eLIDA CAMEL. This project (eLIDA CAMEL) is a JISC-funded Design for Learning programme building directly on results gained in 2005-2006 from two prior e-learning projects: JISC eLISA project1 e-Learning Independent Study Award - Distributed e-Learning. Lifelong learning project JISC infoNet CAMEL project2 HEFCE/LGM-funded - Collaborative Approaches to the Management of e-Learning. Communities of practice project Final Report3 This project addresses theme C: Implementing and evaluating learning design tools in the JISC Design for Learning (DFL) pedagogic e-learning programme.
Aims and Objectives The project aims to: Project objectives are to: Project Methodology The eLIDA CAMEL will trial design for learning sequences with practitioners in South East, Leeds and Loughborough post-16 institutions using LAMS V1.1, RELOAD (and, optionally, Moodle). Deliverables Stakeholders Project Staff Project Director Project Team.
D4LD. The IMS Learning Design specification has renewed interest in ways to describe and share learning activities. We need to exploit the potential in Learning Design but also improve our understanding so that we can question the approach and consider alternatives. This project builds on the SLeD learning design player developed since 2004 through stages that combined software development with promotion, dissemination and research into the appropriate ways to use and represent design. We will now address the issues involved in taking the player away from original aims that resulted in a reference player used to explore learning design, into a system that can be used with real students and have a place in the framework for delivering a design for learning approach. Aims and Objectives Produce a stable Learning Design player to: provide access to LD courses for students integrate with LDs produced by other projects offer a component within the design for learning framework Project Methodology.
Design for learning. The vision for the Design for Learning Programme, was to bring the technical development and the effective practice strands of JISC e-Learning Programme together, ensuring that the conceptual and practical implementation of ‘design for learning’ is informed by what is known about effective pedagogic practice.
The programme inherited many of the aims and objectives of the ‘Design for Learning’ theme within the e-Learning and Pedagogy strand1 of the e-Learning programme (2004-2006). The Design for Learning Programme which commenced in May 2006 and concluded in mid 2008, included a Models of Practice project, two Pedagogy Planner projects, nine implementation and evaluation projects and a Support Project run by JISC CETIS. How to find out more? The Design for Learning wiki2 now has well over 100 tagged guidelines, inspirational designs, runnable designs, links to tools and systems and case studies from the programme, and is a valuable resource for future funded projects.
LKL Research :: JISC Design for Learning Programme - Home. LD4P. The project has a special focus on IMS Learning Design (IMS LD). This specification claims to capture a wide range of pedagogies in electronic form, and as such, promises unprecedented opportunities to build effective tutor support and presence into e-learning systems. Recent implementations of IMS LD compliant tools such as RELOAD, Coppercore and SLeD have made real the possibility of exploring the use of flexible and open learning activity management systems in a real institutional context.As part of the JISC-funded SLiDe project, the project team used the RELOAD IMS LD editor to support a tutor within the Computing discipline in drawing up units of learning (UoLs) and ran these using the SLeD/Coppercore system with a class group.
Aims and Objectives The aims of the project are to: develop an interface to an IMS LD authoring tool suitable for use by teaching practitioners produce learning designs and investigate sharing of these The objectives of the project are to: Project Methodology. Phoebe - Trac. EDIT4L. The Design for Learning programme builds on previous JISC programmes and brings attention to bear on the pedagogical and implementation aspects of elearning. The EDIT4L project will address the development of design for learning skills in several scenarios, taking existing tools and integrating them into pedagogic design workshops for teachers and other interested educational professionals.
The results of the workshops and participants’ subsequent activities will allow an assessment of the effectiveness of this approach, the specific tools, and what is required to support design for learning in the community. The proposed local and national CPD activities will directly contribute to raising awareness and capacity building within the community. Aims and Objectives The project will explore the use of the DialogPlus toolkit1 (DPT) and the Learning Activity Management System2 (LAMS) individually and in tandem for designing, creating and delivering applications which support learning.
Sharing the Load. Sharing the LOAD will synthesise a number of JISC-funded project outputs, tools and other national initiatives in learning content design and reuse to create practitioner-centred templates in order to capture holistic learning designs containing learning activities that support defined learning objectives. These designs will incorporate components from the large pre-existing collection of mature reusable learning objects (RLOs) created and shared by the RLO-CETL community. Practitioners and students will be facilitated in engaging hands-on workshops to experiment with learning design tools and templates and collaboratively create shareable learning designs.
Exemplars of the designs will be evaluated for pedagogical effectiveness across a range of subjects by the RLO-CETL community of students and tutors using the RLO-CETL Evaluation toolkit. RELOAD and the WCKER extension tools will be tested for their effectiveness in packaging and managing the resulting content. Aims and Objectives. Constructing 2 Learn. A growing body of research indicates that playing computer games can lead to serious learning. We propose however that the learning can be deeper and more richly interconnected if game playing is combined with game making.
