1. Learning design as a foundation for the future success of e-learning Diana Laurillard 2007 European LAMS Conference University of Greenwich 5 July 2007

2. Outline Optimal use of technology depends critically on changing the human and organisational factors involved - note the drivers and enablers we have to address How might we accelerate the progress of learning afforded by technology? The education system has to act like a learning system - at every level Transforming teaching means enabling teachers to engage in ‘CSCL’ and create ‘open teaching’ ‘Design for Learning’ - a long-term programme

3. Requirements of Higher Education

4. Access to a world class higher education system for all those with the potential to benefit High quality teaching, more personalisation of learning. Expansion but no compromise on quality Inclusive and flexible teaching and learning Enhancing excellence in learning and teaching Widening participation and fair access Enhancing the contribution of HE to economy and society Sustaining a high quality HE sector Access to a world class higher education system for all those with the potential to benefit High quality teaching, more personalisation of learning. Expansion but no compromise on quality Inclusive and flexible teaching and learning Enhancing excellence in learning and teaching Widening participation and fair access Enhancing the contribution of HE to economy and society Sustaining a high quality HE sector HEFCE strategy, 2006 DfES HE strategy, 2003 HE ambitions for learning and teaching DfES 5-year strategy, 2005

5. Challenging ambitions - How does TEL help? Personalisation Flexibility Inclusion Quality Expansion Information, choice of topic & method, adaptivity Choice of place, time, pace Via personalisation and flexibility As an aspect of personalisation, collaboration Via greater productivity in the system? - innovation TEL as a foundation for the future success of HE?

6. What does it take to innovate in teaching? What are the human and organisational factors involved? What are the drivers and enablers already forming the context in which innovation in TEL has to operate?

7. Teachers Leaders What does it take to innovate in teaching? Strategic plans Funding imperatives Learner needs Stakeholder demands Career opportunities Curriculum requirements Assessment requirements Quality standards Drivers We have to recognise that all these drive the work of teachers Drivers= things you can’t ignore

8. Teachers Leaders Enablers Training and development Information & guidance Shareable resources Online communities Learning design toolkits Economic modelling R&D on pedagogies ICT systems and services Rights and IPR advice Enablers= things you can’t do without Drivers Teachers need all these types of support for innovation What does it take to innovate in teaching?

9. How might we accelerate the progress of e-learning? Can the education system act like a learning system?

10. We could look at the learning process as a series of encounters between learner, teacher, and other learners. Teacher/Lecturer Learner Other learner(s) Concepts What does it take to learn (formal learning)? Answers Productions Ideas Comments Questions Comments Ideas The discursive level

11. We also need to represent the activities a learner undertakes when learning - such as practising, experimenting, investigating, discussing, reflecting, making, commenting, debating… Teacher/Lecturer Learner Other learner(s) Task goal Feedback Revisions Actions Trial actions The experiential level What does it take to learn (formal learning)?

12. So we could see these two aspects of the learning process in terms of a class presentation, or lecture, on the one hand: Teacher/Lecturer Learner Other learner(s) Concepts Answers Questions Productions Ideas Comments LECTUREOR CLASS PRESENTATION FIELD TRIPOR PRACTICAL … and a field trip, or practice exercise on the other: Teacher/Lecturer Learner Other learner(s) Task goal Feedback Actions Revisions Trial actions Discursive level Experiential level What does it take to learn (formal learning)?

13. Teacher/Lecturer Learner Other learner(s) Teacher/Lecturer Learner Other learner(s) Concepts Answers Ideas Comments Actions Revisions Adapt actions Adapt actions Adapt the Task practice environment Action ideas What does it take to learn (formal learning)? Task goal Feedback Action ideas Discursive level Experiential level

14. Reflect Teacher/Lecturer Learner Other learner(s) Teacher/Lecturer Learner Other learner(s) Concepts Answers Ideas Comments Actions Revisions Adapt actions Adapt actions Adapt the Task practice environment Action ideas Reflect What does it take to learn (formal learning)? And for informal learning? - the Conversational Framework for supporting the learning process Task goal Feedback Action ideas

15. Reflect Teacher/Lecturer Learner Other learner(s) Teacher/Lecturer Learner Other learner(s) Concepts Answers Ideas Comments Actions Revisions Adapt actions Adapt actions Adapt the Task practice environment Action ideas Reflect What does it take to learn (informal learning)? The learning experience for informal learning The Real World - the Conversational Framework for supporting the learning process Task goal Feedback Action ideas

16. Reflect Learner Other learner(s) Teacher/Lecturer Learner Other learner(s) Ideas Comments Actions Revisions Adapt actions Adapt actions Action ideas Reflect What does it take to learn how to teach? The Real World Task goal Feedback Action ideas Teacher Other Teacher(s) Teacher Other Teacher(s) Learners The education system acting as a learning system

17. Reflect Ideas, Comments Adapt actions Reflect What does it take to learn how to teach? - interpreting the Conversational Framework for supporting the collaborative learning process Plans, Learning designs T’s expertise, understanding Ts’ expertise, understanding T’s practice Ts’ practice Learners Learner needs Learner actions Teaching Improved teaching Ideas, Comments Plans, Learning designs Could it be a Computer-Supported Collaborative Learning process?

18. Transforming teaching means enabling teachers to engage in ‘CSCL’ about innovation and the use of e-learning Who else should do this but the teaching community? How do we best support teachers in discovering how to do learning design?

19. The JISC ‘Design for Learning’ Programme How do we best support teachers in discovering how to do learning design?

20. Ensure the process of designing, planning and orchestrating learning activities (‘design for learning’) in UK post-16 and higher education is based on sound pedagogic principles, is evidence-based and learner-centred; Promote the development and implementation of tools and technical standards to support the process of design for learning; Promote the sharing of expertise in design for learning, for example through sharing and re-use of effective pedagogic learning designs, use models or exemplars; and Support the establishment of communities, services and resources to promote and sustain effective practice in design for learning. Aims of the D4L Programme

21. Structure of the D4L Programme Models of practice Pedagogy Planner (Oxford) Pedagogy Planner (London) Learning design implementations Support projects

22. Structure of the D4L Programme Models of practice Pedagogy Planner (Oxford) Pedagogy Planner (London) Learning design implementations Support projects

23. Structure of the D4L Programme Models of practice Pedagogy Planner Learning design implementations Support projects

24. Linking the Pedagogy Planners Learning design

25. Learning design structures: 3 forms of output A shareable Learning Design = equals …text…

26. Learning design structures: 3 forms of output …text… A shareable Learning Design = equals …text… A shareable generic format plus Shareable learning objects

27. Learning design structures: 3 forms of output …text… A shareable Learning Design = A shareable learning object… …text… A shareable generic format plus Shareable learning objects

28. The learning design programme will enable the teaching community to practice ‘open teaching’ ~ Exchanging learning designs Adapting learning designs Testing learning designs ~ Collaborating in the discovery of how to do learning design and how to incorporate e-learning We are developing the enablers: what about the drivers?? Learning design as the foundation for the future success of e-learning