Transcript Document

Online learning designs to engage learners the Toolbox initiative
Vivienne Blanksby
& Ron Oliver
flexiblelearning.net.au
Flexible Learning Toolboxes
“ A Toolbox is a collection of online training materials
comprising learning activities, resources and user guides to
support program delivery for qualifications from endorsed
Training Packages”
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Series 1 released 1999/2000
Evaluation of Series 1 recommends more task-based
approach to learning design - guidelines redeveloped.
Series 2 released 2001
Series 3 released 2001/2
Series 4 released 2002
Series 5 released 2003
flexiblelearning.net.au
Principles for effective learning (Duffy &
Cunningham):
• active construction of knowledge
• supported by various perspectives
• within meaningful contexts
• social interactions play important role
• builds on previous experiences of
learners
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Series 2 Guidelines emphasis:
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an active, constructive role for learners
learning activities not mere knowledge acquisition
meaningful online communication and interaction
visually attractive, motivating to use, logically
organised
• authentic and real life settings (not just textual
descriptions)
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Quality assurance processes
• careful project selection of balanced teams
• guidelines, team workshop
• mentors - critical friends with online learning
design expertise
• proof of concept stage
• reviews from online learning specialists, industry
and teachers
• user trials
• final proofing check and technical tests
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The study:
• To what degree are deep learning experiences
supported by Toolboxes?
• What patterns exist in learning designs across
different qualification levels?
• Is there a discernible pattern of difference in the
products developed across series?
flexiblelearning.net.au
Methodology
Review of the constituent elements of online designs
(Oliver, 1999):
• Learning tasks - the problems, contexts &
interactions used to engage learners
• Learning resources - the content, information and
reference sources
• Learning supports - the scaffolds, assistances, and
motivations used to support learners
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Learning tasks have a fundamental role in determining
the depth of learning outcomes. They should:
• be open to some degree
• provide learners with choices and decisions
• represent practical problems relating to the
learner’s context
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Learning Task Continuum
1
content presentation and
consolidation
eg. sequenced content
pages with interspersed
activities
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2
3
activity-based learning
sequences eg. contextualised
tasks and activities associated
with content and information
4
5
open-ended tasks eg.
a single authentic
problem anchoring
learning in a complete
unit
Learning resources
These should expose learners to:
• perspectives from a multitude of sources
• freedom of access in a variety of ways, avoiding
strict sequencing
• authentic and relevant formats
• choice of materials to use for specific purposes
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Learning Resources Continuum
1
fixed content
and knowledge
spaces
eg. Web pages,
sequential
information,
instruction and
information
combined
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2
3
multiple content
forms,
eg. media rich
resources,
interactive objects,
tutorials, dynamic
resources with
feedback elements
4
5
authentic content
and information,
eg. discrete
elements, librarybased, multiple
perspectives,
authentic resources
Learning supports
Learning support should be an integral part of the
learning process for :
• guidance and feedback
• sensitivity to individual needs.
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Learning supports continuum
1
Web-based
feedback eg.
learning from the
computer,
programmed
interactions and
feedback
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2
3
planned
human
interactions
eg. bulletin
boards, tutor
roles,
resource
sharing
4
5
learning
scaffolds eg.
learning
supports that
vary according
to needs,
planned social
interactions
Results
Toolbox Series
Series 1
Series 2
Series 3
Series 4
Series 5
Number of
products
11
13
16
18
15
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Learning
Tasks
(mean)
1.7
3.0
3.4
3.4
3.3
Learning
Resources
(mean)
2.3
3.2
3.4
3.9
3.6
Learning
Supports
(mean)
1.5
2.5
3.1
3.1
3.3
LDI
(mean)
5.5
8.8
9.8
10.4
10.2
% 9 or
above
9%
46%
81.3%
88.9%
100%
Learning Designs and AQF Levels
LDI
AQF Level
1
2
3
4
5
6
4
1
2
4
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5
6
1
2
3
1
2
2
1
7
1
1
3
1
1
8
9
10
1
5
4
2
3
1
6
7
3
2
1
1
6
7
4
3
1
11
2
2
5
6
1
12
2
3
5
2
13
3
1
Average LDI
7.6
8.6
8.5
9.3
10.1
9.2
Conclusions
• Strong evidence of resources supporting deep
learning experiences
• Depth of learning experiences supported by
Toolboxes has increased over time
• These products are exemplars of learning settings
based on contemporary technologies and learning
settings
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“The Flexible Learning Toolboxes have to be one of the
most important developments in e-learning support ever
produced anywhere. The integration of sound
pedagogical principles such as authentic tasks,
seamless assessment, and reflective activities
represents state-of-the-art design for online learning that
I have not seen equaled in North America, Europe, or
elsewhere.”
Thomas C. Reeves, Professor, Department of Instructional
Technology, University of Georgia