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LDSE pedagogical planner tool

Evaluating learning desigs through the formal representation of learning patterns

Cloud created by:

Gráinne Conole
6 July 2009

Diana Laurillard and Dejan Ljubojevic at the Pedagoical Planner Summit & LAMS conference, Open University, 6-7th July 09talking about the work they are doing developing a Learning Design Support Environment (LDSE) which builds on the LKL pedagogic planner:

  • THE LDSE project is funded under the EPSRC/ESRC TLRP programme, see the following link for more information
  • LDSE aims to respond to the users’ requirements
  • Scaffolds the design process
  • Aim is to focus on users requirements to enable building on the work of others
  • Uses computation representations of a learning pattern to interpret thte learning experience it offers
  • Uses theoretical criteria like the Conversational Framework

The system includes the follow sections and things a designer can do:

  • Pathways to designs for a session
  • Can define: aims, prerequisites, duration, topics, learning outcomes, teaching methods, assessment, alignment – output validation document
  • Provides numerous prompts, checking, opportunities for refining: for example check definitions of LOs via prompts (an ontology of learning outcomes), etc select  LOs, Select learning activity sequence, define keywords for topics
  • Can populate LAMS sequence 1 with content assets, preview, evaluate or edit learning sequence
  • Could select a learning approach – didactic instruction, collaborative learning, inquiry learning etc
  • Then type in a learning outcome – can search on existing set of outcomes to see which ones match
  • Also want to be able to model the kind of searching tool that the teacher is using
  • Experimenting with bringing these different tools together and making connects between them, a kind of scrapbook complier – can find existing resources and edit them and import into the LDSE tool and can annotate them:
  •   Can link to an authoring environment for creating and editing learning objects such as the GLO tool
  • Can also drag in LAMS sequences
  • A link to some existing examples such as iKOPER sequences
  • Can link into and edit phoebe examples
  • Can provide a walk through scenario of what a users might do:
  • Select learning outcomes,
  • Find learning designs,
  • Test against theory,
  • Fill in details,
  • Build,
  • Implement and
  • Evaluate
Example of a pluralism session:
  • Can work through the following components:
    • Learning outcomes, learning approaches, teaching methods, learning activity, tools
  • Can search a walled garden set of resources such as the Phoebe tool and can import relevant resources into a ‘scrapbook’ type space and can now start to manipulate these
Instantiating and mapping to theoretical frameoworks
Diana also demonstrated how designs can be instantiated in runtime tools like LAMS as well as theoretical frameworks. The example she gave was mapping to Laurillard's Conversational Framework. Can map the learning activities to the learning roles, time taken, the teacher role and elapsed time and then show how that can be instantiated in a tool like LAMS and the  interpret that in terms of how it maps to a theoretical framework such as the Conversational Framework

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