1. The Learning Design Revolution: Implementing the Learning Activity Management System (LAMS) Professor James Dalziel Director, Macquarie University E-learning Centre of Excellence (MELCOE) james@melcoe.mq.edu.au www.melcoe.mq.edu.au Presentation for Oxford Learning Design Workshop, 13th January 2004, UK © Copyright 13/1/04 James Dalziel

2. Overview Why do we need a revolution in e-learning? Introducing Learning Design –Background and Concepts Examples of Learning Design –What is Constructivism? Summary & Questions

3. Why do we need a revolution? BETT, ALT-C, etc demonstrate rich and vibrant e- learning E-learning content is being taken up by many universities and schools Many schools (and most Universities and FE colleges) are adopting learning platforms (VLEs, etc) What, if anything, is the problem?

5. E-learning Content Today Most assumes single learner, self-paced learning Often little more than textbooks online? Content-centric, transmission model of education –What is the implied pedagogy?

6. E-learning Content Today Teachers can feel something fundamental is missing “This doesn’t feel like what I do everyday in my teaching” Why doesn’t e-learning facilitate “Lesson Plans”? –That is, software that describes and manages sequences of collaborative learning activities (not just content) We have “best practice content” but what about “best practice process”?

7. ICT Information and Communication Technologies ?

8. Pedagogical Models and Standards With the exception of Learning Design, current e- learning standards/specifications tend to assume: –Single, isolated learner –Primary focus on content delivery –Interactivity provided by self-test questions, exercises –Course length generally 30 minutes to a few hours Pedagogical theory? –Transmission model of education –Computer as authority by proxy –Learning as short, bite-sized “chunks” Focus mainly on technical details, not learner experience

9. Learning Design assumptions: –Single or multi-learner environments, flexible groupings –Primary focus on sequencing of learning activities –Interactivity provided by discussion groups, chat rooms, etc (as well as by self-test & simulations) –Includes content delivery as one type of learning activity –Able to describe long-term learning Pedagogical theory? –Supports different models, including constructivist & transmission –Computer as gateway to other learners and resources –Learning is still broken down into “chunks”, but can be part of a broader whole Pedagogical Models and Standards

10. Introducing Learning Design Learning Design is a name given to a new field of e- learning technology based on “best practice process” Learning Design = Sequence of Collaborative Learning Activities Learning Designs can incorporate single learner content, but also collaborative tasks such as discussion, voting, small group debate, etc Learning Designs can be stored, re-used, customised

11. Introducing Learning Design Learning Design has various other names: –Pedagogic Design –Pedagogic Frameworks –Learning Trails –Learning Activity Sequences –“Powerpoint for educational activities” –Educational Modelling Language, –“Process VLE”, etc Learning Design as Lesson Plans –But not just a description of the activities - Learning Design software can help facilitate the activities

12. AuthorityCreatorArrangerLearner Prescribe Author Add Metadata & Submit to Learning Object Repository (LOR) Design Learning Activity Structure LOs & Activities Structure Assessment Organise Student Roles/Groups Student Login Do Learning Do Assessment Record Infoseeker Student Searches COLIS Global Use Case: Final Version Facilitator Facilitate Learning Facilitate Assessment Package New/ Modified LO/LD Quality Assurance Outcomes/ Competencies Monitor Learning Monitor Assessment Cataloguer Certify Search LORs via Gateway for LOs & Learning Designs Review Metadata & Resources (& Licenses if DRM) Obtain Links or Download LOs & Learning Designs

13. AuthorityCreatorArrangerLearner Prescribe Author Add Metadata & Submit to Learning Object Repository (LOR) Design Learning Activity Structure LOs & Activities Structure Assessment Organise Student Roles/Groups Student Login Do Learning Do Assessment Record Infoseeker Student Searches COLIS Global Use Case: Final Version - Learning Activites = Facilitator Facilitate Learning Facilitate Assessment Package New/ Modified LO/LD Quality Assurance Outcomes/ Competencies Monitor Learning Monitor Assessment Cataloguer Certify Search LORs via Gateway for LOs & Learning Designs Review Metadata & Resources (& Licenses if DRM) Obtain Links or Download LOs & Learning Designs

14. “Rendering” XML Data interchange XML Run-time tool description XML Learning Object Meta-data XML Learning Objects versus Learning Activities

15. “Rendering” XML Data interchange XML Run-time tool description XML Learning Object Meta-data XML Learning Objects versus Learning Activities LAMS

16. Short Example: What is Constructivism? –Week 1: Discussion environment - initial thoughts –Week 2: Review of content and search for websites –Week 3: Small group debates with scribe reporting back to whole class –Week 4: Submit report for marking and comments Demonstrations: –Student view –Monitoring view –Authoring view Simple example of Learning Design

17. Learner Environment

26. Monitoring Environment

31. Authoring Environment

33. Authoring different pedagogical sequences Consider a sequence as follows: (1) Consider a question (2) Review content (3) Debate ideas (4) Conduct assessment

34. Authoring different pedagogical sequences Consider a sequence as follows: –(1) Consider a question; (2) Review content; (3) Debate ideas; (4) Conduct assessment How could this be conducted differently? –Fully online over a month (distance e-learning) (1) Discussion Forum (Class); (2) Share Resources; (3) Chat and Scribe (Small groups); (4) Submit report –Fully online over an hour (in a computer lab) (1) Live Q&A; (2) Present Resources; (3) Chat session (Class); (4) MCQ quiz (show group average and high scores) –Partially online and partially face to face over a week (tutorial and online tasks) (1 & 2) Discussion forum and Present Resources; (3) Face to face tutorial debate; (4) Group project submission –Text descriptions of face to face (only) activities (no tech)

35. Fully online over a month: (1) Discussion Forum (Class); (2) Share Resources; (3) Chat and Scribe (Small groups); (4) Submit report

36. Fully online over an hour: (1) Live Q&A; (2) Present Resources; (3) Chat session (Class); (4) MCQ quiz (show group ave and high scores)

37. Partial Online and F2F: (1 & 2) Discussion forum and Present Resources; (3) Face to face tutorial debate; (4) Group project submission

38. Text Decsriptions for Face to Face (only) activities - LAMS sequence just as descriptive framework - does not “run” the sequence

39. Summary and Questions Learning Design as a “process VLE” –Facilitation of sequences of collaborative learning activities –Learning Designs can be stored, re-used, and customised A new category of “e-learning content” The coming revolution of “best practice process” Pilot studies (eg KTC) confirm the transformational impact of the Learning Design approach For further information about LAMS, see: –www.melcoe.mq.edu.au/res.htm (articles and PPTs) –www.webmcq.com.au/home/LAMS/LAMS.pdf (Teacher guide) Questions?