Pedagogy Before Technology Prof Tony Toole Coleg Sir Gâr/University of Glamorgan May 2005

Inclusive Design: An Approach. A view of learning theory. A view of learning theory. An approach to learning design. An approach to learning design. Designing for the lifelong learner. Designing for the lifelong learner. An understanding of barriers and constraints. An understanding of barriers and constraints. Designing for diversity, accessibility and usability. Designing for diversity, accessibility and usability.

The Issues for Lifelong Learners. Lifelong learners represent a diverse community with a median age of 38 and a normal distribution around that. Lifelong learners represent a diverse community with a median age of 38 and a normal distribution around that. Lifelong learners have a wide variety of needs, abilities and motivations. Lifelong learners have a wide variety of needs, abilities and motivations. A ‘one size fits all’ model does not work for the lifelong learner. A ‘one size fits all’ model does not work for the lifelong learner. The learning process needs to adapt to each workplace/ community of practice scenario. The learning process needs to adapt to each workplace/ community of practice scenario.

The Intended Learning Journey. Structured materials Navigation Structured tasks Discussion Forum Assessment

But …. Lifelong learners are transactional students with different levels of experience, expertise, learning styles and reasons for studying… As a result many didn’t take the route that had been designed for them & chose a path that matched their way of doing things… The route they took depended on their motivation for taking the course and what personal benefits they wanted it to deliver.

Lessons We have Learned …. We need to provide multiple routes through the materials and allow students to make their own choices. We need to provide multiple routes through the materials and allow students to make their own choices. We need to communicate proactively with the students and provide structured formative feedback on achievement. We need to communicate proactively with the students and provide structured formative feedback on achievement. We need to allow the students to build on their existing skills and knowledge and to undertake learning activities that are relevant to their interests and learning needs. We need to allow the students to build on their existing skills and knowledge and to undertake learning activities that are relevant to their interests and learning needs. We need to provide plenty of opportunities to communicate for those who are most comfortable in a community of learners, whilst allowing those who wish to plough a lone furrow to do so. We need to provide plenty of opportunities to communicate for those who are most comfortable in a community of learners, whilst allowing those who wish to plough a lone furrow to do so.

An Approach to Learning Theory. Everybody learns and unlearns throughout their lives. Everybody learns and unlearns throughout their lives. We build a framework of competence sufficient to achieve our daily objectives. We build a framework of competence sufficient to achieve our daily objectives. What we use we reinforce, what we do not use fades. What we use we reinforce, what we do not use fades. All learning theories bring value to our understanding of how learning happens. All learning theories bring value to our understanding of how learning happens.

A Socratic Approach to Learning Design. What are the learning outcomes? What are the learning outcomes? What evidence will confirm the achievement of those outcomes? What evidence will confirm the achievement of those outcomes? What activities will lead to the generation of that evidence? What activities will lead to the generation of that evidence? What resources and support will the learner need to carry out those activities? What resources and support will the learner need to carry out those activities?

A Learning Design Model. Based on constructivist, situated learning approach employing discovery learning activities in communities of practice. Based on constructivist, situated learning approach employing discovery learning activities in communities of practice. Modular with clusters of credit rated learning outcomes. Nested levels of learning support resources. Modular with clusters of credit rated learning outcomes. Nested levels of learning support resources. Student chooses own mix of learning outcomes to attain, level of support required and where & when the learning will take place. Student chooses own mix of learning outcomes to attain, level of support required and where & when the learning will take place. Negotiated learning agreement with module tutor. Negotiated learning agreement with module tutor.

Flowchart of a Learning Design. Level 3 Materials {Full topic coverage, examples, exercises, tutorial) Need Further Materials? Level 2 Materials {Further explanation of topic, example, exercise) Need Further Materials? Level 1 Materials {Bullet point explanations, assumes knowledge of software, menu structures and all basic functionality} {bullet point 1: explanation}. {bullet point N: explanation } End Module {discuss with tutor} Learning Activities Complete? Complete Learning Activity {discuss drafts with tutor} {agree final version} {submit} Choose Learning Activity {choose personal application, agree with tutor} Learning Activities {Learning Activity 1. Description, learning outcomes, student choices, examples}. {Learning Activity N. Description, learning outcomes, student choices, examples} Module Descriptor {This will explain the learning objectives of the module and the number of activities to be carried out} Start Module {discuss with tutor} N Y Y Y N N Y N Need Learning Materials?

Example Module.

Technology and Learning Design Technology is both an enabler and a constraint. Technology is both an enabler and a constraint. E-learning delivers two key benefits: accessibility and flexibility. E-learning delivers two key benefits: accessibility and flexibility. But the technology remains a barrier to many of the things we want to do. But the technology remains a barrier to many of the things we want to do. VLEs, digital repositories, interoperability, bandwidth, firewalls, middleware … VLEs, digital repositories, interoperability, bandwidth, firewalls, middleware …

But actually … It’s not technology that’s the problem at all. It’s not technology that’s the problem at all. It’s our understanding of the learning process and our ability to facilitate it. It’s our understanding of the learning process and our ability to facilitate it. We don’t need fantastic animations and interactive on-line graphics – we need good learning design. We don’t need fantastic animations and interactive on-line graphics – we need good learning design. It is instructive to note that Open University on– line materials are predominantly text and centred on learner activities. It is instructive to note that Open University on– line materials are predominantly text and centred on learner activities.

Designing for Diversity. Design to provide access to learning. Design to provide access to learning. Use the technology as a gateway. Use the technology as a gateway. Know your learners and their learning needs. Know your learners and their learning needs. Give the learner control and choice. Give the learner control and choice. Embed a communications network. Embed a communications network. Don’t, for a moment, think that learning design is easy, or follows a single template, or that academics know how to do it! Don’t, for a moment, think that learning design is easy, or follows a single template, or that academics know how to do it! We really do have an awful lot to learn ourselves… We really do have an awful lot to learn ourselves…

Pedagogy Before Technology Prof Tony Toole Coleg Sir Gâr/University of Glamorgan May 2005