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Learning Design for the Lifelong Learner

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Coleg Sir G r. June 2005. Learning and Teaching Conference 2005. Agenda ... The Characteristics of the Lifelong Learner. Learning Design for the Lifelong Learner ... – PowerPoint PPT presentation

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Title: Learning Design for the Lifelong Learner


1
Learning Design for the Lifelong Learner
  • Prof Tony Toole
  • Coleg Sir Gâr
  • June 2005

2
Agenda
  • Background the Wales e-Training Network
  • The Characteristics of the Lifelong Learner
  • Learning Design for the Lifelong Learner
  • Case Study Web Site Design
  • Designing Out the Constraints of Technology

3
e-Training Networks
  • SW Wales
  • SE Wales
  • N Wales
  • Collaboration
  • Shared development of materials
  • Focussed on needs of SMEs
  • Capacity building programme
  • Concept proving objective
  • Interoperability access

4
The Rationale for the e-Training Network Why we
are doing it
5
The On-line Lifelong Learner
  • Average age 38yrs, normal distribution
  • Typically employed, housebound or otherwise
    constrained
  • Range of reasons for engaging with learning
  • Range of experience and expertise
  • Range of learning styles and preferences

6
The Consequences of Diversity
  • A one size fits all learning design model does
    not work
  • Differing time constraints means learners all
    study at different times of the day and week, and
    follow different study patterns
  • Subject knowledge and, particularly, practical
    experience, mean learners are looking for
    different outcomes and benefits
  • Different support needs relating to ICT, study
    support disabilities

7
Lessons we have learned .
  • We need to provide multiple routes through the
    materials and allow students to make their own
    choices
  • We need to communicate proactively with the
    students and provide structured formative
    feedback on achievement
  • We need to allow the students to build on their
    existing skills and knowledge and to undertake
    learning activities that are relevant to their
    interests and learning needs
  • We need to provide plenty of opportunities to
    communicate for those who are most comfortable in
    a community of learners, whilst allowing those
    who wish to plough a lone furrow to do so

8
A New Learning Design Model
  • Based on constructivist, situated learning
    approach employing discovery learning activities
    in communities of practice
  • Modular with clusters of credit rated learning
    outcomes. Nested levels of learning support
    resources
  • Student chooses own mix of learning outcomes to
    attain, level of support required and where
    when the learning will take place
  • Negotiated learning agreement with module tutor

9
Start Module discuss with tutor
Module Descriptor This will explain the learning
objectives of the module and the number of
activities to be carried out
Learning Activities Learning Activity 1.
Description, learning outcomes, student choices,
examples . Learning Activity N. Description,
learning outcomes, student choices, examples
Choose Learning Activity choose personal
application, agree with tutor
Level 1 Materials Bullet point explanations,
assumes knowledge of software, menu structures
and all basic functionality bullet point 1
explanation . bullet point N explanation
Y
Need Learning Materials?
N
N
Need Further Materials?
Complete Learning Activity discuss drafts with
tutor agree final version submit
Y
Level 2 Materials Further explanation of topic,
example, exercise)
N
Need Further Materials?
N
Learning Activities Complete?
Y
Y
Level 3 Materials Full topic coverage, examples,
exercises, tutorial)
End Module discuss with tutor
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11
Case Study Web Site Design Module
  • Based on a social-constructivist model of
    learning design
  • Created by Alex Bell at Trinity College
    Carmarthen
  • On-line resources primarily to advise and guide
    learner through the learning process
  • Academic content acts as a gateway to the subject
    refers to off-line resources
  • The learning process is 100 activity based

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18
Learning Design Issues
  • E-learning, like any learning, involves a process
    of knowledge and skills acquisition
  • It is the process that is the key to good
    learning design, not the resources
  • The value of e-learning is in the flexible access
    it provides to communications, information
    exchange and global resources

19
Designing Out the Constraints of Technology
  • If file size and bandwidth are an issue, dont
    deliver resources on-line
  • When you do deliver on-line, use the simplest
    effective communications medium
  • Use multimedia and interaction when this is
    demonstrably more effective at facilitating
    learning
  • Effective use of synchronous and asynchronous
    communications is currently constrained by
    technology, but will ultimately be constrained by
    the quality of learning design

20
Learning Design for the Lifelong Learner
  • For more information contact
  • tony.toole_at_virtualcollege.ac.uk
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