Professional game developers must bring together expertise on game design with knowledge about the game's subject domain, which can require expertise in mathematics, science, and computation. Furthermore, game development frequently requires a good deal of expertise in art, music, drama, film, and narrative. We believe that experiencing even a tiny part of this game making process can give learners a deep and broad learning experience.
However, acquiring the skills to make computer games requires a major investment in time and effort. Here, however, we propose to build upon some novel research in how games can be made without a priori programming skills. An important aspect of a metagame is the conditional behaviour of the simulated team members. Aims and Objectives. Phoebe. A Practitioner-Focused Environment to Support Design for Learning Final report1 (PDF)As well as forming part of the JISC Design for Learning programme, the project is a direct descendant of the Learning Design Tools project2 and other predecessor projects in the E-learning and Pedagogy programme. It will build on the field-based research carried out by LD Tools, together with materials created by other projects and content from the Effective Practice workshops, in order to create a flexible online planning tool that will enable teaching staff and learning technologists to develop their confidence and skills in designing effective technology-mediated learning experiences.
Within the current programme, the project will complement the parallel User-Oriented Planner for Learning Analysis and Design project and draw further input from the models of practice produced by the Mod4L project3. Aims and Objectives Project Methodology Deliverables The project will produce, inter alia: Stakeholders.
Models of Practice. Despite significant enthusiasm towards developing a language for describing learning designs that will enable sharing and reuse, researchers have yet to find ways to describe practice models so that practitioners in mainstream education can understand and apply them. Final report1 (PDF) Practice models can be viewed as generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices. There is a need for practitioner-focused resources describing a range of practice models and offering guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability.
To be effective and sustainable practice models should be grounded in authentic practice and represented in ways that are meaningful to practitioners. Aims and Objectives. Authoring using Learning Design (ALED) The key aim of the project is to implement and evaluate tools and systems that support Design for Learning within post-16 education. This will be achieved by embedding existing tools – i.e. LAMS and Moodle – within teaching and learning in all partner institutions. Within the curriculum areas it is envisaged that the ILT Champions’ network, after training, will be the main conduit for implementation and evaluation and will subsequently be in a position to train other practitioners. It is envisaged that these will be tested in at least two FE colleges for their effectiveness and reusability. Outcomes of the project will be disseminated among all FE institutions nationally. Aims and Objectives The key aim of the project is to implement and evaluate tools and systems that support Design for Learning within post-16 education.
Project Methodology Deliverables The outcomes of the project will be: The implementation and evaluation of LAMS and Moodle by: Stakeholders Project Staff Project Team. Design for learning key outcomes. A selection of key documents and reports from the first phase of activities under the Designing for Learning theme of the e-Learning and Pedagogy programme have been highlighted (10th September 2004). A detailed overview of all the programme activities together with commentary on how the outcomes and recommendations from completed activities may be taken forward is contained in 'Designing for Learning: An update on the Pedagogy strand of the JISC eLearning programme1'.
Work Package 1a A review of available approaches to modelling (e)learning, including key definitions and scoping of the proposed projects. Review: developing e-Learning Models for the JISC Practitioner Communities2 Helen Beetham Appendices to the Review3 Work Package 1b e-Learning Models desk study This study carried out by Chimera: Institute of Socio-technical Innovation and Research, University of Essex under Professor Chris Fowler is now complete. Work Package 2 Work Package 4a Work Package 4b Work package 4c Work Package 3b. Designs on Learning. Ravensbourne College of Design and Communication is a small, vocational, practice-based, institution in South East London serving the creative sectors of design and broadcasting.
The College’s teaching and learning strategy favours a blended approach that recognises the broadly social-contructivist pedagogy of the institution. The institution uses Moodle as its VLE, and several units of study are already delivered all or in part online. Experience with Moodle has suggested to learning designers that there are some shortcomings using a VLE in a creative, practice-based environment. The unspoken assumptions of VLEs, particularly when approached by learners and teachers who are used to a visual and face to face learning style, namely, a text-orientation and a modular system of “boxes on screen” can entrench poor pedagogical practice, and can frustrate naïve users who feel they must work exclusively online in the VLE. Aims and Objectives The project objectives are to achieve: Deliverables. Desila. This 'implementing and evaluating learning design tools' project is exploring the use of LAMS (the Learning Activity Management System) for inquiry-based learning (IBL) in higher education.
The project is based at the University of Sheffield and is being led by CILASS, the Centre for Inquiry-based Learning in the Arts and Social Sciences, in partnership with the University’s Learning Development and Media Unit (LDMU). CILASS is a Centre for Excellence in Teaching and Learning (CETL), funded by HEFCE. Final report1 (PDF) IBL is a form of active learning in which open-ended, student-directed inquiry or research drives the learning experience.
It includes both relatively structured forms of learning activity – e.g. based on problem-solving and case scenarios – and less structured forms based on small- or large-scale investigations and projects. CILASS also has a strong interest in the sharing and reuse of IBL expertise. Aims and Objectives Project Methodology Deliverables Stakeholders.