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Online learning designs to engage learners - the
Toolbox initiative Vivienne Blanksby Ron
Oliver

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• Flexible Learning Toolboxes
• A Toolbox is a collection of online training
  materials comprising learning activities,
  resources and user guides to support program
  delivery for qualifications from endorsed
  Training Packages
• Series 1 released 1999/2000
• Evaluation of Series 1 recommends more
  task-based approach to learning design -
  guidelines redeveloped.
• Series 2 released 2001
• Series 3 released 2001/2
• Series 4 released 2002
• Series 5 released 2003

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• Principles for effective learning (Duffy
  Cunningham)
• active construction of knowledge
• supported by various perspectives
• within meaningful contexts
• social interactions play important role
• builds on previous experiences of learners

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• Series 2 Guidelines emphasis
• an active, constructive role for learners
• learning activities not mere knowledge
  acquisition
• meaningful online communication and interaction
• visually attractive, motivating to use,
  logically organised
• authentic and real life settings (not just
  textual descriptions)

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• Quality assurance processes
• careful project selection of balanced teams
• guidelines, team workshop
• mentors - critical friends with online learning
  design expertise
• proof of concept stage
• reviews from online learning specialists,
  industry and teachers
• user trials
• final proofing check and technical tests

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• The study
• To what degree are deep learning experiences
  supported by Toolboxes?
• What patterns exist in learning designs across
  different qualification levels?
• Is there a discernible pattern of difference in
  the products developed across series?

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• Methodology
• Review of the constituent elements of online
  designs (Oliver, 1999)
• Learning tasks - the problems, contexts
  interactions used to engage learners
• Learning resources - the content, information
  and reference sources
• Learning supports - the scaffolds, assistances,
  and motivations used to support learners

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• Learning tasks have a fundamental role in
  determining the depth of learning outcomes. They
  should
• be open to some degree
• provide learners with choices and decisions
• represent practical problems relating to the
  learners context

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Learning Task Continuum

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• Learning resources
• These should expose learners to
• perspectives from a multitude of sources
• freedom of access in a variety of ways, avoiding
  strict sequencing
• authentic and relevant formats
• choice of materials to use for specific purposes

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Learning Resources Continuum

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• Learning supports
• Learning support should be an integral part of
  the learning process for
• guidance and feedback
• sensitivity to individual needs.

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Learning supports continuum
.

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Results

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Learning Designs and AQF Levels

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• Conclusions
• Strong evidence of resources supporting deep
  learning experiences
• Depth of learning experiences supported by
  Toolboxes has increased over time
• These products are exemplars of learning settings
  based on contemporary technologies and learning
  settings

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• The Flexible Learning Toolboxes have to be one
  of the most important developments in e-learning
  support ever produced anywhere. The integration
  of sound pedagogical principles such as authentic
  tasks, seamless assessment, and reflective
  activities represents state-of-the-art design for
  online learning that I have not seen equaled in
  North America, Europe, or elsewhere.
• Thomas C. Reeves, Professor, Department of
  Instructional Technology, University of Georgia