 ===
 
I finally never used this website for myself and also think that it's not suitable for normal teachers, since they don't like to plan in top down fashion. However, I still feel that DialogPlus would be a really valuable tool for teacher education. Also, in that respect, the Interface could be made "web 2.0" kind of easy-to-use, but this would need some funding. As I also said above, the learning taxonomy itself is a great output of this project and will stay around.
 
According to Conole (2010), [http://www.slideshare.net/grainne/conole-state-of-the-art-review-2010-2-4 State of the Art report on training teachers, blended learning and elearning] (draft for discussion version), {{quotation|the linear nature of the design of the toolkit does not align with real teacher-design practice, which is messy, iterative and intuitive.}}. In a [http://cloudworks.ac.uk/cloud/view/2333 message posted to cloudworks], Graínne Conole explains that {{quotation|Visualusation has become central to my thinking both in terms of how adapted mindmapping tools like the CompendiumLD tool we have created can be used, but also conceptual 'views' to help thinking about design from differnt perspectives}}.
 
=== Update 2014 ===
 
As of March 2014, most links seem to be dead, including the DialogPlus web site. A fairly typical situation in Educational Technology:
* Funding allow to create a prototype
* After funding, researchers try to maintain or even improve
* After some years, there are other priorities, the site often will be hacked and/or spammed and then killed ....


== Links ==
== Links ==
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; DialogPLUS On-line Application
; DialogPLUS On-line Application


* [http://www.nettle.soton.ac.uk/toolkit/ DialogPlus Nugget Developer Guidance Toolkit]
* [http://www.nettle.soton.ac.uk/toolkit/ DialogPlus Nugget Developer Guidance Toolkit] (dead link)


* [http://www.nettle.soton.ac.uk/toolkit/help/userguide/Toolkit_User_Guide.htm The DialogPLUS Toolkit (DPT) User Guide]
* [http://www.nettle.soton.ac.uk/toolkit/help/userguide/Toolkit_User_Guide.htm The DialogPLUS Toolkit (DPT) User Guide] (dead link)


; Project websites and related
; Project websites and related


* [http://www.dialogplus.soton.ac.uk/ DialogPlus Home Page] (Note: The old http://www.dialogplus.org/ website is no longer supported)
* [http://www.dialogplus.soton.ac.uk/ DialogPlus Home Page] (dead link) (http://www.dialogplus.org/ dead link)


* [http://www.edit4l.soton.ac.uk:8081/ EDIT4L], Evaluation of Design and Implementation Tools for Learning
* [http://www.edit4l.soton.ac.uk:8081/ EDIT4L], Evaluation of Design and Implementation Tools for Learning (dead link)


* [http://www.jisc.ac.uk/elp_designlearn.html JISC Design for learning]. A larger British project (2006 - 2088) for projects in developing, implementing and evaluating tools and systems that support design for learning.
* [http://www.jisc.ac.uk/elp_designlearn.html JISC Design for learning]. A larger British project (2006 - 2088) for projects in developing, implementing and evaluating tools and systems that support design for learning.
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== References ==
== References ==


* Gráinne Conole and Karen Fill (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/08. ISSN:1365-893X [http://jime.open.ac.uk/2005/08 Abstract] (PDF/HTML open access)
* Bailey, C., Zalfan, M. T, Davis, H. C., Fill, K., & Conole, G. (2006). Panning for Gold: Designing Pedagogically inspired Learning Nuggets. Educational Technology & Society, 9 (1), 113-122. [http://www.ifets.info/journals/9_1/10.pdf PDF Reprint].
 
* Conole, Gráinne and Karen Fill (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/08. ISSN:1365-893X [http://jime.open.ac.uk/2005/08 Abstract] (PDF/HTML open access)


* Conole, G. & Fill, K. "Designing a Learning Activity Toolkit." Ed-Media 2004 Poster, Lugano, Switzerland [http://www.dialogplus.org/pubs/Poster_v2.ppt PPT]
* Conole, G. & Fill, K. "Designing a Learning Activity Toolkit." Ed-Media 2004 Poster, Lugano, Switzerland [http://www.dialogplus.org/pubs/Poster_v2.ppt PPT]
* Conole.G. (2010), State of the Art report on training teachers, blended learning and elearning (draft for discussion version), The Open University [http://www.slideshare.net/grainne/conole-state-of-the-art-review-2010-2-4 HTML], retrieved May 2010.


* Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge ISBN 0415256798 .
* Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge ISBN 0415256798 .
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* Conole, G. and Oliver, M. (2002). 'Embedding Theory into Learning Technology Practice with Toolkits, Journal of Interactive Media in Education, Special issue on learning technology theory', Open University, 2002(8), http://jime.open.ac.uk/.
* Conole, G. and Oliver, M. (2002). 'Embedding Theory into Learning Technology Practice with Toolkits, Journal of Interactive Media in Education, Special issue on learning technology theory', Open University, 2002(8), http://jime.open.ac.uk/.


[[Category: Educational technologies]]
 
[[Category: Instructional design models]]
[[Category: Instructional design models]]
[[Category: Pedagogic strategies]]
[[Category: Pedagogic strategies]]
[[Category: Educational modeling languages]]
[[Category: Educational design tools]]
[[Category:Taxonomies]]
[[fr:Nuggets et DialogPLUS]]

Latest revision as of 15:04, 21 March 2019

Definition

The DialogPLUS Toolkit was a tool made for guiding and supporting teachers as they create, modify, and share learning activities and resources. DialogPLUS was an online browser-based application (open until 2010 at least) and was sponsored by the British JISC/NSF funded DialogPlus project. See also the Learning activity reference model, a larger related JISC project from this period.

DialogPLUS has been superceded by other projects, in particular the Open University Learning Design Initiative. One of the products developed is the CompendiumLD learning design software and the Cloudworks social platform, “a place to share, find and discuss learning and teaching ideas and experiences.”

See also: Conole and Fill learning taxonomy‎‎ (a visualization of ingredients)

Purpose

This tool is partly inspired by IMS Learning Design and somewhat related toolkits like LAMS and MOT.

According to Conole and Fill (2005: 1), “despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience”. The DialogPLUS learning design toolkit should guide practitioners through the process of creating pedagogically informed learning activities which make effective use of appropriate tools and resources.


The learning design toolkit described can be used for three main purposes:

  1. As step-by-step guidance to help practitioners make theoretically informed decisions about the development of learning activities and choice of appropriate tools and resources to undertake them.
  2. As a database of existing learning activities and examples of good practice which can then be adapted and reused for different purposes.
  3. As a mechanism for abstracting good practice and metamodels for e-learning
Conole and Fill (2005: 7-8)

The tool

We firstly will describe a few concepts used in the modelling framework and then shortly describe the system.

Concepts

At the heart of this instructional design method are nuggets, i.e. learning activities or pedagogical scenarios. Nuggets embody both learning activities and resources. Nuggets are activity-based learning objects. “Nuggets range in size (from a single file, to a mini-website), formats (word documents, powerpoint slides, html, flash etc), media (text, images, animations) and educational styles (learning material, assessments, activities, resources).” ([1]), retrieved 11:37, 23 November 2006 (MET)).

The software uses a nugget taxonomy as a language to to specify the nugget and its components. Below we reproduce some concept maps produced by the authors that illustrate a few selections a teacher/designer has to make when he designs a "nugget". These concept maps probably do not reflect the current state of the system, but they give an idea of the kind of design decisions that are being modeled. Also, please note that we don't show all expanded "nodes" of the model.

The learning activity

The notion of a learning activity (LA) is at the heart of the "nugget" and the tool and it is composed of three elements:

  • The context of the activity: e.g. subject, level of difficulty, intended learning outcomes and the environment within which the activity takes place.
  • The learning and teaching approaches: including theories and models.
  • The learning tasks: This includes type of task, techniques used, associated tools and resources, interaction and roles of those involved and learner assessment.
Learning Activity - Top Level, copyright Conole and Fill (2005), reproduced with permission by K.Fill and G.Conole

Learning and teaching approaches

The tool supports a variety of instructional design models. DSchneider thinks that it definitely fits a modern activity-based instructional design perspective, e.g. as an alternative to more traditional lesson planners and more in the spirit of more powerful tools like MOT+, but being much easier to learn.

With the tool, the teacher can explicitly state a given pedagogical approach, but the design itself is then defined through tasks.

Tasks

A task is firstly defined by a description, a length, a type, a technique and interaction. A task then assigns roles and includes resources, tools and assessment.

Tasks in DialogPLUS, copyright Fill et al. (2004), reproduced with permission by K.Fill and G.Conole
Task types
Task types in DialogPLUS, copyright Fill et al. (2004), reproduced with permission by K.Fill and G.Conole
Task techniques

Task techniques include brainstorming, exercise, field work, role play, reflection and syndicates. The authors “identified almost thirty techniques to be stored in the toolkit such that advice can be offered to practitioners. Interactions required are likely to be individual, one to many, student to student, student to tutor, group or class base”.

Task resources

Available resources and tools are based on the Laurillard conversational framework five principal media forms (Narrative, Communicative, Adaptive, Productive, and Interactive) (Laurillard, 2002, p.90).

