james dalziel – macquarie university

ALTC National Teaching Fellowship Application 2011 – James Dalziel 1 of 26

James Dalziel – Macquarie University


2011 National Teaching Fellowship Forms Part A: Nomination cover pages

Nominee’s contact details Title Professor First Name James Last Name Dalziel Position Director, Macquarie E-Learning Centre Of Excellence (MELCOE) School/Faculty Faculty of Human Sciences Institution Macquarie University Postal address MELOCE, Room 248, Building E6A, Macquarie University, NSW,

2109 Email address [email protected] Telephone 02 9850 7539 Fax 02 9850 6527

Fellowship details Fellowship Title Success Factors for Implementing Learning Design Abstract of proposed Fellowship (max. 160 words)

An enduring challenge for teaching and learning is successful sharing of good teaching ideas, and their adoption by other educators. The new field of Learning Design offers descriptive frameworks and technologies to address this challenge, and Australia has provided international leadership in this field. This project seeks to build on existing Australian and international research (especially from the UK) to foster the successful adoption of good teaching ideas. The project will focus on implementing exemplars and supporting information that are most effective in fostering adoption of novel teaching ideas. The project will build on existing conferences and meetings of experts in the field of Learning Design in Australia and Europe and will bring international experts to Australia for workshops. The outcome of the project will be wider implementation of Learning Design approaches (including exemplars and practical adoption advice) shared through discipline communities (eg, teacher training, medicine, research methods and volunteering), workshops in each state/territory capital and online communities.

Discipline focus, if relevant (use key words)

General, but including the disciplines of Teacher Training, Medicine, Research Methods and Volunteering

Educational issue(s) to be addressed (use keywords)

Learning Design

ALTC ID __________ (For ALTC use only)


Deputy Vice-Chancellor, Provost MACQUARIE UNIVERSITY NSW 2109

AUSTRALIA

Phone +61 (0) 2 9850 4891 Fax +61 (0) 2 9850 4892 Email [email protected]

22 February 2011 Dr Carol Nicoll Executive Director Australian Learning and Teaching Council Level 14, 300 Elizabeth Street SURRY HILLS NSW 2010

Dear Dr Nicoll I am pleased to provide Macquarie University’s endorsement for the ALTC National Teaching Fellowship application of Professor James Dalziel titled “Success Factors for Implementing Learning Design”. Professor Dalziel is Director of the Macquarie E-‐Learning Centre of Excellence (MELCOE), which was created in 2003 as a strategic priority of Macquarie University to conduct world-‐leading research and innovation in the field of eLearning. MELCOE combines technical expertise with pedagogically rich conceptions of teaching and learning. Prof Dalziel has led MELCOE from its inception, and has achieved an international reputation for his work in eLearning and eResearch, particularly in the field of Learning Design. In late 2003, the Macquarie University Council endorsed a plan, put forward by Prof Dalziel, to make the successful LAMS software freely available for the public good of education. This decision exemplifies Macquarie’s commitment to both innovation and the public good. LAMS has subsequently been adopted by thousands of educators in over 80 countries, and has been translated into 30 languages. Prof Dalziel has fostered an international network of eminent scholars in the field of Learning Design, including Professor Diana Laurillard (who has provided strong endorsement for this fellowship in her attached reference) and Professor Grainne Conole. The high academic reputation of the nine LAMS and Learning Design conferences held to date, such as the conference co-‐hosted with Oxford University in July 2010, are examples of the importance given to research excellence by Macquarie University as part of its strategic “Macquarie@50” plan. The 216 citations of Prof Dalziel’s original 2003 paper on LAMS also demonstrate the broad impact of this research. Prof Dalziel already makes a significant contribution to eLearning and IT issues at Macquarie University, and nationally (through his two recently completed ALTC Grants), and I anticipate that this fellowship will provide him with additional time to investigate ways to broaden the adoption of Learning Design approaches both within the university and across the sector. His focus on the specific areas of Teacher Training, Medical Education, Research Methods and Volunteering are all important areas of Macquarie University’s current strategic activities.


Prof Dalziel also plays a significant national role in eLearning, particularly through his membership of the Australian ICT in Education Committee (AICTEC), a cross-‐sectoral national committee responsible for providing advice to Ministers in the effective and efficient use of information and communications technologies and online services in Australian education and training. On behalf of Macquarie University, I am pleased to strongly endorse this application and have every confidence of its success should it proceed.

Prof Judyth Sachs Deputy Vice-‐Chancellor and Provost


C. Written statement from nominee 1. Capacity of the nominee to play a continuing, substantive leadership role in higher education learning and teaching I have been Professor of Learning Technology and Director of the Macquarie E-Learning Centre Of Excellence (MELCOE) since 2004, and in this role have led projects in eLearning and eResearch that have received external grant income of over $12M. During this period, I have published 41 refereed publications in teaching and learning (with the original 2003 research article on LAMS having 216 citations according to Google Scholar) and I have given over a hundred conference and workshop presentations. I have provided strategic advice on eLearning to government and educational organisations in Australia and overseas, and I am a member of AICTEC (and the AICTEC Executive) which advises COAG on ICT in Australian education. Major projects include: • LAMS (Learning Activity Management System) - 2004 to present, $2M+ funding LAMS is the world’s leading Learning Design system used by thousands of educators in universities and schools. It is freely available as open source software, and is translated into 30 languages. It is integrated with Blackboard, WebCT, Moodle, Sakai, .LRN, Microsoft Sharepoint and other systems. The associated LAMS Community is an online community of practice with 6,500 members from 80+ countries, 700 community shared Learning Designs (previewed/downloaded 24,000 times) and 6,500 discussion forum postings. • LAMS & Learning Design Conferences – 2006 to present, unfunded To date we have organised nine academic conferences on Learning Design – five in Australia and four in Europe. These conferences have hosted over 700 attendees and 240 presentations, including keynotes by experts such as Diana Laurillard, Grainne Conole, Ron Oliver, John Hedberg, Phillipa Levy and Penny Carnaby. European Conferences have been hosted by the University of Greenwich, the Open University, the University of Cadiz and Oxford University. These conferences have fostered a network of experts interested in Learning Design, and I act as a de facto co-ordinator for many activities across this network. • ALTC Competitive Grant “Implementing Effective Learning Design” – 2008-2010 This ALTC grant ($219K) investigated the implementation of Learning Design in Teacher Training, and is a key background study to the current proposal. It has developed a network of seven Australian universities involved in sharing Learning Designs, as well as links to many other Australian and international educators. • ALTC Priority Project “Renewing the Curriculum to More Effectively

Accommodate Clinical Rotation” – 2008-2010 This ALTC ($219K) grant assisted the new medical school at UWS to implement online learning for core science subjects to support later year medical students during their placements in hospitals. A range of other universities and health care organisations (eg, Royal Colleges, Health Depts.) are part of the network associated with this project. This project is another foundation for the current proposal. • Several major projects for national IT infrastructure to support eLearning and eResearch, including the MAMS (Meta Access Management System) Project, 2003-2008, $4.2M for Single-Sign-On systems; the follow-on Australian Access Federation Project, 2007-2009, $2.2M; the RAMP repository and workflow project ($2.9M, 2006-2008), and the Australian Service for Knowledge of Open Source Software, a national advisory service on open source in education ($200K, 2005-2008)


Prior to my role in MELCOE, I worked for several years in an eLearning spin-off company from the University of Sydney providing online assessment software and support for eLearning in universities and corporate training, including development of all online investor education courses for the Australian Stock Exchange. During this period I maintained a one day per week appointment in the Institute for Teaching and Learning at the University of Sydney advising on e-learning strategy. From 1996-2000 I was Director of First Year Psychology in the Department of Psychology at the University of Sydney. During this period I taught lectures and tutorials, and I led a redeveloped of the first year tutorial program. I was awarded an Early Career Award for Excellence in Science Teaching in 1996, a University of Sydney Excellence in Teaching Award in 1997 and was a Finalist for the Australian Awards for University Teaching in 1999 and 2000. I continue to be a Member of the Australian Psychological Society, including membership of its Teaching, Learning and Psychology Interest Group – another foundation for this proposal. I have received funding for a range of smaller projects from organisations such as Oxford University, the Open University, Cambridge University, the Specialist Schools Trust UK, University of Cadiz, Spain and Nanyang Technological University, Singapore. I have provided formal and informal strategic advice on eLearning to organisations including the OECD, UNESCO, Open Society Institute (Soros Foundation), the Shuttleworth Foundation, the Department of Education NZ and corporations such as Navitas, Microsoft, Oracle, IBM, Sun, Novell, Blackboard and McGraw-Hill Publishers. I have provided advice to the Australian Federal Government on eResearch Committees, and am a member of the Australian ICT in Education Committee (AICTEC), including a role on the AICTEC Executive. I was one of the authors of the Cape Town Declaration on Open Education. In summary, I have contributed passionately to eLearning and Learning Design at both national and international levels, especially through my role co-ordinating the LAMS and Learning Design Conferences and the LAMS Community. I have experience in managing large, complex projects in eLearning and eResearch, and providing eLearning strategic advice. I have a background demonstrating excellence in teaching. Taken together, these provide a strong foundation for the proposed fellowship at an ideal time in my career (having recently completed my large eResearch projects and two ALTC projects). I have a great passion for Learning Design, and I plan to continue working in this field for many years to come. 2. Alignment of the proposed fellowship activities and outcomes with the aims of the Fellowships Scheme and the ALTC Learning Design has been of significant interest to ALTC and its predecessor bodies, particularly the AUTC Learning Design project and past ALTC Teaching Fellowships such as Peter Goodyear’s work on education patterns, Ron Oliver’s work on a Learning Design database and Geoffrey Crisp’s work on effective assessment. The ultimate goal of Learning Design is the dissemination and adoption of effective teaching methods by a wider audience of educators – this is a key ALTC objective that runs through many of its programs. The focus of this fellowship is to unify the best elements of existing Learning Design approaches and use these to create exemplars suitable for wide adoption, especially by educators who are new to innovative teaching methods. The fellowship would include a focus on specific discipline areas (in addition to general support for teaching and learning across universities), building on my recently completed ALTC projects in Teacher Training and Medical Education, and my other interests in Research Methods and statistics training and volunteering.


The fellowship activities are based on an existing network of over a hundred of Learning Design experts who have been presenters at the nine LAMS and Learning Design Conferences in Australian and Europe since 2006, together with the thousands of educators who are members of the LAMS Community online community of practice. This provides a foundation for rapid, widespread dissemination of fellowship activities, both now and into the future beyond the term of the fellowship. Funding will be used to support research and implementation of effective Learning Design approaches, especially the development of exemplars and associated advice. This will be complemented by online training materials in the adoption of Learning Design approaches, such as animated walkthroughs of steps to implementation to assist typical educators with practical adoption. Funding will also allow key international and national experts to attend meetings for debate and discussion of fellowship outputs, and for me to visit key experts in Europe. All content developed in this project, such as models, exemplars and advice will be made freely available under a Creative Commons license, in keeping with my long standing advocacy of open education. 3. Capacity of the nominee to embed the outcomes of the fellowship for the benefit of both their home institution and the broader higher education sector The size of the existing network of Learning Design experts and LAMS Community members and its ongoing self-sustaining nature provide an excellent basis for rapid and broad impact of activities from this fellowship, as well as continuing this work beyond the funding period of the fellowship. The network contains hundreds of educators from within Australia, covering many universities. Internationally, the network includes relationships with European Learning Design experts, especially in the UK through world leaders such as Diana Laurillard and Grainne Conole. The fellowship will provide exemplars and advice that are easily adopted by typical educators who do not have a background in innovative teaching methods. A recent example of providing Learning Design exemplars and advice was my 2010 book on POE, PBL and Role Plays which was distributed to all attendees at ASCILITE 2010. Eight national workshops will be conducted in each state/territory capital city to promote Learning Design (using the exemplars and advice) to a general academic audience (facilitated through my existing relationships with Teaching and Learning Support units). The general workshops will be complemented by four discipline workshops (Teacher Training, Medicine, Research Methods and Volunteering) building on networks of educators developed in two recent ALTC funded projects and other networks in research methods and volunteering. The fellowship will benefit Macquarie University through a variety of existing courses and programs using Learning Design in Teacher Training and other areas, as well as links between the Australian School of Advanced Medicine and the UWS School of Medicine arising from the ALTC Project using Learning Design to support students while on placement in hospitals. Exemplars for Research Methods will be developed to assist with existing statistics and research methods courses at Macquarie University and related areas (eg, Psychology). Finally, Learning Design is used to enhance training for Macquarie’s international and volunteering activities, in line with the University’s commitment to global engagement, sustainability and student volunteering. All volunteering developments would be promoted to other universities with similar interests (universities with volunteering programs include Melbourne, Monash, Queensland, Deakin, La Trobe, Newcastle, Adelaide and others).


