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VISUALISING LEARNING DESIGN IN LAMS: A HISTORICAL VIEW

100%

Dalziel J.

Teaching English with Technology

2011

tom 11

nr 1

19-34

The Learning Activity Management System (LAMS) provides a web-based environment for the creation, sharing, running and monitoring of Learning Designs. A central feature of LAMS is the visual authoring environment, where educators use a drag-and-drop environment to create sequences of learning activities. The visualisation is based on boxes representing discrete activity tools (forum, chat, quiz, content, etc.) which are connected together using arrowed lines to indicate the flow of tasks. This visual approach to authoring of Learning Design has both strengths and weaknesses: in terms of strengths, it has provided a common visual language among LAMS users for rapid adoption and sharing of instructional strategies, and a useful framework for simple linear pedagogical approaches; in terms of weaknesses, the visual simplification necessarily limits the amount of information that can be conveyed about a complex instructional design, especially those designs not easily adapted to a linear format (eg, spiral pedagogies). This paper describes the assumptions behind the LAMS visual authoring environment at the levels of both educational theory and software design, together with a review of implementation experiences among educators, including experiences from the LAMS Community. The paper concludes with reflection on future directions for visualisation of Learning Design, particularly in the area of annotation and time-based visualisation.

PROSPECTS FOR LEARNING DESIGN RESEARCH AND LAMS

100%

Dalziel J.

Teaching English with Technology

2009

tom 9

nr 2

i-iv

Learning Design is a descriptive framework for activity structures that can describe many different pedagogical methods. It is similar to music notation, which can describe many styles of music using a common format, but Learning Design needs further research to be an effective format for sharing good teaching ideas among educators. Learning Design may also provide benefits for traditional educational research through more precise descriptions of educational innovations, which could allow for better control of confounding factors, and through rich records of student performance. Effective sharing of research-based Learning Designs has great potential for the future of teaching and learning.

CLOUDWORKS AS A ‘PEDAGOGICAL WRAPPER’ FOR LAMS SEQUENCES: SUPPORTING THE SHARING OF IDEAS ACROSS PROFESSIONAL BOUNDARIES AND FACILITATING COLLABORATIVE DESIGN, EVALUATION AND CRITICAL REFLECTION

51%

Galley R. , Conole G. , Dalziel J. , Ghiglione E.

Teaching English with Technology

2011

tom 11

nr 1

35-47

Cloudworks is a specialised social networking site for sharing, debating and co-creating ideas as well as designs and resources for teaching, learning and scholarship in education. The site has been co-funded by JISC and The Open University, and has ca.2500 registered users and visitors from 165 countries (May 2010). Fundamental to the development of the site has been the belief that one of the key challenges in encouraging more innovative learning design is getting teachers to share designs and ideas. Despite the fact that there are numerous repositories of good practice, case studies, learning objects and Open Educational Resources (OER), their impact on practice has been limited (McAndrew and Santos, 2008). Yet in interviews and workshops, when asked what would they find most helpful to enable them to make better use of technologies in their design practices, teachers consistently say that they want examples of good practice and access to others to share and discuss ideas with (Beetham and Sharpe, 2007). This paper will explore how Cloudworks might be used as a ‘pedagogical wrapper’ for LAMS sequences, supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection.