Learning technologies and course design

Module 5: Course design and course development

Claire Gordon and Jane SeckerWith thanks to Steve Ryan and Simon Atkinson

Overview

• Reflect on the role of tools and technologies in learning and course design

• Explore and evaluate a range of tools that might be useful in your learning and course design

• Consider the underlying assumptions about teaching and learning practice associated with the

choice of particular tools and technologies

Learning design vs course design

• Focus today is on learning design rather than course design

• Learning Design describes the educational process, not just courseware but the whole teaching/learning experience

• The process of learning design refers to:– designing units of learning, – learning activities – and / or the learning environment.

For discussion

• What tools / technologies have you used this year in your teaching?

• What tools / technologies do you think you might want to integrate into your course and learning designs for Module 5?

• What does our choice of media say about our approach or philosophy to teaching and learning?

Simple tools and technologies to facilitate course / learning design• Moodle

– EU452– LSE100

• PowerPoint– Teaching history with technology– Economics example

• Prezi– Maths is not linear – Effective and creative history examples

Other tools to facilitate course / session design• Glomaker

– Maths example– GLO Gallery

• LAMS– LAMS Tutorial

• Phoebe– History example– Climate change example

Evaluating the tools

• What do you like / dislike about this tool?• How could the tools help in the design

process?• Is there an underlying philosophy / approach

to teaching and learning implicit in the tool?• How could the tools help you achieve your

intended learning outcomes?

The Conversational Framework

Laurillard’s conversational framework• Diana Laurillard (1993, 2002) suggests that there are

four main aspects of the teaching-learning process and that different educational media can be analysed (and used) in terms of these dimensions. These are:

– Teacher's concepts– Teacher's constructed learning environment– Student's concepts– Student's specific actions (related to learning tasks)

Further reading• EdTechWiki (1997) Laurillard Conversational Framework. Available at:

http://edutechwiki.unige.ch/en/Laurillard_conversational_framework • Saint Mary’s University Wisconsin (2010) Laurillard’s conversational

framework for instruction: Available at: http://www2.smumn.edu/deptpages/~instructTech/lol/laurillard/index.htm

• Laurillard, D., (2002) "Chapter 10: Designing Teaching Materials" from Laurillard, D., Rethinking university teaching : a framework for the effective use of learning technologies pp.181-198, London: Routledge.

• Biggs (1994) Presage, Process and Product model. In Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching - The Experience in Higher Education. Buckingham: SRHE & Open University Press. (p. 12) Available at: http://www.catl.uwa.edu.au/__data/page/30972/Figure7.gif

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