D. Description of proposed fellowship activities and outcomes Discussion of the issue to be addressed The fellowship would promote the adoption of Learning Design across a wide range of higher education discipline areas, with a focus on what kinds of exemplars and supporting information are most effective in fostering implementation of novel teaching ideas. Learning Design involves describing and sharing exemplars of good teaching methods, such as Problem Based Learning, Role Plays, Case Based Reasoning, Web Quests and other generic pedagogical methods. Central to recent work on Learning Design is the ability to instantiate and “run” Learning Design exemplars in software systems, such that an educator can rapidly use a generic design created by an expert designer and easily adapt this design to his/her specific discipline content. In this way, a much wider range of educators (especially those who are new to innovative teaching methods) can adopt effective teaching methods based on re-use of established effective designs. Despite excellent work on Learning Design to date, some important challenges remain. There are a range of representational frameworks for Learning Designs (structured narratives, AUTC flow diagrams, educational patterns, etc) and a number of visualisation approaches (as demonstrated in systems such as CompendiumLD, LAMS and GLM). Each of these has different strengths, but further work needs to be done to link these representations together to create a more integrated and effective descriptive framework for Learning Designs and accompanying advice. For example, LAMS provides visualisation of activity tool structures, but lacks information about the purpose of different sections of a Learning Design; CompendiumLD, by comparison, provides excellent annotation capabilities to describe the purpose of different sections of a Learning Design independent of specific activity tools. Hence, a key aspect of this fellowship would be collaborative work with international experts on identifying the most effective elements of different Learning Design representations in order to create a more integrated descriptive framework, with a particular emphasis on how a typical educator could easily benefit from the resulting designs and advice. A second area of development will be to provide exemplars of the implementation of generic designs into different systems and representational approaches. There is a pressing need to show how a generic method (eg, role play) is then represented using various implementation approaches. It would be valuable to show how different suites of activity tools could be used to achieve similar outcomes (eg, using LAMS’ own tools as compared to using Moodle tools running within the LAMS sequencing framework). Similarly, supporting advice and theory concerning generic methods needs to be incorporated effectively at the levels of both generic pedagogical approach (eg, how to create and facilitate a role play) and specific implementations (eg, how to run a role play using Moodle tools). The work described above applies to almost all topic areas in higher education, as the focus is on sharing generic pedagogical methods and adapting them as required by specific discipline contexts. In this sense, the focus of this fellowship is broadly across many higher education disciplines, and this would be the focus of the eight national workshops. In addition, four areas of specific discipline focus would be included to accompany the general work, building on prior projects/activities:


(1) Teacher Training: Under a recently completed ALTC Competitive Grant we implemented Effective Learning Design in Pre-Service Teacher Education, including a network of seven Australian universities and wide ranging international interest. The Fellowship would provide an opportunity to expand this work further with existing and new partners (ie, other Education Faculties).

(2) Medical Education: Under a recently completed ALTC Priority Project we have implemented Learning Design for core science education of later year medical student during their placement in hospitals. This project has received considerable interest among different areas of health care education in Australia, and the Fellowship would provide an opportunity to expand this work to new partners, such as various Royal Colleges, other medical schools and Government/national healthcare bodies (eg National Prescribing Service).

(3) Research methods training and statistics: An emphasis of my prior work as a psychologist was research methods and statistics. More recently I have collaborated with statistics academics at Macquarie on the adoption of Learning Design. The fellowship would collaboratively develop Learning Designs that are appropriate for undergraduate and postgraduate research methods training and statistics, with a particular focus on how generic research methods designs can be adapted to discipline specific training (eg, psychological research methods, education research methods, finance research methods, etc). This work would link with the Teaching, Learning and Psychology network of the Australian Psychological Society (of which I am a member).

(4) Internationalisation and volunteering: Learning Design approaches are used by Macquarie International and its partner Australian Volunteers International for training to accompany international liaisons and volunteer efforts. The fellowship provides an opportunity to expand this in line with Macquarie University strategic directions for student volunteering and a global focus.

Plan of activities to address this issue; The fellowship is proposed to run from July 2011 to June 2012 as follows: Jul 2011: Project start up, announcement, website created, partner liaison Aug-Nov 11 Visit to Europe to meet with international experts on Learning Design Co-host meeting on Pedagogic Planners with Diana Laurillard in UK Visit Open University for collaboration with Grainne Conole on Compendium LD and Cloudworks Followup European Learning Design researchers: potential visits to research colleagues in Cyprus, Israel, Spain, Austria, France, Greece Review of effective elements of different representational approaches Initial mapping of different approaches to integrated model Iterative development of exemplars Ongoing liaison with partners and experts on materials developed Liaison with Teacher Training, Medical, Research methods and Volunteering/International groups; Dec 11 Meeting in Sydney of national & international experts – discussion of integrated model, critique of exemplars and advice structures Jan-Mar 12 Revision & piloting of representational approaches, integrated model, exemplars and advice, following feedback from December meeting Use of revised model to develop & disseminate exemplars in Teacher Training, Medical, Research methods and Volunteering groups National Fellow’s Seminar/Workshop on this fellowship Preparation for April Review Apr 12 Development of materials for national and discipline workshops External review of project progress and proposed workshops


Ongoing revision and piloting of exemplars May-Jun 12 Series of eight national workshops (in each state/territory capital) on Learning Design and how to adapt exemplars to discipline topics Four discipline-specific workshops on exemplars (teacher training, medicine, research methods, volunteering – held in Sydney) Meetings with national Learning Design experts during workshop visits Finalisation of project outputs – models, exemplars and advice Approach to identifying and involving internationally recognised scholars in this area; Australia has been home to several key initiatives in Learning Design, including the AUTC Learning Design project, research on Learning Designs and Educational Patterns, the Mekong e-Sim and other role plays (such as the ALTC EnROLE project) and my own research on the LAMS software and sharing of Learning Designs through the LAMS Community and related conferences. I have existing relationships with internationally recognised Australian Learning Design scholars such as Ron Oliver, Peter Goodyear, John Hedberg and Sue Bennett and colleagues at Wollongong. I have also had close ties with key Learning Design initiatives in the UK and Europe, especially the two JISC-funded projects on Pedagogical Planners at Oxford University (Liz Masterman and colleagues) and the University of London (Diana Laurillard and colleagues) and many other projects under the “Design for Learning” initiative (key researchers include Grainne Conole and colleagues at the OU; Philippa Levy at Sheffield; Simon Walker at Greenwich; Dai Griffiths and colleagues from CETIS and John Norman and colleagues at Cambridge), as well as work on Learning Design systems and educational patterns in Europe (key researchers include Susanne Neuman and colleagues from the GLM project at the University of Austria; Davinia Hernández-Leo and colleagues from the Collage project, Universitat Pompeu Fabra, Barcelona, Spain; Spyros Papadakis, Hellenic Open University, Greece; Christine Ferraris and colleagues on the LDL project, Universite de Savoie, France; Chris Alexander and colleagues at the University of Nicosia, Cyprus; and Yael Kali from the Israel Institute of Technology). As the LAMS & Learning Design conferences have become one of the key yearly events in the field of Learning Design, almost all of the experts listed above have presented at one or more of these conferences, and I have acted as an informal point of contact for many in this network regarding collaboration around Learning Design issues. In particular, Diana Laurillard, Grainne Conole and I have co-hosted three meetings in Europe dedicated to the Learning Design and Pedagogic Planners, with the focus on methods for promoting the adoption of Learning Design, and the most effective ways of structuring advice and supporting information to encourage uptake. A similar meeting was held in conjunction with Peter Goodyear’s ALTC fellowship. There are also some experts in Asia Pacific who would be interested to participate in this fellowship based on existing collaboration on Learning Design issues, such as Kumiko Aoki from the Open University of Japan; Myughee Kang, Ewha Woman’s University, Korea; Paul Gagnon from Nanyang Technological University in Singapore, Scott Diener from the University of Auckland and Fong Soon Fook from Universiti Sains Malaysia. While Learning Design remains largely unknown in the USA, possible experts with an interest in this field include Ken Udas from the University of Massachusetts and Michael Feldstein from Oracle (previously at SUNY). In addition, at the start of the project, I would seek advice from those mentioned above on other relevant experts to consult during the fellowship. In terms of the role


of experts during the fellowship, it is anticipated that a range of European experts would attend a UK-hosted pedagogic planner meeting in the second half of 2011 (at their own expense in keeping with past events – date yet to be determined – probably September). Visits to non-UK European experts would allow for further consultation with those unable to attend the UK event. For the Australian expert meeting in December 2011, travel funding would be made available to suitable experts listed above, subject to their interest and availability. There would also be digital collaboration with experts over the life of the fellowship. Strategy for profile-building and dissemination This fellowship builds on five years of development of a Learning Design network through the LAMS & Learning Design conferences and related events (such as UK JISC meetings and CETIS DesignBash events) in Australia and Europe. This existing network provides an ideal starting point for consultation and dissemination. In addition, I provide a monthly email newsletter through the LAMS Community that often discusses Learning Design issues and work beyond the LAMS software. This newsletter is sent to over 6500 educators from 80+ countries who are members of the LAMS Community, so this provides a further basis for dissemination. The key new activities for profile-building and dissemination for this fellowship will be: (1) the meeting of international experts proposed for December in 2011 – this would provide an opportunity for in depth discussion and debate about the focus of this fellowship among relevant experts; (2) the eight national workshops to be held in the capital city of each state/territory, which will provide an opportunity for dissemination to a wider audience of those who could benefit from using a Learning Design approach; and (3) the four discipline workshops to provide a forum for discussion of exemplars in the specific contexts of teacher training, medicine, research methods and volunteering based on the practitioner networks described below:

The teacher training workshop will build on the network of seven universities who participated in this area in a previous ATLC project, as well as other universities with an interest in Learning Design in teacher training

The medicine workshop will build on a network of four universities as well as numerous other health care bodies (such as Royal Colleges, health departments and other national services) from a previous ALTC Priority project, as well as any other interested organisations

The research methods workshop will build on the Teaching, Learning and Psychology Special Interest Group of the Australian Psychology Society, together with interest from statistics educators through existing contacts from Macquarie University statistics department.

The volunteering workshop will build on Macquarie’s innovative “PACE” (Participation and Community Engagement) program for student volunteering, together with the PACE partner “Australian Volunteers International”, and potentially other charitable organisation who have indicated an interest in Learning Design (eg, World Vision).

The fellowship would also use online means of dissemination through websites and discussion forums, including Cloudworks and the LAMS Community. Grainne Conole has indicated a desire to give particularly prominence to my Learning Design work through Cloudworks. Intended outcomes from the fellowship, including a strategy for embedding these outcomes;


The fellowship will produce a new integrated model for describing and sharing Learning Designs, based on a process of distilling the most effective elements of existing approaches. The integrated model will then be used to create exemplars and related advice to support the practical implementation of Learning Design. A suite of exemplars based on established pedagogical methods will be created, drawing on existing work such as the AUTC Learning Design Project, outcomes of the JISC Design for Learning program and designs shared through the LAMS Community. In addition, discipline specific examples in areas such as Teacher Training, Medical Education, Research Methods training and volunteering will be developed. The fellowship will use existing networks in these discipline areas to foster wider adoption of these materials (eg, Australian Psychological Society Special Interest Group for Teaching, Learning and Psychology for sharing psychology research methods designs). Within Macquarie University, Teacher Training exemplars will be used across a number of existing undergraduate and postgraduate courses that include topics on Learning Design. For Research Methods, an existing collaboration in the area of statistics will be continued, particularly in relation to a redesigned second year statistics course implemented using Problem Based Learning. In addition, exemplars will be designed to contribute to the Macquarie programs in statistics, psychology and other research training. A description of the evaluation The formal evaluation will be conducted in April 2012, based on the revised integrated Learning Design model and exemplars developed in early 2012 (which in turn will be based on the initial models and exemplars developed in 2011 and critiqued during the international experts meeting in December 2011). Subject to availability, Professor Grainne Conole of the UK Open University would be invited to conduct the evaluation. The evaluation would be conducted as a desk-based research process, together with teleconferences and online collaboration. As Prof Conole would be involved in other aspects of the fellowship (such as the September Pedagogic Planner meeting), she would have a close understanding of the fellowship and the ability to provide informal formative assessment prior to formal evaluation. Informal formative evaluation will be an ongoing part of the fellowship, particularly through the September (UK) and December (Sydney) meetings with experts. In addition, the plans for the national workshops for May and June 2012 will be part of the formal evaluation in April to allow time for incorporation of revisions that may be recommended. A detailed timeline, including an explanation of any concurrent academic activities for the period of the fellowship. The timeline for activities is provided above. Should this fellowship be accepted, my only academic commitments for the 12 month period are two PhD students who are working on the same area as this fellowship – I have no undergraduate or postgraduate teaching for the period. I would retain my role as Director of MELCOE and oversight of those MELCOE projects which relate directly to the work of this fellowship (eg, ongoing development of LAMS and support for the LAMS Community).


E. Budget and justification Budget item Amount National Teaching Fellow Stipend (up to $180 000) *Assumes 27.05% on-costs on current salary for 12 months. Current 40% non-superannuable loading (equal to an additional $56,490) would be provided by MELCOE as an in-kind contribution (NB: this loading is subject to yearly review).

180,000

Support for the home institution ($25 000) *To provide administrative support for the fellowship, predominantly salary costs of Renee Vance, Administrative Officer (HEW 7 @ 0.2 load for 12 months, including 27.05% on costs = $21,732; remaining funds will be used on administration and consumable costs (eg, hosting of 4 discipline workshops)

25,000

Fellowship activities support *Educational development – to assist with Learning Design exemplar documentation and online animations of Learning Design training resources. Mr Jeremy Page (HEW 5 @ 0.5 load for 12 months, including 27.05% on costs) *Technical support and systems administration – to assist with website development, maintenance and LAMS server support, and assistance with LAMS Community. Mr Ernie Ghiglione (external contractor) at average 6 days per month for 12 months ($3,000/month)

33,874 36,000

Travelling study program expenses *Economy airfare to Europe (up to 7 stops - est. $5200), accommodation and meals for four weeks (approx. $6300) *Funding (average $5000 each) for up to eight international experts to attend expert meeting in Australia in December, and six national experts (average $1000 each) *Economy airfares, accommodation and meals for eight workshops in capital cities

11,500 46,000 6,400

Travel expenses associated with ALTC seminars/events ($5 000)

5,000

Evaluation expenses *Desk evaluation by Professor Grainne Conole (see main text)

6,000

Other - TOTAL BUDGET (exclusive of GST) 349,774 [Total In-Kind Contribution by Macquarie University $55,490]


Budget Notes Travel/Workshops: For the European trip, the main activity of this trip would be a 1-2 week stay in the UK to host a Pedagogic Planner meeting for UK Learning Design experts in support of this Fellowship. In addition, visits to the Open University (Prof Grainne Conole and colleagues) and London Knowledge Lab, University of London (Prof Diana Laurillard and colleagues) would be conducted. Before or after the UK trip, 1-2 day visits to other Learning Design experts in Europe would be conducted – likely visits would include (subject to availability):

University of Austria (Susanne Neuman and colleagues on the GLM project) Universitat Pompeu Fabra (Davinia Hernández-Leo and colleagues from the

Collage project Israel Institute of Technology (Yael Kali) Hellenic Open University (Spyros Papadakis and colleagues) University of Nicosia (Chris Alexander and colleagues) Universite de Savoie (Christine Ferraris and colleagues on the LDL project)

For the Sydney-based expert workshop in December, the following international experts would be considered for invitation (subject to availability and funding)

Diana Laurillard (University of London) Grainne Conole (Open University) Simon Walker (University of Greenwich) Scott Wilson (University of Bolton/CETIS) Spyros Papadakis (Hellenic Open University) Chris Alexander (University of Nicosia) Kumiko Aoki (Open University of Japan) Myunghee Kang (Ehwa Woman’s Unviersity Korea) Paul Gagnon (Imperial College/NTU Medical School Singapore) Fong Soon Fook (Universiti Sains Malaysia) Scott Diener (University of Auckland) Michael Feldstein (Oracle US) Ken Udas (University of Massachusetts)

The following Australian experts would be considered (subject to availability):

Peter Goodyear (University of Sydney) Sue Bennett (and other Learning Design colleagues) University of

Wollongong Ron Oliver (Edith Cowan University) Eva Dobozy (Edith Cowan University) Matthew Kearney (University of Technology Sydney) Leanne Cameron (Australian Catholic University) Gregor Kennedy (University of Melbourne) Iain McAlpine (La Trobe University) John Hedberg (Macquarie University)

Staffing: Assistance would be provided by existing MELCOE staff and contractors with many years of experience in the area of the fellowship:

Ms Renee Vance would provide administration and travel co-ordination; Mr Jeremy Page would provide assistance with development of practical

exemplars and creation of online animations to illustrate key outcomes of the Fellowship for a wider audience; and

Mr Ernie Ghiglione would provide technical support and systems administration for the fellowship website and maintenance of a LAMS server for live implementations of exemplars, as well as assistance with the LAMS Community website (which he has managed for the past five years).


F. Curriculum vitae (5 pages maximum) James Roland Dalziel, born 5th October, 1971, married with two children. Qualifications: BA (Hons), PhD (University of Sydney), Grad Cert Ed Stud (Higher Education) Current Appointment: Professor of Learning Technology, Macquarie University Relevant employment history 2004 – now Professor of Learning Technology, Macquarie University & Director, Macquarie E-Learning Centre Of Excellence (MELCOE) 2003 Adjunct Professor, Macquarie University 1998-2003 Executive Director, WebMCQ Pty Ltd 2001-2002 Senior Lecturer, Institute for Teaching and Learning, University of Sydney 1996-2000 Lecturer, Department of Psychology, University of Sydney Awards

IMS Global Learning Consortium Gold Award & Best Learning Platform 2009 (LAMS); NSW Pearcey Award for contributions to Australian IT (2005); Best Presentation, APAC 2005 (with Vullings & Buchhorn); Senior Visiting Fellowship at Oxford University, Vodafone Foundation (2004); Winner, Teaching and Learning Category (2004) & Services Category (2008),

Macquarie Innovation Awards (2004); University of Sydney Vice-chancellor’s Teaching Award (1997); University of Sydney Faculty of Science Early Career Award (1996).

Publications (education only: 3 Books, B1=6; C1=13; E1=22) NB: Due to space limits, non-education publications are not listed (B1=4; C1=4; E1=5) Books Dalziel, J. (2010). Practical eTeaching Strategies for Predict-Observe-Explain, Problem-

Based Learning and Role Plays. LAMS International: Sydney. Dalziel, J., Alexander, C., & Krajka, J. (eds) (2010). LAMS and Learning Design. University of

Nicosia Press, Nicosia. [Edited book] Dalziel, J. R., Philip, R. Clare, J. (eds) (2005). The COLIS Project. Macquarie E-learning

Centre of Excellence Publishing (MELCOE): Sydney. [Edited book] Book Chapters (B1) Dalziel, J. (2008). Learning Design: Sharing Pedagogical Know-How. In Opening Up

Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge. (Ed. T. Iiyoshi and M. S. V. Kumar), Boston: MIT Press.

Dalziel, J. (2007). The Design and Development of the LAMS Community. In Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. (Eds H. Beetham & R. Sharpe), London: Routledge.

Dalziel, J. (2007). Implementing Learning Design: The Learning Activity Management System (LAMS). In P. Niedzielski (Ed) ZESZYTY NAUKOWE NR 453, EKONOMICZNE PROBLEMY USŁUG NR 8, UNIWERSYTETU SZCZECIŃSKI, SZCZECIŃ, Poland.

[Republication of 2003 conference paper] Dalziel, J. (2005). An Overview of the COLIS Project, pp9-21. In J. Dalziel, R. Philip & J. Clare

(Eds) The COLIS Project. Macquarie E-learning Centre of Excellence Publishing (MELCOE): Sydney.

Dalziel, J. (2005). The Future of COLIS: A Final Word, pp221-225. In J. Dalziel, R. Philip & J. Clare (Eds) The COLIS Project. Macquarie E-learning Centre of Excellence Publishing (MELCOE): Sydney.


Bull, J. & Dalziel, J. R. (2003). Assessing Question Banks. In Reusing Online Learning Resources: Developing, Sharing and Recycling Content in Networked Learning, (Ed. A. Littlejohn), London: Kogan Page.

Invited Journal Editorship Teaching English with Technology: A Journal for Teachers of English

Vol. 9, Issue 2 (June 2009) SPECIAL EDITION ON LAMS AND LEARNING DESIGN I edited by James Dalziel, Chris Alexander & Jarek Krajka

Teaching English with Technology: A Journal for Teachers of English Vol. 9, Issue 3 (September 2009) SPECIAL EDITION ON LAMS AND LEARNING DESIGN II edited by James Dalziel, Chris Alexander & Jarek Krajka

Teaching English with Technology: A Journal for Teachers of English Vol. 11, Issue 1 (January 2011) SPECIAL EDITION ON LAMS AND LEARNING DESIGN III edited by James Dalziel, Chris Alexander, Jarek Krajka & Richard Kiely

Journal C1 Dalziel, J. (2011). Visualising Learning Design in LAMS: A historical view. In J. Dalziel, C.

Alexander, J. Krajka & R. Kiely (Eds.), Special Edition on LAMS and Learning Design. Teaching English with Technology, 10(3), 19-34.

Galley, R., Conole, G., Dalziel, J., & Ghiglione, E. (2011). Cloudworks as a ‘pedagogical wrapper’ for LAMS sequences: supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection. In J. Dalziel, C. Alexander, J. Krajka & R. Kiely (Eds.), Special Edition on LAMS and Learning Design. Teaching English with Technology, 10(3), 35-47.

Dalziel, J. (2009). Prospects for Learning Design Research and LAMS. Teaching English with Technology – Special Issue on LAMS and Learning Design, Volume 1, 9 (2), i-iv.

Ghiglione, E., Aliberas, M., Vicent, L. & Dalziel, J. (2009). Using Moodle Activities within LAMS. Teaching English with Technology – Special Issue on LAMS and Learning Design, Volume 1, 9 (2), 32-39.

Dalziel, J. (2008). Using LAMS Version 2 for a game-based Learning Design. Journal of Interactive Media in Education, 2008(24).

Ellaway, R., Dalziel, J. & Dalziel, B. (2008). Learning design in healthcare education Medical Teacher, Vol. 30, No. 2, 180-184.

Dalziel, J. (2007). Imagining and developing a system for reusable learning designs: lessons from LAMS. International Journal of Continuing Engineering Education and Life-Long Learning, Vol. 17, No. 1, 33-42.

McAndrew, P., Goodyear, P. & Dalziel, J. (2006). Patterns, designs and activities: unifying descriptions of learning structures. International Journal of Learning Technology, Vol. 2, Nos. 2/3, 216-242.

Dalziel, J. R. (2001). Enhancing web-based learning with computer-assisted assessment: Pedagogical and technical considerations. Information Technology, Education and Society, 2(2), 67-76.

Peat, M., Dalziel, J. R., & Grant, A. M. (2001). Enhancing the first year student experience by facilitating the development of peer networks through a one day workshop. Higher Education Research and Development (HERD), 20 (2), 199-215.

Peat, M., Dalziel, J. R., & Grant, A. M. (2000). Enhancing the transition to university by facilitating social and study networks: Results of a one-day workshop. Innovations in Education and Training International, 37, (4), 293-303.

Dalziel, J. R. (1998). Using marks to assess student performance: Some problems and alternatives. Assessment and Evaluation in Higher Education, 23 (4), 351-366.

Dalziel, J. R. (1996). Students as research subjects: Ethical and education issues. Australian Psychologist, 31,119-23.

Proceedings (E1) Dalziel, J. & Dalziel, B. (2010). Using a Learning Design “embed‟ function to disseminate

medical education Learning Designs. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego


(Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp.281-285).

Dalziel, J. (2010). Sharing and Re-Using Effective Student Centred Learning Designs, pp45-55, In K. Aoki (Ed) Proceedings of the 2010 CODE Conference, Chiba, Japan, 18 February 2010.

Dalziel, B., Mason, G. & Dalziel, J. (2009). Using a template for LAMS in a medical setting. In L. Cameron & J. Dalziel (Eds), Proceedings of the 4th International LAMS Conference 2009: Opening Up Learning Design. (pp. 65-71). 3-4th December. 2009, Sydney: LAMS Foundation.

Dalziel, J. (2008). Modeling a Team Based Astronomy Task using LAMS. Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT'06), 1152 – 1153.

Dalziel, J. (2008). Lessons from LAMS for IMS Learning Design. Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT'06), 1101 – 1102.

Dalziel, J. (2008). Transforming Teacher Education through Student Authoring of Learning Designs. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2553-2559). Chesapeake, VA: AACE.

Cameron, L., Dalziel, B. & Dalziel, J. (2008). Renewing the curriculum to more effectively accommodate clinical rotation: An overview of an ALTC Priority Program project In L. Cameron & J. Dalziel (Eds), Proceedings of the 3rd International LAMS & Learning Design Conference 2008: Perspectives on Learning Design. (p.p. 50-58). 5th December 2008, Sydney: LAMS Foundation.

Ghiglione, E. & Dalziel, J. (2007): Design Principles for LAMS Version 2 and the LAMS “Tools Contract”. In R. Koper (Ed), Current Research on IMS Learning Design and Lifelong Competence: Proceedings of the TenCompetence Workshop UPF – Barcelona 21 June 2007.

Weller, M.J. & Dalziel, J. (2007). On-line Teaching: Suggestions for Instructors. In L. Cameron & J. Dalziel (Eds), Proceedings of the 2nd International LAMS Conference 2007: Practical Benefits of Learning Design (pp 76-82). 26th November 2007, Sydney: LAMS Foundation.

Dalziel, J. R. (2003). Implementing Learning Design: The Learning Activity Management System (LAMS), pp593-596. In G.Crisp, D.Thiele, I.Scholten, S.Barker and J.Baron (Eds), Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Adelaide, 7-10 December 2003. [As at February 2011, Google Scholar shows 216 citations of this article]

Philip, R. & Dalziel, J. (2003). Implications of COLIS for course development: The need for secondary usage meta-data. Proceedings of the 16th Biennial ODLAA Conference: Sustaining quality learning environments, 1-4 October 2003, Canberra, Australia.

Dalziel, J. (2002). Reflections on the COLIS (Collaborative Online Learning and Information Systems) Demonstrator project and the "Learning Object Lifecycle". In A. Williamson, C. Gunn, A. Young & T. Clear (Eds), Winds of Change in the Sea of Learning: Proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Auckland, New Zealand: UNITEC Institute of Technology.

Dalziel, J. R. (2001). Enhancing web-based learning with computer assisted assessment: Pedagogical and technical considerations. Proceedings of the 5th International Computer Assisted Assessment Conference, (Danson, M. and Earby, C., Eds), Loughborough, United Kingdom, July 2001.

Dalziel, J. R. (2000). Integrating computer assisted assessment with textbooks and question banks: Options for enhancing learning. Proceedings of the 4th International Computer Assisted Assessment Conference, (Danson, M. and Hilton, A., Eds), Loughborough, United Kingdom, June 2000.

Peat, M., Grant, A. M. & Dalziel, J. R. (2000). The importance of forming social and academic networks for students in transition to university study. Proceedings of the Fourth Pacific Rim Conference for First Year in Higher Education. Brisbane: Queensland University of Technology.

Dalziel, J. R. & Gazzard, S. (1999). Next generation computer assisted assessment software: The design and implementation of WebMCQ. Proceedings of the Third Annual Computer Assisted Assessment Conference, (Ed. M. Danson & R. Sherratt), 61- 71, Loughborough: Loughborough University.


Dalziel, J. R., & Gazzard, S. (1999). Beyond Traditional Use of Multiple Choice Questions: Teaching and Learning with WebMCQ Interactive Questions and Workgroups. Open, Flexible and Distance Learning: Challenges of the New Millennium - Collected papers from the 14th Biennial Forum of the Open and Distance Learning Association of Australia, 93-96. Geelong: Deakin University.

Dalziel, J. R. (1998). Innovations in the teaching and assessment of First Year Psychology. Proceedings of the Third Pacific Rim First Year in Higher Education Conference, Vol 1, Auckland: Auckland Institute of Technology.

Dalziel, J. R. & Peat, M. (1998). Academic performance during student transition to university studies. Proceedings of the Third Pacific Rim First Year in Higher Education Conference, Vol 2, Auckland: Auckland Institute of Technology.

Dalziel, J. & Peat, M. (1998). Fostering collaborative learning during student transition to tertiary education: An evaluation of academic and social benefits. In Improving Student Learning, (Ed. C. Rust), Ch 26, pp272-283. Oxford: Oxford Centre for Staff and Learning Development.

Gazzard, S. & Dalziel, J. R. (1998). Comdesign Principles for “Next-Wave” Educational Tools: The development of the WebMCQ assessment system. Proceedings of the Fifteenth Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, (Ed. R. Corderoy), 289-296, Wollongong: University of Wollongong.

Gazzard, S. and Dalziel, J. (1997) How it looks from their side of the screen: Student evaluations of a World Wide Web tutorial in the Department of Psychology at the University of Sydney. Proceedings of the Fourteenth Annual Conference of the Australian Society for Computers in Learning in Tertiary Education, (Ed., R. Kevill) pp213-218. Perth: Curtin University of Technology.

Conference Presentations Due to the limits of space, conference presentations without refereed proceedings are not included here – but these presentations number over a hundred in since 2003. Selected Keynote/Invited presentations on education topics are listed below: Dalziel, J. (upcoming). E-Learning in Australian Tertiary Education. Keynote presentation for

Informa E-learning Summit, Melbourne, March 2011 Dalziel, J. (2010). Web 2.0 Meets Lesson Plans: Sharing Good eTeaching Ideas. Invited

presentation for LearnIT Program, World Computer Congress, Brisbane, September 2010 Dalziel, J. (2010). Sharing and Re-Using Effective Student Centred Learning Designs. Invited

presentation for CODE Conference, Chiba, Japan, February 2010 Dalziel, J. (2009). Visualising and Implementing Learning Designs. Invited presentation for

JSiSE Learning Design Forum, Chofu City, Japan, May 2009 Dalziel, J. (2008). Recent developments for digital education in Australia: DER, the Australian

Access Federation and Learning Design. Keynote presentation for eFest 2008, Auckland, New Zealand, September 2008

Dalziel, J. (2008). Sharing Learning Designs: Lessons from the LAMS Community. Invited presentation for ED-MEDIA 2008, Vienna, Austria, July 2008

Dalziel, J. (2008). Sharing good pedagogy: The promise of Learning Design. Invited presentation for the 9th Sakai Conference, Paris, France, July 2008

Dalziel, J. (2008). Transforming Teacher Education through Student Authoring of Learning Designs. Invited presentation for SITE 2008, Las Vegas, USA, March 2008

Dalziel, J. (2007). What’s Next? Innovation in e-learning technology. Keynote presentation for LEARNX Conference, Sydney, July 2007

Dalziel, J. (2007). The Importance of Middleware for e-Research and e-Learning. Invited presentation for EDUCAUSE Australasia, Melbourne, April 2007

Dalziel, J. (2007). Putting the Activity in E-learning. Keynote presentation for Medbiquitous Annual Conference, Baltimore, USA, April 2007

Dalziel, J. (2006). Learning Design: The Birth of Open Source Teaching? Keynote presentation for ED-MEDIA 2006, Orlando, USA, June 2006

Dalziel, J. (2006). Transforming University Education and Research with IT. Invited presentation for BHERT Tomorrow’s Universities conference Melbourne, June, 2006

Together with keynote presentations at each of the nine LAMS Conferences 2006-2010


Grant Funding Title Lead Org Value Funding Org Role

Grant Funding as Project Leader Implementing Effective Learning Designs – 2008-2010

Macquarie University

$219,672 ALTC Competitive Grants

Chief Investigator

Renewing the Curriculum to More Effectively Accommodate Clinical Rotation – 2008-2010


$219,924 ALTC Priority Projects

Chief Investigator

Research Activity Flow and Middleware Priorities (RAMP) project – 2006-2008


$2,900,000 DEST SII Chief Investigator

Australian Service for Knowledge of Open Source Software (ASK-OSS) – 2005-2007


$199,759 DEST SII Chief Investigator

Meta Access Management System (MAMS) – 2003-2008


$4,215,120 DEST SII Chief Investigator

Higher Education Innovation Program Grant for “Interaction of IT Systems and Repositories” – 2003-2005 (aka COLIS Phase 2)


$560,000 DEST HEIP Chief Investigator (with Maxine Brodie)

ARC E-Science International Collaboration Grant – 2003-2005


$50,000 ARC Chief Investigator

Total Funding to Dalziel as Project Leader

$8,364,475

Grant Funding as Project Partner Australian Access Federation Project (AAF) CAUDIT project – 2009-2010

QUT $2M; $144,000 to MQ

DIISR Partner, via MELCOE

ARCS Authorisation Project – 2008-2010

VPAC $1.3M; $950,000 to MQ

DIISR - NCRIS

Partner, via MELCOE

Australian Access Federation Project (AAF) project – 2007-2009

University of Queensland

$4.8M; $2.2M to MQ

DEST SII Chief Investigator for Part 3 ($2.2M)

Unlocking IP – Expanding public rights and the public domain in Australian copyright

UNSW $567,000 from ARC to UNSW; $0 to MQ

ARC Linkage Chief Investigator (but not a project leader)

Tools Integration Project (TIP) – 2004-2005

Oxford University

₤112,000 total; ₤41,000 to LI

JISC UK Partner, via LAMS International

JoinIn: Dynamic Grouping for Learning Activities – 2006

Open University

₤50,000 total; ₤25,000 to LI


Supporting new models for Curriculum Design and pedagogic understanding– 2008-2010

