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Developing and using a learning design toolkit

Developing and using a learning design toolkit
Developing and using a learning design toolkit
The contributors to this symposium are currently involved in the DialogPlus project in which staff at two universities in the UK and two in the USA are collaborating to share elearning resources in the subject domains of Physical, Environmental and Human Geography. The project, currently in its third year, is funded by the UK’s Joint Information Systems Committee (JISC) and the USA’s National Science Foundation (NSF). The development period of the project finishes at the end of January 2006, after which there will be a two year embedding phase. In order to support teaching staff in designing and sharing learning activities, project members in the School of Education and the Learning Technologies Research Group at the University of Southampton have developed an online Learning Design Toolkit. Three main strands underpin our approach. These are firstly to research, understand and apply what is going on in the learning design field, particularly evolving standards in the areas of sharing digital resources, interoperability, searching, re-purposing, permissions. Secondly, to work closely with teaching colleagues to analyse their methods, when creating or re-purposing resources, and be guided by their requirements. Lastly, to enshrine good practice within the toolkit, such that it will guide and support teachers in as they create, modify, and share teaching and learning resources. The elements of a learning activity have been defined and taxonomies adopted or developed for learning and teaching approach, learning outcomes, tasks, tools and resources. These have been modelled in the toolkit’s database and are used both to guide teachers as they create or re-purpose learning activities and as potential metadata for other practitioners searching for resources. The toolkit has an adaptive interface to offer appropriate support to both experienced and inexperienced academics. The toolkit specification and taxonomies have been compared to other approaches, most notably IMS Learning Design. It has proved informative to map between the toolkit elements and IMS-LD metadata. Work is ongoing in this area. This symposium will be chaired by Professor Conole, Chair in Educational Innovation, who will also present a paper on the initial requirements analysis and top-level design of the toolkit. Dr Christopher Bailey, from the Learning Technologies Group, will describe the technical development of the data model, toolkit processes and user interface. If time and facilities permit, the toolkit will be demonstrated during the session. Dr Sally Priest and Samuel Leung, from the School of Geography, will discuss the user perspective, the benefits of such a toolkit to practitioners, the enabling factors and the barriers to use and their suggestions for further enhancements. The four participants will then debate the effectiveness of this approach to supporting teachers in higher education as they create, discover, re-purpose and share eLearning resources. In chairing the discussion, Professor Conole will outline, and invite the audience to contribute, comparisons with other systems’ approaches in this domain.
Fill, Karen E.
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Bailey, Christopher
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Conole, Gráinne
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Davis, Hugh C.
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Leung, Samual Y.
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Priest, Sally
a981541a-3227-4731-a557-ba38bb4d1e18
Fill, Karen E.
7c267534-0c7e-45a6-ba71-87e7507454d2
Bailey, Christopher
09f3d15b-8804-4bce-b974-f55977955db5
Conole, Gráinne
026d5812-74cf-430e-8c87-1bd3c44b2bc3
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Leung, Samual Y.
123977a2-328f-4073-bd12-0a948fd19d78
Priest, Sally
a981541a-3227-4731-a557-ba38bb4d1e18

Fill, Karen E., Bailey, Christopher, Conole, Gráinne, Davis, Hugh C., Leung, Samual Y. and Priest, Sally (2005) Developing and using a learning design toolkit. ALT-C, United Kingdom.

Record type: Conference or Workshop Item (Other)

Abstract

The contributors to this symposium are currently involved in the DialogPlus project in which staff at two universities in the UK and two in the USA are collaborating to share elearning resources in the subject domains of Physical, Environmental and Human Geography. The project, currently in its third year, is funded by the UK’s Joint Information Systems Committee (JISC) and the USA’s National Science Foundation (NSF). The development period of the project finishes at the end of January 2006, after which there will be a two year embedding phase. In order to support teaching staff in designing and sharing learning activities, project members in the School of Education and the Learning Technologies Research Group at the University of Southampton have developed an online Learning Design Toolkit. Three main strands underpin our approach. These are firstly to research, understand and apply what is going on in the learning design field, particularly evolving standards in the areas of sharing digital resources, interoperability, searching, re-purposing, permissions. Secondly, to work closely with teaching colleagues to analyse their methods, when creating or re-purposing resources, and be guided by their requirements. Lastly, to enshrine good practice within the toolkit, such that it will guide and support teachers in as they create, modify, and share teaching and learning resources. The elements of a learning activity have been defined and taxonomies adopted or developed for learning and teaching approach, learning outcomes, tasks, tools and resources. These have been modelled in the toolkit’s database and are used both to guide teachers as they create or re-purpose learning activities and as potential metadata for other practitioners searching for resources. The toolkit has an adaptive interface to offer appropriate support to both experienced and inexperienced academics. The toolkit specification and taxonomies have been compared to other approaches, most notably IMS Learning Design. It has proved informative to map between the toolkit elements and IMS-LD metadata. Work is ongoing in this area. This symposium will be chaired by Professor Conole, Chair in Educational Innovation, who will also present a paper on the initial requirements analysis and top-level design of the toolkit. Dr Christopher Bailey, from the Learning Technologies Group, will describe the technical development of the data model, toolkit processes and user interface. If time and facilities permit, the toolkit will be demonstrated during the session. Dr Sally Priest and Samuel Leung, from the School of Geography, will discuss the user perspective, the benefits of such a toolkit to practitioners, the enabling factors and the barriers to use and their suggestions for further enhancements. The four participants will then debate the effectiveness of this approach to supporting teachers in higher education as they create, discover, re-purpose and share eLearning resources. In chairing the discussion, Professor Conole will outline, and invite the audience to contribute, comparisons with other systems’ approaches in this domain.

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More information

Published date: 2005
Additional Information: This publication is a symposium Event Dates: 6 September 2005
Venue - Dates: ALT-C, United Kingdom, 2005-09-06
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 260929
URI: https://eprints.soton.ac.uk/id/eprint/260929
PURE UUID: 01ef7802-636f-499d-a77a-b3a7a7f99180
ORCID for Hugh C. Davis: ORCID iD orcid.org/0000-0002-1182-1459

Catalogue record

Date deposited: 31 May 2005
Last modified: 06 Jun 2018 13:16

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Contributors

Author: Karen E. Fill
Author: Christopher Bailey
Author: Gráinne Conole
Author: Hugh C. Davis ORCID iD
Author: Samual Y. Leung
Author: Sally Priest

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