Tools for Freelance Instructional Designers (Updated) Analysing, Sustaining and Piloting Innovation: A “ASPI” Model. NLC2004 /Proceedings / Individual Research Papers Analysing, Sustaining and Piloting Innovation: A “ASPI” Model Daniel Peraya1, Bérénice Jaccaz1, Italo Masiello2, Susan Armitage3 and Hennie Yip3 University of Geneva1, Karolinska Institutet2, Lancaster University3 This paper proposes a framework, both theoretical and practical, that attempts to provide information and scaffolding mainly to university staff but also to policy makers who currently face the initiative of implementing innovation, in all its forms, in the education system. It aims at helping all the different actors, from university managers to university lecturers, involved in the teaching and learning process to answer the following questions: “How do I analyse, guide, and sustain innovation in Higher Education?” Keywords Sustaining and piloting innovation, Technological and pedagogical innovation, ITC The issues surrounding institutional innovation and sustainability in higher education are many and varied (Laurillard 2002).
Can Integrated Instructional Technology Transform the Classroom? Learning design. Home - Learning Designs - Products of the AUTC project on ITC-based learning designs. The teacher as action researcher: using technology to capture pedagogic form - Studies in Higher Education. The article argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology.
The focus is to address the issue from the perspective of teachers and lecturers (the ‘teaching community’), and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become ‘action researchers’, collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the article proposes the use of an online learning activity management system as a way of capturing and sharing the pedagogic forms teachers design.
Related articles View all related articles. Language Learning with Livemocha | Learn a Language Online - Free! Case Studies - Case Studies Wiki. Toward a user-oriented analytical approach to learning design - IOE Eprints. San Diego, Jonathan and Laurillard, Diana and Boyle, Tom and Bradley, Claire and Ljubojevic, Dejan and Neumann, Tim and Pearce, Darren (2008) Toward a user-oriented analytical approach to learning design.
ALT-J: Research in Learning Technology, 16. pp. 15-29. ISSN 0986-7769 The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them.
As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL).
TL-Centre ID Card.