Tasks in DialogPLUS, copyright Fill et al. (2004), reproduced with permission by K.Fill and G.Conole
Assessment types

Not surprisingly, there is a large palette of assessment types and techniques.

Tasks in DialogPLUS, copyright Fill et al. (2004), reproduced with permission by K.Fill and G.Conole

The learning taxonomy in one table

One major outcome of this project and that will stay is just the taxonomy itself. It can be used for various purposes, e.g. in teacher training or as a tool that allows a designer/teacher to think about pedagogical approaches, tasks, tools, resources, support and outcomes in a learning design perspective.

The table below was presented by Conole (2010:Appendix) in a draft for discussion version of a State of the Art report on training teachers, blended learning and elearning

Context
Learning outcome, subject, discipline, level, learner characteristics, pre-requisites, time to complete
Pedagogy
Tasks and supporting assets and outputs
Approaches Techniques Tasks Tools Resources Support Outputs
Action research

Active learning

Case study

Collaborative

Conceptual

Constructivist

Dialogic

Enquiry-led

Experiment

Field trip

Goal-based scenario

Problem-based

Procedural

Project-based

Reflective practitioner

Resource-based

Role play

Vicarious learning

Buzz words

Crosswords

Drill and practice

Exercise

Experiment

Fishbowl

Game

Ice breaker

Journaling

Pair dialogues

Panel discussion

Peer exchange

Puzzles

Question/answer

Rounds

Scavenger hunt

Snowball

Structured debate

Tutorial

Web search


Analyse

Apply

Argue

Brainstorm

Calculate

Classify

Compare

Create

Criticise

Critique

Debate

Decide

Define

Demonstrate

Describe

Design

Differentiate

Discover

Discuss

Draw

Evaluate

Experience

Explain

Explore

Gather

Generalise

Hypothesize

Identify

Illustrate

Infer

Interpret

Interview

Investigate

Judge

Justify

List

Listen

Manipulate

Model

Negotiate

Observe

Order

Organise

Practice

Predict

Prepare

Present

Produce

Question

React

Read

Recite

Refine

Reflect

Report

Research

Resolve

Review

Search

Select

Simulate

Solve

Specify

State

Summarise

Synthesise

Test

Translate

View

Vote

Write

Bibliographic software

Blogs

CAA tools

CD/DVD

Chat

Concordancer

Database

Digital audio

Digital video

Discussion board

Electronic library

Email

Graphic package

Instant messaging

iPOD/MP3 player

Image software

Memory stick

Mind map

Modelling NVIVO

Online assessment

Podcast

Project manager

Search engine

Simulation software

Spreadsheet

Statistical software

Text image audio or video viewer

Video conferencing

VLE/LMS

Virtual worlds

Voice over IP

Voting system

Wikis

Word processor


Annotated bibliography

Content in blogs

Content in wikis

Course information

Course reading materials

Discussion forum content

FAQs

Interactive CD ROM

MCQ

Previous cohort resources

Schedule/course calendar

Peer-generated resource

Peer-recommended sites

Subject-based web sites

Template

Research journal articles

Grey literature


Buddying

Coach

Diagnostic test

Explanation

Facilitation

Formative Feedback

Induction

Instructions

Intervention

Monitoring

Orientation session

Peer collaboration

Peer reflection

Scaffolding

Set up

Surgery


Artefact

Assignment

Book report

Concept map

Dissertation

Essay

Paper

Performance

Portfolio

Presentation

Product

Report

Review



The tool

The tool was available as on-line Web application. External users may create an account (checked on 20:24, 22 November 2006 (MET)).

(needs some description here - DSchneider)

DialogPlus can export to IMS Learning Design

DialogPlus is also integrated with ConceptVISTA, a ontology creation and visualization tool that stores ontologies in the Web Ontology Language (OWL)

Current status

As of Nov 2006, the DialogPlus toolkit is being further evaluated, together with LAMS, as tools for teacher development as learning activity designers in the JISC funded EDIT4L project, part of the Design for Learning programme.

As of April 2010, the project is mostly dead, although the web site is still up and running. Replacement can be found through the Open University Learning Design Initiative (OULDI). E.g. you may have a look at CompendiumLD (if your read french, see also our Tutoriel CompendiumLD. The OULDI approach is much less "molecular", i.e. focuses on community building and exchange of ideas and patterns through the Cloudworks website (a kind of multi-user blog). "Clouds" are entries (posts of various natures + comments" and "Cloudscapes" are categories. In principle, people should contribute CompendiumLD designs there. Since a first stable version only came out on May 2010, there are only very few so far.

DialogPlus vs. IMS Learning Design

Bailey et al. (2006). Panning for Gold explains that there are many structurals similarities between DialogPlus and IMS Learning Design and this is why DialogPlus can export to IMS LD.

