Download - Supporting further and higher education Understanding my Learning Helen Beetham Programme Consultant
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Supporting further and higher education
‘Understanding my Learning’
Helen BeethamProgramme Consultant
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Supporting further and higher education
e-learning and Pedagogy
• Overall aim: ensure that e-learning in UK post-16 sector is ‘pedagogically sound, learner-focused and accessible’.
• First theme: design for learning– Practitioner planning perspective– How to support effective practice with e-learning?
• Second theme: understanding my learning(or learners’ experience of learning?)– Learner participating perspective– How to support ‘good’ e-learning experiences?
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Supporting further and higher education
e-learning that is pedagogically sound, learner focused and accessible
pedagogically sound learner focusedaccessible
e-learning
learnercharacteristics
learningoutcome
learning environment
learning task
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Supporting further and higher education
learnercharacteristics
learningoutcome
learning environment
learning task
practitioner planning perspective
Tools, facilities, services and resources to be used in
the learning task
Existing skills and knowledge; learning needs, motives and approaches;
prior experience of learning…
Target knowledge and skills; topic and subject area
‘interaction of learner with environment, leading to
planned outcome’
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Supporting further and higher education
Design for learning• Practitioner planning perspective • Learning task/interaction based
– Which learners– asked to do what?– to achieve what outcome?– using what tools and resources?
• Could also support a practitioner evaluating/reflecting perspective
Our aims: • Review and investigate what makes for ‘effective practice
with e-learning’ • Help practitioners to make more effective design decisions• Help developers to design systems – especially learning
design tools – that support effective practice
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Supporting further and higher education
learnercharacteristics
learningoutcome
learning environment
learning task
practitioner planning perspective
Tools, facilities, services and resources to be used in
the learning task
Existing skills and knowledge; learning needs, motives and approaches;
prior experience of learning…
Target knowledge and skills; topic and subject area
‘interaction of learner with environment, leading to
planned outcome’
![Page 7: Supporting further and higher education Understanding my Learning Helen Beetham Programme Consultant](https://reader036.vdocuments.site/reader036/viewer/2022070305/5515c625550346c6278b458a/html5/thumbnails/7.jpg)
Supporting further and higher education
learnercharacteristics
learningoutcome
learning environment
learning task
learner participating perspective
How do I do this? What am I supposed to use (tools/ resources)? Can I use this effectively (access,
competence, preference)?
Who am I working with? What is my role? Why am I doing this? Do I enjoy this? What
skills and knowledge will I be using?
What am I supposed to learn from this? What do I know
about this already?
What am I being asked to do? Have I done something like this before? What help can I get?
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Supporting further and higher education
Understanding my learninglearners’ experience of e-learning?
• Learner participating perspective • Task/interaction based (but a different perspective…)
– What am I being asked to do? – With whom? Using what skills and knowledge?– Using what tools and resources?– What will I learn?
• Could also support a learner reflecting perspective
Our aims:• Review and investigate how learners experience and participate in e-
learning
• Help practitioners support learners with different needs, experiences and preferences
• Help developers to design systems that:– support a wide range of learning tasks/interactions– meet different learner needs (access, competence)– and enable positive learning experiences
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Supporting further and higher education
Reviewour understanding of e-learning
Researchwhat we still need to know
Reflecton and analyse outcomes
Representour new understanding of e-learning
Applythose representations
to developmentscenarios, user needs,
evaluation criteria… to practiceguidelines, case studies,
toolkits, evaluation criteria…
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Supporting further and higher education
Reviewour understanding of e-learning
Researchwhat we still need to know
Reflecton and analyse outcomes
Representour new understanding of e-learning
Applythose representations
to developmentscenarios, user needs,
evaluation criteria… to practiceguidelines, case studies,
toolkits, evaluation criteria…
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Supporting further and higher education
e-learning
learner focused
pedagogically sound
accessible and flexible
person focustask/activity focus
tasks outcomes approaches
tasks/uses
activities goals approachesneeds
user needs
skills
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Supporting further and higher education
learner focused
person focustask/activity focus
tasks outcomes approaches
tasks/uses user needs
Practitioners (D4L)
Learners (UmL)
Developers (DeL)
• Practitioners (D4L projects)– Tasks and technologies (typologies, taxonomies)– Constructive alignment with desired outcomes– Range of approaches and values (models)
• Learners (UmL projects)– Experience of e-learning activities– Relationship with existing knowledge and skills, goals etc– Range of needs, motivations and preferences
• For developers (DeL tools projects)– Scenarios/narratives - ensure systems flexible/accessible enough to support all kinds of
learning activities– User requirements - ensure systems flexible/accessible enough to meet all kinds of
learner needs
activities goals approachesneeds
skills
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Supporting further and higher education
Work packages
1c Review: learner experience of e-learning 1d Research study: learner experience of e-learning1e Elicitation of practice study 2b Review: learner differences 2c etc: Exploratory work on
– E-portfolios– E-assessment– Personalised/individualised learning– (collaborative and discussion-based tasks)– (higher-order tasks e.g. problem-solving, synthesis, evaluation)
3 Develop taxonomies for learning tasks etc4 Input to development work on e-portfolios, e-assessment and
personalised learning environments5a Collation and synthesis5b Design, create and maintain practitioner-based resource(s)
– Workshops, web site, publications, consultation process