Basics of e-Learning DAY II

1. Basics of e-learning Introduction to Instructional Design DAY II Stijn Van Laer Mariet Vriens

2. Instructional design @ KU Leuven Instructional design @ KU Leuven Context Objectives analysis Evaluation Support Learning Activities Contents Teaching Methods Materials By whom Learning Environment Student Characteristics design

3. The ADDIE-model Analysis Design conceptualization Theory specification prototyping Technology Development Implementation Evaluation

4. Context Objectives Evaluation Support Learning Activities Contents Teaching Methods Materials By whom Learning Environment Analysis Student Characteristics Design

5. Design of the Learning Environment (I) • Conceptualization – The most crucial stage of the design process is conceptualization: from many requirements defined in the Analysis stage to a simple concept, preferably defined as a metaphor (the learning environment as an academy, campus, library, hospital, restaurant, boat, cloud, post office etc).

6. Design of the learning Environment (II) • The Camp Fire: This is a social learning space where students face each other, and in doing so gain an expectation that each should contribute something to the discussion and activities. • The Cave: This is a personal learning space where students can be on their own. Personal learning spaces enable them to reflect on their learning, and create their own learning pathways. • The Sandpit: Sandpits are places where young people can try out new ideas and experiment without fear of failure. They can take risks and ask the 'what if' questions, in a psychologically safe environment. • The Watering Hole: Informal spaces where students can gather spontaneously, either inside or outside the school. Children can meet at the foot of a stairwell or under a tree to discuss anything, whether it is school related or not. • The Mountain Top: Here young people can share their work and ideas. They can publish or broadcast them in a public performance space, or use blogs, podcasts, videos and other technology tools to share their content with their peers and the world. http://steve-wheeler.blogspot.be/2012/04/creative-learning-spaces.html

8. The learning environment Context Objectives The learning environment Evaluation Support Learning Activities Contents Teaching Methods Materials By whom Learning Environment Student Characteristics

9. Support: content Context Objectives learning Evaluation content: intrinsic Support information Learning Activities Contents consisting of: Teaching Methods theories, conce Materials pts, research By whom results, backgro und Learning information, etc. Environment Student Characteristics

10. Support: teaching methods Context Objectives teaching Evaluation methods → Support Learning Activities organisational Contents consequences Teaching Methods Materials By whom Learning Environment Student Characteristics

11. Support: teaching methods • (Interactive) lecture • Making a model • Hands-on sessions • Interview • Group work • Role Play • Project • Listening Exercise • Debate • Demonstration • Thesis • Seminar • Writing a paper • Internship • Exercise sessions • FEEDBACK • …

12. Support: teaching methods Feedback → to give students insight in their learning process and to stimulate them to correct mistakes • By: tutor or peers • Direct and individual or indirect and collective

13. Support: study material Context Objectives Syllabi, backgro Evaluation und texts, PCs, lab material, handbo Support oks, cd- Learning Activities Contents roms, interim tests, exercises, Teaching Methods examples of Materials exam By whom questions, set of instruments, app Learning lets, videos, artic Environment les, schemes, co ncept Student binders, protocol Characteristics s, etc.

14. Support: by whom? Context Objectives Students learn Evaluation in interaction with • tutor(s) Support • peers Learning Activities Contents Teaching Methods How much “guidance” Materials students need By whom during their learning Learning process Environment depends on their Student metacognitive Characteristics skills.

15. Context Objectives Evaluation Support Learning Activities Contents Teaching Methods Materials By whom Learning Environment Student Characteristics

16. Evaluation WHY? Evaluation verifies to what extent learning objectives were reached → formative (to improve the learning process, to stimulate reflection) ~ feedback → summative Important: students gear their learning activities to the method of evaluation (clear about method and criteria – communicate together with objectives)

17. Evaluation WHO? • Tutor • Peer assessment • Self assessment (reflection) HOW? • Oral / written • Presentation • Open book • Excercises • Take home exam • Report • Paper • …

18. ICT AND THE LEARNING ENVIRONMENT

19. ICT and the learning environment Context Objectives Evaluation Support Learning Activities Contents Teaching Methods Materials By whom Learning Environment Student Characteristics

20. Where to start, where does it end? ICT automates or repeats the existing practices. Substitution Existing resources are replaced by ICT resources. Example: Powerpoint replaces paper sheets Instructional methods are supported by ICT, but the learning objectives do not change. Using the an electronic platform Transition changes your teaching activities. Example: collaborative learning via the use of wiki’s of fora The entire educational practice changes. There is a Transformation fundamental re-design of the teaching and learning. Example: an online learning programme

21. GROUP WORK • Design a learning environment for the case based on the information you just received… → WHAT will be offered to the learners, HOW can an instructor help students in realising the objectives, WHO can help him/her with this, how will be EVALUATED if learners have reached the objectives? • OPTIONAL: work with a metaphore

Basics of e-Learning DAY II

Basics of e-Learning DAY II

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