John Casey My dream: Simple Representations of Learning Design project proposal
I am working with Learning Design novices and need a place to start with them that is lo-tech and easy (for all of us!). So thes
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14 January 2013
I am working with Learning Design novices and need a place to start with them that is lo-tech and easy (for all of us!). So these are my targets for my teaching aims and learning outcomes
Teaching Aims: The abilty to represent to an 'outsider' what happens in a course that you are teaching or are intending to teach. To use the IMD LD terminology in a hopefully clear way and the questions of Journalistic Enquiry to to descibe who is doing what, when, where, with whom and with what resources in relation to teaching topics and outcomes etc. We need to coolaborate on a beginners course to find a lo-tech way of describing these things:
- the roles of teacher and student are represented, in relation to a timeline
- as are the learning outcomes, and the resources needed / used / consumed
- the type of environments and services used,
- the parts of the knowledge domain involved, and relations to assessment activities.
This type of representation could also be used at different levels of granularity from an entire programme through to a module and down to an individual lesson, thus giving a common lo-tech ‘vocabulary’ and expressive framework to a team. This approach also fits well with the type of basic design visualisation tools advocated by Sloep, Hummel, & Manderveld (2005). And Basic is really what we need when working with LD novices (i.e most people). We also need some simple graphical representations as well. We absolutely need to be able to provide a bridge from what we can call the 'vernacular' descriptions used by teachers to a more abstract and shareable version of these designs that currently only exist in teachers heads and to some limited degree in course handbooks. I personally would be very happy to get some simple representational tools and methods together to help people articulate their implicit designs. That shall be my mini learning design dream / challenge.
Reference: Jochems, W., van Merriënboer, J., & Koper, R., (2004). Integrated E-Learning: implications for pedagogy, technology and organisation. Abingdon: Routledge and Falmer.