constructing high quality learning environments using learning designs sue bennett
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Constructing High Quality Learning Environments using Learning Designs Sue Bennett. University of Wollongong. Medium-sized regional university (15,000 students) Research strength in educational technology Centre for research in Interactive Learning Environments (RILE) - PowerPoint PPT PresentationTRANSCRIPT
University of Wollongong
Constructing High Quality Learning Environments using Learning Designs
Sue Bennett
University of Wollongong
University of Wollongong
• Medium-sized regional university (15,000 students)
• Research strength in educational technology– Centre for research in Interactive Learning
Environments (RILE)– Telecommunications
and InformationTechnology ResearchInstitute (TITR)
– Smart Internet Technology Cooperative Research Centre (SIT-CRC)
University of Wollongong
Began with ‘learning objects’
Form:
digital
Size/Granularity:
small resources
non-digital & digital
large resources
Purpose:
support learning
instruction inherent in
LO
facilitates a learning objective
University of Wollongong
Learning object rationale: ‘reuse’Assumptions• Teachers want to use
(other people’s) learning objects
Gap• Little evidence for “reuse”• Cultural and practical factors
University of Wollongong
Learning object rationale: ‘reuse’Assumptions• Teachers want to use
(other people’s) learning objects
• Teachers will be able to find learning objects they want
Gap• Little evidence for “reuse”• Cultural and practical factors
• No single metadata standard for search/retrieval
• Range of applications of metadata
University of Wollongong
Learning object rationale: ‘reuse’Assumptions• Teachers want to use
(other people’s) learning objects
• Teachers will know how to use learning objects
• Teachers will be able to find learning objects they want
• Teachers need support but as yet there are few support tools available
Gap• Little evidence for “reuse”• Cultural and practical factors
• No single metadata standard for search/retrieval
• Range of applications of metadata
University of Wollongong
Project aims
• Develop a framework to guide the reuse of learning objects to create pedagogically sound online learning environments
• Create and investigate tools to support teachers design processes and decision-making
• Investigate standards that can support the tools and process
University of Wollongong
Vision
Smart Learning Design Framework
LearningDesigns Learning
ObjectLearning Object
Learning Object
Learning Object
University of Wollongong
Vision
Smart Learning Design Framework
LearningDesigns Learning
ObjectLearning Object
Learning Object
Learning Object
MPEG -21
University of Wollongong
Vision
Smart Learning Design Framework
LearningDesigns Learning
ObjectLearning Object
Learning Object
Learning Object
Unit of Study (multiple formats)
MPEG -21
University of Wollongong
Learning designs
Tasks SupportsResources
Learning Outcomes
University of Wollongong
Learning Designs Project
• A way to describe the design of a learning experience (the pedagogy) with ICTs
• Facilitate communication amongst educators = ‘pedagogical patterns’ or ‘design patterns’
• Serve as model or template to guide ‘good practice’
University of Wollongong
Representation
• Learning sequence as a representation of a learning design
• Designer identification of task, supports and resources
• Formalism as a visual representation of tasks/ supports and resources
University of Wollongong
The Learning Design Web Site
www.learningdesigns.uow.edu.au
University of Wollongong
Project outcomes: Prototype tools
University of Wollongong
Project outcomes: Prototype tools
University of Wollongong
Project outcomes: Prototype tools
University of Wollongong
Project outcomes: Prototype tools
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are needed to see this picture.
University of Wollongong
Further investigations
• School teachers’ use of problem-based learning design (Webquest)
• University teachers’ use of problem-based learning design (Explore, Describe, Apply)
• Application profile for Australian higher education community
• Integration with learning management system (Janison Toolbox LMS)
University of Wollongong
Conclusion
• Does not eliminate the need for academics to have an understanding of contemporary learning theories and their applications
• But provides teachers with a scaffold to help them design high quality learning environments without investment of excessive amounts of time
• Focus on helping teachers apply their professional and disciplinary knowledge
University of Wollongong
Contact:
Dr Sue Bennett
Faculty of Education
University of Wollongong