Open University

₤473,036 total; ₤15,000 to LI


Time Sync: Mapping the Global Financial System – 2005-2007

UNSW $1.5M total; MQ approx $100K

DEST SII Partner, via MELCOE

E-Security Framework for Research – 2005-2007


$649,000 total; MQ approx $100K


Middleware Action Plans and Strategy (MAPS) – 2005-2007


$582,000 total; $0 to MQ


Total Funding to Dalziel as Project Partner (approx)

$3,660,000

Total of all funding to Dalziel (approx)

$12,000,000


G. Three references Professor Diana Laurillard London Knowledge Lab Institute of Education University of London I am delighted to support Professor James Dalziel’s ALTC National Teaching Fellowship application for the project “Success Factors for Implementing Learning Design”. I first met Prof Dalziel when I was working as Pro-Vice-Chancellor for Learning and Teaching Technology at the Open University (UK), and was trying to find an approach to supporting academics in the design of technology-based learning that had a sound underlying pedagogy. The early version of LAMS was at the time the only system that had the potential for what we needed, and it still continues to offer a far superior approach than any other such tool I have come across. I have therefore kept close to his work ever since, and have now incorporated it into a major research council funded project on technology-enhanced learning. When I moved to the UK’s Department of Education and Skills, to lead the national E-Learning Strategy (2002-05), I worked closely with Prof Dalziel to promote the idea of a support tool for Learning Design by teachers and lecturers, as part of the strategy. We ran a successful school trial of LAMS, and helped to introduce it to schools, colleges and universities in the UK, although the Department could not itself support a specific product. Since my return to academic research at the London Knowledge Lab (Institute of Education), I have been a keynote speaker and participant in several LAMS & Learning Design conferences, in Australia and the UK, and have found these conferences very stimulating and of a high quality – they represent one of the best venues for presentations and discussion of Learning Design issues. I have also made extensive use of LAMS, and Prof Dalziel’s publications, in international keynotes and invited talks in the US, Canada, South Africa, and Europe, as well as in my publications in refereed journals and edited books. I was pleased to write a review for the ALT Newsletter about the 3rd International LAMS & Learning Design Conference held in Sydney in December 2008 (see http://newsweaver.co.uk/alt/e_article001319947.cfm ). I noted that:

“James Dalziel has worked hard to put LAMS on the map. For many educators across the world, it has put Macquarie on the map. However, the focus of this conference was not just LAMS, but Learning Design in general, as an emerging force in learning technologies, in which LAMS plays a key role… There were 24 presentations throughout the day in parallel sessions, all available on the conference website. I could only sample a few, and they were all impressive.”

I have also been pleased to co-host several workshops with Prof Dalziel on the topic of Pedagogic Planners. These have been excellent opportunities for in-depth discussion of the factors enhancing (and inhibiting) the adoption of innovative teaching methods, and the benefits of Learning Design approaches, and I wholeheartedly support the continuation of these workshops as recommended in the application. Prof Dalziel has worked tirelessly over many years to foster the adoption of Learning Design in both higher education and schools. His leadership of the development of


the LAMS software represents an outstanding achievement in a field littered with unsuccessful technology development projects, and he has shown extraordinary perseverance in the face of persistent funding challenges. But his contribution is deeper than just the LAMS software – he has developed key insights into the theory and practice of Learning Design, and he has been a persuasive advocate for Learning Design as a way to foster innovation in teaching and learning. His design methodology for the system has been exemplary in its iterative character, and its responsiveness to the growing community of users, and the lessons learned from this process marks him out as one of the leading international scholars in the field of Learning Design. I believe this fellowship is an excellent opportunity for Prof Dalziel to further develop and disseminate his important contributions to Learning Design, and this application has my strongest support. I look forward to continuing to collaborate with Prof Dalziel in this significant area, and believe that the focussed time afforded by an ALTC National Teaching Fellowship will enable his work to maximise its impact and benefits both for Australian HE, and for this emerging international research field.

Professor Diana Laurillard


Professor Peter Goodyear University of Sydney 22 Feb 2011. I am very pleased to have the opportunity to support the ALTC National Teaching Fellowship application of Professor James Dalziel for the project “Success Factors for Implementing Learning Design.” I have known Prof Dalziel’s work for about nine years – initially through my involvement in policy evaluation for the UK’s Joint Information Systems Committee (JISC), which is the lead body for IT initiatives in UK tertiary education. I got to know Prof Dalziel personally after I moved to Australia in 2003 and I have been fortunate to have a number of opportunities to work more closely with him. We have shared interests in the area of learning technology and Learning Design. I was very pleased to be able to involve Prof Dalziel and his colleagues in key phases of my ALTC Senior Fellowship work in 2008. This application builds on a significant body of work that Prof Dalziel has developed in the field of Learning Design, working in collaboration with eminent international scholars such as Prof Diana Laurillard and Prof Grainne Conole. Prof Dalziel is internationally recognised for his development and dissemination of the open source “LAMS” Learning Design system. In LAMS he has achieved the difficult task of leading development of a robust and widely adopted system which provides significant affordances for the design of a rich array of student activities. Complementing this, he has fostered the development of the LAMS Community for sharing LAMS Learning Designs and encouraged discussion of the practicalities of implementing a Learning Design approach through this online community of practice. These achievements provide an excellent foundation for the proposed fellowship. Prof Dalziel has also fostered the academic study of Learning Design through the nine LAMS & Learning Design conferences which he has co-ordinated in Australia and Europe. These conferences have become a focal point for Learning Design researchers, such as Diana Laurillard, Grainne Conole and many others. Prof Dalziel is at the centre of an important network of experts in Learning Design, and many have spoken highly of the quality of research presented at these conferences. On a more practical level, his work on Learning Design and LAMS is increasingly used in a variety of disciplines within Australian Universities, including in teacher education and medicine, and there is a growing network of academics finding practical applications of his work in their courses. Prof Dalziel has collaborated with me on educational design patterns, including a highly-cited paper we co-authored with Patrick McAndrew of the Open University published in the International Journal of Learning Technology on the intersection of design patterns and Learning Design. Prof Dalziel also participated in an expert group as part of my own ALTC Fellowship, and made a significant contribution to furthering understanding of Learning Design and its interconnections with related work in educational technology. I have every confidence that Prof Dalziel will make an outstanding ALTC National Teaching Fellow, and his proposed area of work is one in which he has demonstrated substantial leadership, and shows every prospect of continuing significant impact long into the future. Prof Dalziel has an enviable capacity for explaining quite complex technical issues in terms that connect with the preoccupations of educators. I am pleased to see him free of the burdens of his other large projects, and believe this fellowship provides an ideal opportunity (at an


ideal time) for him to conduct an extended period of focussed work in this important area of research and implementation.

Professor Peter Goodyear, B.Sc., D.Phil., FCIPD ARC Australian Laureate Fellow

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