1. Learning technologies and course design Module 5: Course design and course development Claire Gordon and Jane Secker With thanks to Steve Ryan and Simon Atkinson

2. Overview Reflect on the role of tools and technologies in learning and course design Explore and evaluate a range of tools that might be useful in your learning and course design Consider the underlying assumptions about teaching and learning practice associated with the choice of particular tools and technologies

3. Learning design vs course design Focus today is on learning design rather than course design Learning Design describes the educational process, not just courseware but the whole teaching/learning experiencecourseware The process of learning design refers to: –designing units of learning, –learning activities –and / or the learning environment.

4. For discussion What tools / technologies have you used this year in your teaching? What tools / technologies do you think you might want to integrate into your course and learning designs for Module 5? What does our choice of media say about our approach or philosophy to teaching and learning?

5. Simple tools and technologies to facilitate course / learning design Moodle –EU452EU452 –LSE100LSE100 PowerPoint –Teaching history with technologyTeaching history with technology –Economics exampleEconomics example Prezi –Maths is not linearMaths is not linear –Effective and creative history examplesEffective and creative history examples

6. Other tools to facilitate course / session design Glomaker –Maths exampleMaths example –GLO GalleryGLO Gallery LAMS –LAMS TutorialLAMS Tutorial Phoebe –History exampleHistory example –Climate change exampleClimate change example

7. Evaluating the tools What do you like / dislike about this tool? How could the tools help in the design process? Is there an underlying philosophy / approach to teaching and learning implicit in the tool? How could the tools help you achieve your intended learning outcomes?

8. The Conversational Framework

9. Laurillard’s conversational framework Diana Laurillard (1993, 2002) suggests that there are four main aspects of the teaching-learning process and that different educational media can be analysed (and used) in terms of these dimensions. These are: – Teacher's concepts – Teacher's constructed learning environment – Student's concepts – Student's specific actions (related to learning tasks)

10. Further reading EdTechWiki (1997) Laurillard Conversational Framework. Available at: http://edutechwiki.unige.ch/en/Laurillard_conversational_framewor k http://edutechwiki.unige.ch/en/Laurillard_conversational_framewor k Saint Mary’s University Wisconsin (2010) Laurillard’s conversational framework for instruction: Available at: http://www2.smumn.edu/deptpages/~instructTech/lol/laurillard/inde x.htm http://www2.smumn.edu/deptpages/~instructTech/lol/laurillard/inde x.htm Laurillard, D., (2002) "Chapter 10: Designing Teaching Materials" from Laurillard, D., Rethinking university teaching : a framework for the effective use of learning technologies pp.181-198, London: Routledge. Biggs (1994) Presage, Process and Product model. In Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching - The Experience in Higher Education. Buckingham: SRHE & Open University Press. (p. 12) Available at: http://www.catl.uwa.edu.au/__data/page/30972/Figure7.gif http://www.catl.uwa.edu.au/__data/page/30972/Figure7.gif

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