Call for design based on educational theory. How can technologies be used to afford specific learning advantages?
- Contextual
- Ambient
- Augmented
- Distributed
- Social networked
SHIFT From information to communication From passive to interactive With engagement and from individual learners to socially situative learning
Littlejohn et al (L2455)
- Digital assets
- Information objects
- Learning activities
- Learning design
Littlejohn, A., Falconer,I and McGill,L. ( ) Characterising effective eLearning resources'. Education
Towards new technical architectures and a service-orientated approach vs. instructivist focus on single leaners accessing content.
Unit of learning (Britain, 2004)
Importance of educational vocabularies. Currier et al (2006) L2476
Currier,S. Campbell, L. Beetham, H. (2006) JISC pedagogical vocabularies report project. Pedagogical vocals.
Laurillard (1993) six types of learning
- Assimilative
- Information handling
- Adaptive
- Communicative
- Productive
- Experiential
(Scaffolding)
The term previously known as 'natural language keyword indexing' = tagging not wiki.
Tasks to learning outcomes.
Subject, level of difficulty, intended learning outcomes, environment.
Content
Cognitive, effective, psycho-motor and able to understand, demo, produce or appraise. Bloom (1956)
Components of learning activity L2509
Context Pedagogy – associative, cognitive, situative.
Tasks Assessment – diagnostic, formative, summative.
Mediating artefacts. (Conole, 2002)
Media components
Interactivities
E–tivities (Implies Web 2.0)
Laurillard (1993) manipulation presentation analysis searching managing communicating visualising supporting evaluating adaptation
Mediating artefacts:
Narratives and case studies – engaging but specific so not reusable; peer dialogue.
Lesson plans Templates and wizards Toolkits Models and patterns e.g. Kolb (1984)
Reuse of mediating artifacts (Littlejohn, 2003)
Little use of generic resources (Beetham, 2004)