Presentation on theme: "Next Steps for LAMS and Developing Scenario Learning with Branching James Dalziel Professor of Learning Technology & Director, Macquarie E-Learning Centre."— Presentation transcript:
Next Steps for LAMS and Developing Scenario Learning with Branching James Dalziel Professor of Learning Technology & Director, Macquarie E-Learning Centre Of Excellence (MELCOE) Macquarie University, Sydney, Australia firstname.lastname@example.org www.melcoe.mq.edu.au Keynote Presentation for 9 th International LAMS and Learning Design Conference, NTU, Singapore, 26 th November, 2014
Overview What is Learning Design? LAMS Next Steps for LAMS Developing Scenario Learning (with Branching) Conclusion & Discussion
What is Learning Design? The field of Learning Design is trying to develop a language/framework for describing teaching and learning activities –What is the arrangement/sequence of activities in a class? –Applicable to online education, face to face & blended learning By describing “good teaching ideas”, these can be shared with other educators –Like the role of music notation among musicians –Help educators go beyond simply “delivery” of content –Sharing via online repositories such as the LAMS Community
What is Learning Design? Recent summary of the field by international experts “The Larnaca Declaration on Learning Design” –www.larnacadeclaration.org I’m please to announce a major new book, building on the Larnaca Declaration, to be published by Routledge: “Learning Design: Conceptualizing a Framework for Teaching and Learning Online” (provisional title) –Edited by James Dalziel, aiming for late 2015, some chapters to appear in JIME during 2015. –More details to come in LAMS Community newsletter
Learning Design Learning Design Practice (LD-P) Learning Design Conceptual Map (LD-CM) Learning Design Framework (LD-F) The Larnaca Declaration on Learning Design: New Definitions for the future of the field
Engage with students Reflection Professional Developmen t Design and Plan Learning Environment: Characteristics & Values External Agencies Institution Educator Learner All pedagogical approaches All disciplines Educational Philosophy A range based on assumptions about the Learning Environment Theories & Methodologies Guidance Representation Sharing Core Concepts of Learning Design Tools Resources Implementation Program Module Session Learning Activities Level of Granularity Teaching Cycle Feedback Assessment Learner Analytics Evaluation Learner Responses Creating learning experiences aligned to particular pedagogical approaches and learning objectives Challenge
Vittorio Sciosia CC http://www.flickr.com/photos/7504140@N04/472279792/
LAMS LAMS - Learning Activity Management System –World’s leading Learning Design system, development led by LAMS International Pty Ltd, working with Macquarie University LAMS is used by thousands of educators in 80+ countries, translated into 33 languages –Freely available as open source software Sharing of over 2,000 LAMS sequences via LAMS Community – www.lamscommunity.org I’m pleased to announce that the LAMS Community has just gained its 10,000 th member!
Next Steps for LAMS Ongoing support for blended learning, flipped classrooms and large scale use (including MOOCs) Robust and highly scalable with Amazon Cloud infrastructure Integration with Declara for advanced learning analytics and personalised learning –Thanks to James Stanbridge & Declara as Platinum Sponsors –LAMS+Declara: The next generation of learning technology?
Next Steps for LAMS Next year will include: Major LAMS internal infrastructure upgrade – much faster and more stable with latest server-side Java Completion of Non-Flash LAMS – replace Author New “teaching strategy” layer over Author – support customisation for particular approaches, eg TBL
Mockup of LAMS Teaching Strategy Template layer in LAMS Author
LAMS Teaching Strategy Templates See 3 at www.practicaleteachingstrategies.com –Predict-Observe-Explain –Role play –Problem Based Learning I’m pleased to announce that the book to accompany these strategies is now freely available from the website Detailed Example: 2 versions of Developing Scenario Learning (DSL) & use in Blended Learning –Developing Scenario Learning – Teacher Training –Developing Scenario Learning with Branching: Values
14 Developing Scenario Learning (DSL) A hybrid of Problem Based Learning (PBL) and role play Uses authentic problem idea and research from PBL Uses scenario idea from role play, but response to scenario is as yourself (not a role) Key element is reflecting on scenario with peers to understand situation and share ideas on how to interpret –Rationale for possible future action Then – scenario evolves –May require changes to action; and reconsider original assumptions
16 Developing Scenario Learning (DSL) Example: You are a head teacher in a typical secondary school, trying to encourage staff to adopt a new teaching technique (role plays). An older male teacher, who is known to be quite conservative, is proving difficult to engage in the process – he seems to want to just continue as in the past. He seems not to be enjoying his teaching (he even complains he doesn’t enjoy his newspapers anymore – which he was famous for always reading in the staff room), but does not seem willing to try new ideas. When you ask him directly about trying this new approach, he is uncomfortable, distant and non-committal about what he will do.
