Presentation: Donald and Blake Reviewing learning designs with HEART – a learning design support strategy

Reviewing learning designs with HEART – a learning design support strategy

Origins

Learner designer – teacher collaboration: the voices of each may be more or less audible in the final design output

Project teams often have discordant voices

E-learning development may be expediated if we can harmonise – sing from the same page

Choices of pedagogical strategy and reuse will be more useful if we do this

The middle-ground of educational design (Goodyear 2005) where ped beliefs find voice as pedagogical practice

Levels of educational design (Goodyear 2005), often we talk mainly at the top level

• Pedagogical tactics
• Pedagogical strategy
• High-level pedagogy
• Pedagogical philosophy

The power of belief over practice, beliefs are far more influential’s than knowledge (Pajares 1992, pg 311)

Belief/practice dimensions, involve academic staff coding their own beliefs and then consider how to use technology (Bain and McNaught 2006 pg 112)

Does your learning design reflect your pedagogical vision? (Steel 2009 pg 417)

HEART Hearing And Realising Teaching voice

• Questionnaire (pedagogical dimensions and statements) Google docs
• Visualisation tool (generated from the questionnaire) IBM many eyes software
• Discussion – face-to-face (projects meetings, professional development sessions, course development work) and online (private: reflections, notes, journal, personal records and public (collaboration, dialogue, debate, peer review) Social network – Elgg currently but interested in exploring how we might use Cloudworks

Bain and McNaught’s 13 belief/practice dimensions

• Epistemological beliefs
• Pedagogical beliefs
• Curriculum beliefs
• CAL (technology-supported) practices