Start date: 1 April 2004
End date: 31 May 2004
Funding programme: e-Learning Pedagogy programme
JISC theme(s): e-Learning, e-Administration
1. Background to the Proposal
In a recently published report for JISC that I co-authored ( ‘A framework
for the pedagogical evaluation of Elearning Environments’, Britain and
Liber, 2004), we concluded that although ‘enhancing quality’ and
‘pedagogical innovation’ in teaching and learning are two of the most
frequently stated goals of elearning amongst practititioners; the use
of Virtual Learning Environments to date has in many cases not
contributed much towards achieving these goals. Part of the reason for this
is that the designers of VLEs have in the past paid little attention to
providing tools for the design and creation of engaging and innovative
learning activities within the VLE.
The potential of learning design to improve teaching and learning through
elearning is a subject that is currently gaining recognition. In part this
is due to the emerging IMS Learning Design specification which builds on
the work of the OUNL team who produced EML and in part it is due to the
recent appearance of software tools specifically designed to allow
practitioners to create and run learning designs (e.g. LAMS).
This is a burgeoning new area of work and a number of tools have been
developed or are in the process of development. However there is currently
some level of confusion between the implementation of the Learning Design
specification and the wider concept of learning design and what is offered
by the various tools that are available. Learning Design is a complex and
thorough specification with three different possible levels of
implementation, but it has also been suggested that it takes quite a narrow
perspective; placing a large emphasis on a single learner model of
education and thus does not encompass the full range of educational
applications of the learning design concept. Yet this broader concept of
learning design is not at present well defined.
2. The proposed plan of work
In view of the context outlined above, it is proposed here that the
workplan will consist of the following:
-
Outlining a conceptual framework that provides an operational definition
of learning design and which clarifies the position of the Learning
Design specification within that. This framework will take account of
current work in progress in the field (e.g. the book currently being
written by the Vanderberg group)
-
Identification of a range of software tools that fit within the learning
design framework outlined in 1. A preliminary survey suggests that this
will include at maximum around 8-10 tools at this stage.
-
A review of the tools indicating their position within the overall
framework, their functionality, their capacity to inter-operate with
other system components etc. The methodology for the review will combine
semi-structured interview with the creator / vendor of the software and a
hands-on / demo evaluation of the software. This will be along the same
lines as we used in the elearning environments report referred to above.
-
A general discussion providing an overview of the current state of the
field and signposting directions for future development and application
of tools for learning design.
3. Administration and Costs
This proposal is from Bolton Institute of Higher Education, and the work
will be managed by Professor Oleg Liber. The lead researcher and author of
the report, Sandy Britain will be contracted by Bolton Institute.
The estimated total number of days for the project work is 10 days with the
work to be completed within 2 months of the start date. Final report to be
submitted by May 31. A draft report will be made available by the 10 of
May.
The final report is
now available.