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Learning designs: Creating strategies and tools to support university teaching Sue Bennett

Learning designs: Creating strategies and tools to support university teaching Sue Bennett. Online learning. Driven major change  fully online, multi-campus, off-shore, f2f Dissatisfaction with quality Good teaching? Needs of students? How to improve teaching?. Who are our teachers?.

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Learning designs: Creating strategies and tools to support university teaching Sue Bennett

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  1. Learning designs: Creating strategies and tools to support university teaching Sue Bennett

  2. Online learning • Driven major change fully online, multi-campus, off-shore, f2f • Dissatisfaction with quality • Good teaching? • Needs of students? • How to improve teaching?

  3. Who are our teachers? • Researcher • Discipline expert • Teaching experience • No teaching qualifications Many are motivated to improve what they do

  4. Expert advice Descriptions Too general Too specific Prof. Development Instr. Designers Not tailored Too few Support for teachers large resources

  5. Learning designs Resources Tasks Supports Learning Outcomes

  6. Representation

  7. Graphical representation Supports Resources Tasks people static formative dynamic summative documents software

  8. pred. Example predict pairs video observe group explain

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

  10. Education Faculty  Readily understood  Adaptable  Assists communication Research Arts Faculty  Readily understood  Adaptable  Assists communication Further More disciplines School education

  11. Next step • Create and investigate tools to support teachers design processes and decision-making • Embeddedin the environment in which teachers work • Investigatestandardsthat can support the tools and process

  12. The Process discipline & pedagogical knowledge unit of learning learning design + IMS LD Teacher’s design process learning management system sharing, publishing, archiving

  13. The Project UOW • Phase 1: Investigations • Teachers’ actual practices • Analysis of learning designs available • Analysis of IMS LD • Phase 2: Design, Development, Evaluation • Phase 3:Final analysis OUNL Janison Solutions

  14. Project outcomes • Understand more about how university teachers design learning experiences • Advance learning designs as supports for process and decision-making • Apply and advancestandardsto enable software systems to use learning design

  15. Conclusion • Learning designs address gap in current support • Provide scaffold to help teachers apply their professional and disciplinary knowledge to design high quality learning environments • Next step is a support system that maintains these characteristics, and is technically sound

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

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