moodle wonderland - vles: what next?
DESCRIPTION
James Ballard, Learning Technologist at ULCC about "Designing 21st Century Learning Activities"TRANSCRIPT
Moodle Wonderland 2009
James Ballard
VLEs: What Next?Designing 21st Century
Learning Activities
Overview
• Where are we now?
• What is 21st Century Learning?
• Enhancing the model for e-Learning?
• VLEs: What Next?
Where are we now?
Jun-08 Jul-08 Aug-08 Sep-08 Oct-08 Nov-08 Dec-08 Jan-09 Feb-09 Mar-09 Apr-09 May-09 Jun-09 Jul-09 Aug-09 Sep-09 Oct-09 Nov-090
500000
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ULCC Moodle Activity
Where are we now?
The next phase: achieving a step-change in how technology is used
Harnessing Technology
What is 21st Century Learning?
Harnessing Technology
What is 21st Century Learning?
‘It is a world in which knowing what and how to learn the next thing is as important as what has already been learnt.’
Jackson and Ward, 2004
Personalised Learning
Social
Personal
Institutional
National
Professional
Personalised Learning
Social
Personal
Institutional
National
Professional
Disengaged
Personalised Learning
Social
Personal
Institutional
National
Professional
Disenfranchised
Personalised Learning
Social
Personal
Institutional
National
Professional
Dem
otiv
ated
Personalised Learning
Social
Personal
Institutional
National
Professional
Deregulated
Personalised Learning
Social
Personal
Institutional
National
Professional
Deskilled
Personalised Learning
Social
Personal
Institutional
National
Professional
Building the e-confident system
Harnessing Technology
The e-confident system should support the learner to learn about the subject, about learning to learn, and about themselves as a learner.
Personalised e-Learning
Professional
Social
National
Institutional
Personal
VLEPortfolio
PLP
Assessment
ULCC Framework for Personalised e-Learning
Portal
The Future is Interoperable
VLEs: What Next?
‘In simple terms, personalised learning is the route to raise quality and equity in our education system.’
David Milliband, 2005
Less of the same!
Workshop
Social
Personal
Institutional
National
Professional
VLEs: What Next?Designing 21st Century Learning Activities
Discussion
In small groups discuss your ideas on what is a 21st Century Learning Activity
• What are the key features?
• What is different about learning?
• What are the barriers to implementation?
Discussion
Where are you now?
Question Grade
1 How does e-learning contribute to helping your learners to achieve?
2 How effective is e-learning as a tool to support teaching, training and learning?
3 Is e-learning providing a valuable resource in your institution?
4 How is e-learning being used for assessment and monitoring of learners' progress?
5 How well does e-learning meet the needs and interests of learners?
6 How well are learners guided and supported through e-learning?
7 Strategic leadership and management for e-learning in your institution?
Outstanding - Grade 1 Good - Grade 2
Satisfactory - Grade 3 Unsatisfactory - Grade 4
Weak - Grade 5
London Moodle User Group 2005
Where are you now?
Question Grade
1 How does your VLE contribute to helping your learners to achieve? 3
2 How effective is your VLE as a tool to support teaching, training and learning? 3
3 Is your VLE providing a valuable resource in your institution? 3
4 How is your VLE being used for assessment and monitoring of learners' progress?
4
5 How well does your VLE meet the needs and interests of learners? 2
6 How well are learners guided and supported through your VLE? 2
7 Leadership and management for your VLE in your institution? 3
Outstanding - Grade 1 Good - Grade 2
Satisfactory - Grade 3 Unsatisfactory - Grade 4
Weak - Grade 5
Learning Activity Checklist
1
•Access explanations and presentations of the theory, ideas or concepts?
2
•Ask questions about their understanding of the theory, etc, by providing the opportunity for answers from the teacher, or their peers?
3
•Offer their own ideas and conceptual understanding, by providing comment on them from the teacher, or their peers?
4
•Use their theoretical understanding to achieve a clear task goal by adapting their actions in the light of their understanding, or in response to comments or feedback?
5
•Repeat practice, by providing feedback on actions that enables them to improve performance?
6
•Repeat practice, by enabling them to share their trial actions with peers, for comparison and comment?
7
•Reflect on the experience of the goal-action-feedback cycle, by offering repeated practice at achieving the task goal?
8
•Discuss and debate their ideas with other learners?
9
•Reflect on their experience, by having to articulate or produce their ideas, reports, designs, performances, etc. for presentation to their peers?
10
•Reflect on their experience, by having to articulate or produce their ideas, reports, designs, performances, etc. for presentation to their teachers?
Does your learning activity motivate your learners to... Laurillard, 2008