17 Developing Scenario Learning (DSL) What are your initial thoughts? Share thoughts with group What knowledge issues might be at play? What attitude issues might be at play? What emotional issues might be at play? What do you see as the problem, and what is your plan of action to address this problem? What additional information/research might you need (either for yourself, or to address the situation)
18 Developing Scenario Learning (DSL) One week later: You receive a letter from a psychologist who is treating the staff member for serious depression. The psychologist notes that his patient is a private person who would rather not raise his troubles at work, but recognises that he is not coping with the idea of changing his teaching approach, especially for a strategy that can be quite emotional for students. The idea of changing his methods is causing a lot of anxiety. At the same time, he finds little pleasure in his teaching as it is. The staff member wishes to continue teaching, but is finding change difficult.
19 Developing Scenario Learning (DSL) What are your new thoughts? –How did your initial assessment of the situation fit with the letter? –How do you need to revise your strategies in the light of the letter? –What additional information/research do you need? –What is your revised plan of action? –What are your reflections on the whole scenario? Download LAMS teacher training example & template –Teaching: http://lamscommunity.org/lamscentral/sequence?seq_id=1856812 –Template: http://lamscommunity.org/lamscentral/sequence?seq_id=1856800 –Article: http://lamsfoundation.org/lams2012sydney/docs/Dalziel.pdf
Example 2: Developing Scenario Learning with Branching
LAMS and Teacher Training: Values Teacher Training Example Initial Scenario: Your school has a “3 strikes = suspension” policy regarding significant class disruption. You are teaching a class of 16 year olds. A student who already has two strikes is being restless and difficult in your current class. After a clear warning, he later pushes the books off another student’s desk. Before you can respond to this action, he says he is sorry. You take him outside the class to talk to him. Do you: –A: Discuss with him that his action is not appropriate, and that he had been warned, but you accept his sorriness, and choose not to report him for disruption (so he will not be suspended). –B: Tell him that although he is sorry, he disrupted the class after a clear warning, so you will report him for disruption, which will lead to a suspension.
LAMS and Teacher Training: Values Scenario – Option A (not report disruption) After returning to class and being quiet for awhile, while your back is turned the student has an altercation with the student whose books were pushed off the desk, and he pushes the other student off his chair. You take him outside to reprimand him, and he is in tears as he pleads with you saying he is sorry, and if he gets suspended he will get in big trouble at home. Do you: –A1: Tell him that pushing the other student is completely unacceptable, and the next time he does anything like that he will be reported immediately, but due to his tears and his home fears, you choose (with some reluctance) not to report him (which means he will not be suspended). –A2: Tell him that he was given two clear warnings before, and he has not responded to these chances to behave better, so you will have to report him (which means he will be suspended).
LAMS and Teacher Training: Values Scenario – Option B (report disruption) After you tell the student you will report him for disruption, he becomes very upset, and in tears tells you that he is really sorry, and if he is suspended, he will face big trouble at home. He says he will accept any other punishment, but pleads with you not to formally report him for disruption because of the consequences if he is suspended. Do you: –B1: Tell him that he has clearly broken the rules, and deserves to be reported for disruption and suspended, but that you are willing to withhold reporting him if he does a different punishment and stops disrupting class. He agrees, so you choose a different punishment, but decide not to report him for disruption (which means he will not be suspended). –B2: Tell him that he had a clear warning beforehand, and he knew the consequences of a suspension for his home life, so he should have not pushed the books off the other student’s desk in the first place. You report him for disruption (which means he will be suspended).
LAMS and Teacher Training: Values In terms of values, it is a two staged Care vs Fairness scenario Scenario: Care vs Fairness A: Prefer Care A1: Extreme Care A2: Care modified by Fairness B: Prefer Fairness B1: Fairness modified by Care B2: Extreme Fairness
Example 2: Developing Scenario Learning with Branching
View inside Sequence at http://lamscommunity.org/lamscentral/sequence?seq_id=1874090 Branching. Template at http://lamscommunity.org/lamscentral/sequence?seq_id=1874100
Thank You To Paul, Huaqing, Alan, Gary and all at LKC Medicine for help in co-hosting this conference, and Ridwan and others at CITS for assistance – my great thanks! To Ernie, Renee and Leanne for conference help To James Stanbridge from Declara, Platinum Sponsor To Ernie, Marcin, Andrey, Anna and Marek for the awesome work of the LAMS Technical Team To all the presenters and attendees for making this a great conference!
Conclusion & Discussion We’ll keep making LAMS better and better, and we’re keen to hear your suggestions –Especially for new “Teaching strategy” layer over Author We’re keen to support Singapore and surrounding countries in getting the most out of LAMS –Different sequence structures for different learning needs We’ll keep developing the concepts of Learning Design, not just the technology –Upcoming Routledge book on Learning Design (Ed J Dalziel)