Ron Oliver
Title:
Learning design: Making the connection between teaching and learning
Abstract:
For many years now the role of the teacher in any learning setting has involved the planning and delivery of learning settings in order to bring about planned learning outcomes. In classrooms where the delivery involves face to face components, teachers have tended to retain very prominent roles for themselves. In contemporary settings promoting ICT use,active learning and knowledge construction, teachers have given and yielded many responsibilities to the learners. Teaching today has become more about the process of planning for learning than the process of delivering. This presentation will consider the process of designing ICT-based learning experiences using learning designs as building blocks. It will showcase current research formalising reusable ICT-based learning design descriptions and models supporting teaching ad learning processes across all educational sectors
Diana Laurillard
Title:
Pedagogic planning support for lecturers
Abstract for a ‘webinar’:
Digital learning technologies could be making a great difference to the quality and reach of teacher education. However, teachers, trainers and lecturers wishing to develop innovative learning and teaching using new technology are often working in an under-supported environment. It is difficult to exploit fully the value of the new technologies for their learners. They need practical assistance in understanding how best to design activities for their learners, given the intended outcomes defined in terms of the curriculum skills, knowledge, and expected progression; the student body defined in terms of learners’ needs, prior experience, expectations, skills and competences; and the learning environment, defined in terms of human, physical and digital resources, tools and services.
For new technology to make a real difference to the quality and reach of education, we need better ways of building collaborative partnerships between teachers, researchers, and technology providers. That is the only way we can build effectively the new pedagogies for e-learning. But to engage the teaching professionals we need to be sure we are addressing their needs.
This session will present the initial findings of a research project which is developing and trialling a prototype for a ‘pedagogy planner’ to support lecturers in designing learning in the context of a mix of old and new technologies. The tool is designed to provide support from the initial outline of a ‘module’ through to implementation of a learning design in LAMS. The session will demonstrate the early prototype designs, outline the responses from lecturers, and categorise the kinds of effects they are having on the design of the tool. There will be time for synchronous audio discussion within the webinar, and synchronous discussion through online chat. There will also be asynchronous follow-up discussion through an online conference throughout the remainder of the conference.
Penny Carnaby
Title:
Content is king? : e-learning and digital library convergence
Abstract:
In December 2006 the New Zealand Government is poised to launch New Zealand’s Digital Content Strategy (NZDCS). The Content Strategy will address one of the three pillars of New Zealand’s well received Digital Strategy (May 2005).
Content is of course important to online learning environments but is the way we are viewing content in this context changing? Drawing on the learning from the New Zealand Digital Content Strategy, this paper explores the view New Zealand is taking on digital content and looks at how e-learning, digital repositories and digital library convergence is contributing to the Government’s ICT Strategy for Education, particularly its e-learning framework.
James Dalziel
Title:
Future Directions for LAMS and Learning Design
Abstract:
This presentation will provide an update on the current status of LAMS, and future directions for the system, especially in the areas of branching, conditionality and advanced grouping. It will also review the wider field of Learning Design, and discuss likely future directions for the field, and the role of LAMS in furthering the concept of Learning Design.