Here is a figure (reproduced without permission for the moment) from this paper that summarizes the situation:

Bailey et al. comparison between DialogPlus and IMS LD

Discussion

Comments by DSchneider / 2006

General
  • Given the complex scenario descriptions the tool can handle, it's fairly easy to understand how to use it (globally speaking). Overally speaking, I have a good impression and this tool certainly could be used in teacher education.
The nugget definition
  • Nugget aims can not be re-edited
  • The generic nugget module window provides a useful overview, but it doesn't make sense to use a separate column to display various nugget categories. Even with my 3500 px two 20 + 24 screens...
Task definitions
  • The task can't be described. Not sure that it is enough to describe with various taxonomy elements.
  • It is not practical to have to enter the same resource or tool several times. One ought to be able to link various tasks to one single resource or tool. E.g. a same wiki can be use to look up definitions, to find further readings, to compose a project page, to add/modify definitions, to discuss. A similar remark concerns function. One tool can have more than one function. Of course media have affordances, but a tool is instrument because of way it is being used.
  • Resources and tools can not be edited.
IMS LD export
  • Export to IMS LD works, but the result can't be loaded into the Reload LD Player (there is a missing identifier attribute in the manifest, learnobjectid is defined twice, ...). I will try to fix the manifest by hand later.
ConceptVISTA
  • I didn't understand really how the 2 are integrated (but didn't really try so far)

Comments by DSchneider / 2010

I finally never used this website for myself and also think that it's not suitable for normal teachers, since they don't like to plan in top down fashion. However, I still feel that DialogPlus would be a really valuable tool for teacher education. Also, in that respect, the Interface could be made "web 2.0" kind of easy-to-use, but this would need some funding. As I also said above, the learning taxonomy itself is a great output of this project and will stay around.

According to Conole (2010), State of the Art report on training teachers, blended learning and elearning (draft for discussion version), “the linear nature of the design of the toolkit does not align with real teacher-design practice, which is messy, iterative and intuitive.”. In a message posted to cloudworks, Graínne Conole explains that “Visualusation has become central to my thinking both in terms of how adapted mindmapping tools like the CompendiumLD tool we have created can be used, but also conceptual 'views' to help thinking about design from differnt perspectives”.

Update 2014

As of March 2014, most links seem to be dead, including the DialogPlus web site. A fairly typical situation in Educational Technology:

  • Funding allow to create a prototype
  • After funding, researchers try to maintain or even improve
  • After some years, there are other priorities, the site often will be hacked and/or spammed and then killed ....

Links

DialogPLUS On-line Application
Project websites and related
  • EDIT4L, Evaluation of Design and Implementation Tools for Learning (dead link)
  • JISC Design for learning. A larger British project (2006 - 2088) for projects in developing, implementing and evaluating tools and systems that support design for learning.
Other
  • Fill, K., Bailey, C., Conole, G. & Davis, H. (2004). "Supporting teachers: the development and evaluation of a learning design toolkit." ALT-C 2004, Exeter, UK. Abstract (and PPT)

References

  • Bailey, C., Zalfan, M. T, Davis, H. C., Fill, K., & Conole, G. (2006). Panning for Gold: Designing Pedagogically inspired Learning Nuggets. Educational Technology & Society, 9 (1), 113-122. PDF Reprint.
  • Conole, Gráinne and Karen Fill (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/08. ISSN:1365-893X Abstract (PDF/HTML open access)
  • Conole, G. & Fill, K. "Designing a Learning Activity Toolkit." Ed-Media 2004 Poster, Lugano, Switzerland PPT
  • Conole.G. (2010), State of the Art report on training teachers, blended learning and elearning (draft for discussion version), The Open University HTML, retrieved May 2010.
  • Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge ISBN 0415256798 .
Other publications to sort out ...
  • Conole, G. (2002). 'Systematising Learning and Research Information', Journal of Interactive Media in Education, 7. Abstract (HTML/PDF).
  • Conole, G. (2004). 'Report on the effectiveness of tools for e-learning', report for the JISC commissioned Research Study on the Effectiveness of Resources, Tools and Support Services used by Practitioners in Designing and Delivering E-Learning Activities. [cited] [cited]
  • Conole, G. and Dyke, M. (2004). 'What are the affordances of Information and Communication Technologies', ALT-J, 12.2,113-124.
  • Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33
  • Conole, G. and Oliver, M. (2002). 'Embedding Theory into Learning Technology Practice with Toolkits, Journal of Interactive Media in Education, Special issue on learning technology theory', Open University, 2002(8), http://jime.open.ac.uk/.