Constructing High Quality Learning Environments using Learning Designs Sue Bennett

1. Constructing High Quality Learning Environments using Learning Designs Sue Bennett

2. University of Wollongong • Medium-sized regional university (15,000 students) • Research strength in educational technology • Centre for research in Interactive Learning Environments (RILE) • Telecommunicationsand InformationTechnology ResearchInstitute (TITR) • Smart Internet Technology Cooperative Research Centre (SIT-CRC)

3. Began with ‘learning objects’ Form: Size/Granularity: non-digital & digital digital small resources large resources Purpose: instruction inherent in LO facilitates a learning objective support learning

4. Assumptions Teachers want to use (other people’s) learning objects Learning object rationale: ‘reuse’ Gap • Little evidence for “reuse” • Cultural and practical factors

5. Assumptions Teachers want to use (other people’s) learning objects Learning object rationale: ‘reuse’ Gap • Little evidence for “reuse” • Cultural and practical factors • Teachers will be able to find learning objects they want • No single metadata standard for search/retrieval • Range of applications of metadata

6. Assumptions Teachers want to use (other people’s) learning objects Learning object rationale: ‘reuse’ Gap • Little evidence for “reuse” • Cultural and practical factors • Teachers will be able to find learning objects they want • No single metadata standard for search/retrieval • Range of applications of metadata • Teachers will know how to use learning objects • Teachers need support but as yet there are few support tools available

7. Project aims • Develop a framework to guide the reuse of learning objects to create pedagogically sound online learning environments • Create and investigate tools to support teachers design processes and decision-making • Investigatestandardsthat can support the tools and process

8. Vision Smart Learning Design Framework Learning Object Learning Object Learning Designs  Learning Object Learning Object

9. Vision Smart Learning Design Framework Learning Object Learning Object Learning Designs  Learning Object Learning Object MPEG -21

10. Vision Smart Learning Design Framework Learning Object Learning Object Learning Designs  Learning Object Learning Object MPEG -21 Unit of Study (multiple formats)

11. Learning designs Resources Tasks Supports Learning Outcomes

12. Learning Designs Project • A way to describe the design of a learning experience (the pedagogy) with ICTs • Facilitate communication amongst educators = ‘pedagogical patterns’ or ‘design patterns’ • Serve as model or template to guide ‘good practice’

13. Representation • Learning sequence as a representation of a learning design • Designer identification of task, supports and resources • Formalism as a visual representation of tasks/ supports and resources

14. The Learning Design Web Site www.learningdesigns.uow.edu.au

15. Project outcomes: Prototype tools

16. Project outcomes: Prototype tools

17. Project outcomes: Prototype tools

18. Project outcomes: Prototype tools

19. Further investigations • School teachers’ use of problem-based learning design (Webquest) • University teachers’ use of problem-based learning design (Explore, Describe, Apply) • Application profile for Australian higher education community • Integration with learning management system (Janison Toolbox LMS)

20. Conclusion • Does not eliminate the need for academics to have an understanding of contemporary learning theories and their applications • But provides teachers with a scaffold to help them design high quality learning environments without investment of excessive amounts of time • Focus on helping teachers apply their professional and disciplinary knowledge

21. Contact: Dr Sue Bennett Faculty of Education University of Wollongong sue_bennett@uow.edu.au