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Supporting further and higher education Learning design for a flexible learning environment Sarah Knight and Ros Smith Pedagogy Strand of the JISC e-Learning.

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Presentation on theme: "Supporting further and higher education Learning design for a flexible learning environment Sarah Knight and Ros Smith Pedagogy Strand of the JISC e-Learning."— Presentation transcript:

1 Supporting further and higher education Learning design for a flexible learning environment Sarah Knight and Ros Smith Pedagogy Strand of the JISC e-Learning Programme

2 The challenge….

3 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

4 e-Learning Programme The JISC Learning and Teaching committee is funding a new e-Learning Programme to run until August 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.

5 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 , discussion boards, chat VLEs Learning design tools, e.g. LAMS Assistive software

6 Activity Interaction 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

7 Their needs Their prior experience of learning Their social and interpersonal 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

8 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

9 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

10 An example of effective practice University of Strathclyde Active collaborative learning From Innovative Practice with e- Learning JISC, September 2005

11 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 process Encourage independent learning skills Develop skills and knowledge Motivate further learning Effective learning takes place when opportunities to learn involve The right resources The right mode or blend of modes of delivery The right context The right learners ….With the right level of support

12 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.

13 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

14 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

15 A model for effective practice with e-learning

16 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

17 Advice and guidance materials…

18 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

19 Supporting further and higher education Further information and

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