flexiblelearning.net.au Online learning designs to engage learners - the Toolbox initiative Vivienne Blanksby & Ron Oliver

flexiblelearning.net.au Flexible Learning Toolboxes “A Toolbox is a collection of online training materials comprising learning activities, resources and user guides to support program delivery for qualifications from endorsed Training Packages” Series 1 released 1999/2000 Evaluation of Series 1 recommends more task-based approach to learning design - guidelines redeveloped. Series 2 released 2001 Series 3 released 2001/2 Series 4 released 2002 Series 5 released 2003

flexiblelearning.net.au Principles for effective learning (Duffy & Cunningham): active construction of knowledge supported by various perspectives within meaningful contexts social interactions play important role builds on previous experiences of learners

flexiblelearning.net.au Series 2 Guidelines emphasis: an active, constructive role for learners learning activities not mere knowledge acquisition meaningful online communication and interaction visually attractive, motivating to use, logically organised authentic and real life settings (not just textual descriptions)

flexiblelearning.net.au Quality assurance processes careful project selection of balanced teams guidelines, team workshop mentors - critical friends with online learning design expertise proof of concept stage reviews from online learning specialists, industry and teachers user trials final proofing check and technical tests

flexiblelearning.net.au The study: To what degree are deep learning experiences supported by Toolboxes? What patterns exist in learning designs across different qualification levels? Is there a discernible pattern of difference in the products developed across series?

flexiblelearning.net.au Methodology Review of the constituent elements of online designs (Oliver, 1999): Learning tasks - the problems, contexts & interactions used to engage learners Learning resources - the content, information and reference sources Learning supports - the scaffolds, assistances, and motivations used to support learners

flexiblelearning.net.au Learning tasks have a fundamental role in determining the depth of learning outcomes. They should: be open to some degree provide learners with choices and decisions represent practical problems relating to the learner’s context

flexiblelearning.net.au Learning Task Continuum

flexiblelearning.net.au Learning resources These should expose learners to: perspectives from a multitude of sources freedom of access in a variety of ways, avoiding strict sequencing authentic and relevant formats choice of materials to use for specific purposes

flexiblelearning.net.au Learning Resources Continuum

flexiblelearning.net.au Learning supports Learning support should be an integral part of the learning process for : guidance and feedback sensitivity to individual needs.

flexiblelearning.net.au. Learning supports continuum

flexiblelearning.net.au Results

flexiblelearning.net.au Learning Designs and AQF Levels

flexiblelearning.net.au Conclusions Strong evidence of resources supporting deep learning experiences Depth of learning experiences supported by Toolboxes has increased over time These products are exemplars of learning settings based on contemporary technologies and learning settings

“The Flexible Learning Toolboxes have to be one of the most important developments in e-learning support ever produced anywhere. The integration of sound pedagogical principles such as authentic tasks, seamless assessment, and reflective activities represents state-of-the-art design for online learning that I have not seen equaled in North America, Europe, or elsewhere.” Thomas C. Reeves, Professor, Department of Instructional Technology, University of Georgia