1. Supporting further and higher education Future Activities Sarah Knight Helen Beetham

2. Supporting further and higher education Designing for Learning Develop terminology and frameworks to improve understanding and sharing of practice –Further develop paper-based planning tools –Evaluate planning tools in use by practitioners –Further map planning framework to standards (with CETIS) –Work with DfES, BEI, TLRP and CETIS to identify relevant vocabularies and areas of further development Describe and evaluate e-learning practices –Validate and refine models framework and case study template against examples from practice –Extend the range of use cases and scenarios –Provide input to user requirements analysis for Technical Framework and Tools strands –Joint demonstration projects with TF and Tools strands

3. Supporting further and higher education Designing for Learning Synthesise key recommendations –For service providers (including JISC) –For research funders –For practitioners Design, create and maintain practitioner- based resource(s) –Launch and pilot of the Effective Practice with e- Learning Publication at the RSC Learning Journey –Regional workshops on Designing for Learning –Workshop pack to be cascaded to existing networks via experts and champions Evaluate tools to support designing for learning –Extend LAMS evaluation to other LD tools (ITT) –Investigate practice in use of tools not based on the LD specification e.g interactive whiteboards, word templates, mindmapping software (ITT)

4. Supporting further and higher education Who will do all this? Bid for consultants to offer a range of skills –Short-term working groups to produce specific outcomes –Focus on synthesis, embedding and communication ITTs for LD tools Over to you: –What is missing from these proposals? –What should we prioritise? –How best to embed and communicate with different audiences? –How could the experts group be involved?

5. Supporting further and higher education Understanding my learning Research review –outline existing research into learner perceptions of elearning –scope process for national consultation National learner consultation (Feb 2005) –capture learner perspective in detail –include observational/ethnographic work –focus on learner differences Investigate accessibility issues –in collaboration with TechDis –implications for personalisation of learning

6. Supporting further and higher education Discussion points What is missing from these proposals? What should we prioritise? How can we ensure that the designing for learning and understanding my learning strands are integrated? –E.g. are effective tools for learning design also effective tools for learner reflection and planning? –E.g. are the same features of the learning situation relevant to learners as to practitioners? How can we involve learners as users? –And ensure the learner perspective is taken into account in the developing technical frameworks and tools? How could the experts group be involved?