Phoebe A wiki-based pedagogic planner to promote innovative practice in Design for Learning Liz Masterman Oxford University Computing Services with Marion Manton & David Balch Department of Continuing Education, University of Oxford

Overview Introduction:  Design for learning and the role of pedagogic planning tools General challenges to the design of pedagogic planning tools Design principles for Phoebe Quick tour of Phoebe A complementary tool: the London Planner Jonathan San-Diego, London Knowledge Lab Comments, questions, suggestions, bouquets, brickbats… To what extent is there a need for these tools? Is it possible to create a tool for all? (Discuss further on Thursday!)

Aligning our understandings: Design for learning “the process by which teachers – and others involved in the support of learning – arrive at a plan or structure or design for a learning situation” (Beetham & Sharpe, 2007, p. 7) that strikes “an appropriate balance between e-learning and other modes of delivery” (JISC, 2004, p. 11). Design, rather than planning, because:  Simultaneously a systematic and a creative activity (Winograd, 1996)  “learning can never be wholly designed, only designed for” (Beetham & Sharpe, 2007, p.8)

Aligning our understandings: Pedagogic planning tools Purpose-built applications that guide teachers through the construction of plans for learning sessions that make effective use of technology where appropriate Pedagogic planning:  Concept of “lesson” alien to HE  Pedagogy “embraces an essential dialogue between teaching and learning” (Beetham & Sharpe, 2007, p. 2)

Aligning our understandings: Pedagogic planning tools =Where the individual practitioner starts getting to grips with technology and exploring its implications: “E-learning is often talked about as a ‘trojan mouse,’ which teachers let into their practice without realizing that it will require them to rethink not just how they use particular hardware or software, but all of what they do.” (Sharpe & Oliver, 2007, p. 49) “It fundamentally made me think about what I actually do in the class. … The VLE really made me think about ‘how am I going to project what it is that I give to a lesson when I’m face to face on this screen?’… Usually I don’t have to plan my lessons, I just go in and do it.… What it brought me back to was the actual lesson plan, you know, like when you first started off … it was like that all over again.” (School teacher)

Challenges to the design of pedagogic planning tools Range of approaches:  “The starting point would be the assessment criteria/expected learning outcomes. This would be balanced by the students’ needs and level of learning.”  “I usually start by thinking about the knowledge or skills learners need, whilst keeping a strong eye on the assessment. This then develops into aims and outcomes.” Range of tools:  “I use pen and paper to collect ideas, Post-its to sort main headings. I like to lecture from a hand-written outline.”  “1. Pen and paper — broad conceptual overview, key learning activities mapped as a storyboard/concept map. 2. Formalise this map in Word or PowerPoint. 3. Detailed matrix of [learning outcomes], activities and assessment in Excel for detailed analysis etc.”

Forms of representation Tools to support creation of these representations Moving from one form of representation to another Challenges to the design of pedagogic planning tools

JISC Design for Learning programme May 2006-February 2008 Phoebe  Planning at the session level London Planner  Planning at both the course (module) and session levels

Phoebe Aim:  Enable teachers in post-compulsory education to develop their confidence and skills in designing technology-mediated learning experiences Principles:  Propagate effective practice to a wide audience  Allow option to use familiar planning tools Rationale:  Learning Design tools and LAMS in limited use; output XML  Successful IT projects build on the way users work, don’t force them to adapt

Phoebe Envisaged context of use  Initial teacher training  Staff development: engage the reluctant and/or curious  Productivity tool and source of further inspiration for experienced practitioners  Community tool to be “owned” and customised by individual institutions Development methodology (see poster):  “Informant Design”  Activity Theory analysis of Learning Design Tools project data Phase 1 proof-of-concept prototype:  “A wiki within a wiki”

Phoebe

Future directions: Phoebe phase 2 Expand the content Evaluate in a range of contexts Explore Phoebe as a community-owned tool  Ensure relevance to users through customisation  A way to tackle long-term sustainability? Consider the future research agenda for planner tools Integration with other planner tools  The London Planner