1. Learning Design Rachel Ellaway (ACETS) Learning Design Learning Design Ideas from Scotland and the North X4L John Casey (L2L)

2. Learning Design Learning can be designed Learning is causal Learning is individual Learning is a product that can be delivered Learning is separate from any other dimension of human activity Learning is the same as teaching We all know what we are doing Some myths …

3. Learning Design What is Learning Design? oIMS specification vs general concepts onotation language for teaching activities oreally about teaching design orather abstract yet still algorithmic oa way of recording the choreography of the people, resources and online services etc involved in learning activities otherefore heavily metaphorically structured - metaphors are useful but limited - they can both liberate and constrain thinking Learning Design

4. Learning Design Elements Objectives and prerequisites Triggers Persons and roles Learning and Support Activities Environments and/or scenarios Tool, knowledge and/or test objects Search, communicate and/or announce services

5. Learning Design There is a gap between current teaching practice and Learning Design Current practice is oDeeply contextualised oEmbedded in institutional environments (literally built into the bricks) oContent delivery oriented dominated [1] oDifficult to abstract and therefore reflect upon oEmergent, performed and adaptive Learning Design

6. This gap between current practice and Learning Design is our problem space Mapping and crossing the problem space Should we doing this? Who should do it? In which direction? Validation, transparency, re-use issues? How, at what level? Learning Design

7. Characteristics of the problem space Teachers find it difficult to conceptualise, communicate and share their pedagogic strategies. [2] Lack of training in HE & FE to support this type of activity Is Learning Design is too abstract for everyday use? Where does LD fit in to the bigger picture - why bother? Learning Design

8. Suggested areas for attention developing a well-structured expressions of teaching designs in plain-english [3], [4] and use of graphical formats [2], [5] we should also be investigating: ousing design patterns [1], [6] ousing artefacts or fragments as boundary objects [7] oinnovative ways of capturing teaching expertise oWhat happens when we do this otesting LDs for completeness, representativeness and vaildity Learning Design

9. We should be prepared for surprises! oLearning Design (instructivist ?) is colliding with the constructivist philosophies of the higher educational sector oReceived orthodoxies are being challenged in both camps. (see the Don Morrison slides about changes in ID at http://www.morrisonco.com/speaking.htm) http://www.morrisonco.com/speaking.htm oTeaching practices and learning communities are evolving at this interface ohow - who wins? Learning Design

10. Benefits of tackling the LD problem area: oaddresses the human infrastructure requirements which is of critical importance to e-learning development osimplifies and bridges the educational and the technical and can be incorporated into staff development activities obenefits in terms of developing reflective practice, pedagogical interoperability and learning design skills oempowers teachers and others to deal more effectively with media designers and technical staff and with teachers from other cognate disciplines ointroduces and makes possible reuse and sharing of pedagogic strategies in the analogue world without requiring a large technical capital investment obetter accountability, audit and transparency - for staff and students Learning Design

11. Hazards of tackling the LD problem area: oRed herring - no practical use oDiversion of time and resources oOver-simplification and homogenisation of teaching oLD metaphor breaks in practice oBalancing tech with traditional f2f oTransfer of power and control away from teachers oManagerial control - audit economies oDesensitised contexts oSquashes improvisation and creativity oMono-modal approach - if not in LD then not at all oHidden curricula issues Learning Design

12. So, what next? Learning Design

13. [1] Koper, R. 2003. Combining reusable learning resources and services with pedagogical purposeful units of learning. In Reusing Online Resources: a sustainable approach to e-learning. Ed. Littlejohn, A. Kogan Page, London. [2] Littlejohn, A 2003. An incremental approach to staff development in the reuse of learning resources. In Reusing Online Resources: a sustainable approach to e-learning. Ed. Littlejohn, A. Kogan Page, London. [3] Ellaway, R Semistructured Language article released through CETIS [4] Beetham, H. 2004. Review of developing e-learning models for the JISC practitioner communities version 2.1. http://www.jisc.ac.uk/elearning_pedagogy.html http://www.jisc.ac.uk/elearning_pedagogy.html [5] Conole, C, et al 2003. Use and reuse of digital images. In Reusing Online Resources: a sustainable approach to e-learning. Ed. Littlejohn, A. Kogan Page, London [6] Bartolucci, S. et al 2003. E-LEN project: Working towards an e-learning design pattern language. In Learning Technology, October 2003. http://lttf.ieee.org/learn_tech/issues.html http://lttf.ieee.org/learn_tech/issues.html Learning Design