supporting further and higher education learning design for a flexible learning environment sarah...
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Supporting further and higher education
Learning design for a flexible learning environment
Sarah Knight and Ros SmithPedagogy Strand of the JISC
e-Learning Programme
The challenge….
e-Learning in context
“e-Learning is fundamentally about learning and not about technology. Strategic development of e-learning should be based on the needs and demands of learners and the quality of their educational experience.”
Joint SFEFC/SHEFC e-Learning Group: Final Report 2003
e-Learning Programme
• The JISC Learning and Teaching committee is funding a new e-Learning Programme to run until August 2007.
• The e-Learning Programme aims to identify how e-learning might be used to facilitate and support learning and to advise on how e-learning can be effectively implemented.
• The Programme focuses on four areas: e-Learning and Pedagogy; Technical Framework and Tools for e-Learning; Innovation and Distributed e-learning.
e-Learning = enhanced learning
• A definition of e-learning: learning facilitated and supported through the use of information and communications technology
• Interactive whiteboards• Digital cameras• Mobile and wireless tools• Voting systems• Mobile phones• Email, discussion boards,
chat• VLEs• Learning design tools,
e.g. LAMS• Assistive software
ActivityInteraction of learner
with environment, leading to planned
outcome
Impact of learning environment on intended outcomes
Approach is matched with
preferred learning styles
and intended outcomes
Practice is matched with learners’ needs and with the resources within the learning environment
Learning environment
Learners
Intended outcome
Designing activities that promote effective learning
A model of learning activity design
Their needs
Their prior experience of learning
Their social andinterpersonal skills
Their confidence and competency in the use of ICT
Consider your learners
JISC study into learner experiences of e-learning starts in May 2005
Consider the learning environment
• Where will the learning take place?
• What resources do you have access to?
• What technologies do you have available for use?
• What facilities and support services are available and how do these match with your learners’ needs?
• Consider the design of physical learning space
• What is the purpose behind the learning activity?
• What internal goals must your learners meet? (For example, those set by the tutor or the course requirements.)
• What external targets must your learners meet? (For example, those set by examining boards and qualification bodies.)
Consider the learning outcomes
An example of effective practice
University of StrathclydeActive collaborative learning
From ‘Innovative Practice with e- Learning’ JISC, September 2005
Building in e-learning
• Effective practice with e-learning should involve the same decisions we make about effective practice in learning, that practice should,
Engage learners in the learning processEncourage independent learning skills
Develop skills and knowledgeMotivate further learning
• Effective learning takes place when opportunities to learn involve
The right resourcesThe right mode or blend of modes of
deliveryThe right context
The right learners….With the right level of support
The e-learning advantage
• The e-learning advantage extends the range and power of delivery, and is a technique that can enable more active learning for a wider variety of learners.
• Combining e-learning options with the best of established practice will give the practitioner greater capacity to create an exciting and meaningful learning experience.
• Where the e-learning option is used, it extends the learning potential and is not used for its own sake.
Some generic learning activities
• Negotiate learning goals
• Explore new concepts
• Evaluate facts and concepts
• Build and test theories
• Solve problems
• Share and discuss• Apply concepts
and skills • Visualise and
present concepts• Assessment for
learning
Activity
• Identify an example of practice with e-learning from your own experience and share this with your group.
• Select one example of practice which your group will use to evaluate for quality and effectiveness
• The Effective Practice Planner
A model for effective practice with e-learning
Key principles
• For practitioners throughout the post-16 sector + HE
• Advice on what are pedagogically sound and accessible ways of embedding e-learning into everyday practice
• Develop a shared understanding as to how, when and where to apply e-learning to the best advantage of learners
• Case studies illustrating effective practice across the sectors
Advice and guidance materials…
Further advice…
• Innovative Practice with e-Learning – Sept 05– how innovative practice with e-learning can extend
and enhance rather than replace current practice– how the use of technologies can benefit learners and
maximise their learning potential– how to plan for effective deployment of these
technologies in future developments within the institution, in particular for the impact they may have on learning space design
• Guidelines for learning space design – Sept 05– highlight key issues and information to be
considered when planning new learning spaces incorporating technology
– Aimed at senior managers and estates teams
Supporting further and higher education
Further information
[email protected] and [email protected]
www.jisc.ac.uk/elearning_pedagogy.html
www.jisc.ac.uk/elp_practice.html