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Creator |
ddfea09c87321f113cbedc1a102b844b |
| 53036 |
Creator |
ext-85314760f9a523f9a9f596b4495f2cb3 |
| 53036 |
Creator |
ext-1d7cd10e912d72e656eb7498405cc422 |
| 53036 |
Creator |
ext-191479aad19832d4cf962baee86a182c |
| 53036 |
Creator |
ext-67aa80e4fbae782de95ef483bb0d8d17 |
| 53036 |
Date |
2007-03 |
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Is Part Of |
repository |
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abstract |
The Mod4L Models of Practice project is part of the JISC-funded Design for Learning
Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project
was that a general split is evident in the e-learning community between development
of e-learning tools, services and standards, and research into how teachers can use
these most effectively, and is impeding uptake of new tools and methods by teachers.
To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused
resources which describe a range of learning designs and offer guidance on how these
may be chosen and applied, how they can support effective practice in design for learning,
and how they can support the development of effective tools, standards and systems
with a learning design capability (see, for example, Griffiths and Blat 2005, JISC
2006). Practice models, it was suggested, were such a resource.
<br></br><br></br>The aim of the project was to: <i>develop a range of practice models
that could be used by practitioners in real life contexts and have a high impact on
improving teaching and learning practice.</i>
<br></br><br></br>We worked with two definitions of practice models. Practice models
are:
<br></br><br></br><i>1. generic approaches to the structuring and orchestration of
learning activities. They express elements of pedagogic principle and allow practitioners
to make informed choices (JISC 2006)</i>
<br></br><br></br>However, however effective a learning design may be, it can only
be shared with others through a representation. The issue of representation of learning
designs is, then, central to the concept of sharing and reuse at the heart of JISC’s
Design for Learning programme. Thus practice models should be both <i>representations
of effective practice</i>, and <i>effective representations of practice</i>. Hence
we arrived at the project working definition of practice models as:
<br></br><br></br><i>2. Common, but decontextualised, learning designs that are represented
in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working
definition, Falconer & Littlejohn 2006).</i>
<br></br><br></br>A learning design is defined as the outcome of the <i>process of
designing, planning and orchestrating learning activities as part of a learning session
or programme (JISC 2006).</i>
<br></br><br></br>Practice models have many potential uses: they describe a range
of learning designs that are found to be effective, and offer guidance on their use;
they support sharing, reuse and adaptation of learning designs by teachers, and also
the development of tools, standards and systems for planning, editing and running
the designs.
<br></br><br></br>The project took a practitioner-centred approach, working in close
collaboration with a focus group of 12 teachers recruited across a range of disciplines
and from both FE and HE. Focus group members are listed in Appendix 1. Information
was gathered from the focus group through two face to face workshops, and through
their contributions to discussions on the project wiki. This was supplemented by an
activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at
ALT-C in September 2006. The project interim report of August 2006 contained the outcomes
of the first workshop (Falconer and Littlejohn, 2006).
<br></br><br></br>The current report refines the discussion of issues of representing
learning designs for sharing and reuse evidenced in the interim report and highlights
problems with the concept of practice models (section 2), characterises the requirements
teachers have of effective representations (section 3), evaluates a number of types
of representation against these requirements (section 4), explores the more technically
focused role of sequencing representations and controlled vocabularies (sections 5
& 6), documents some generic learning designs (section 8.2) and suggests ways forward
for bridging the gap between teachers and developers (section 2.6).
<br></br><br></br>All quotations are taken from the Mod4L wiki unless otherwise stated. |
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authorList |
authors |
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status |
peerReviewed |
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uri |
http://data.open.ac.uk/oro/document/640723 |
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uri |
http://data.open.ac.uk/oro/document/640724 |
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uri |
http://data.open.ac.uk/oro/document/640725 |
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uri |
http://data.open.ac.uk/oro/document/640726 |
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uri |
http://data.open.ac.uk/oro/document/640727 |
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uri |
http://data.open.ac.uk/oro/document/640728 |
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uri |
http://data.open.ac.uk/oro/document/660680 |
| 53036 |
type |
Article |
| 53036 |
label |
Falconer, Isobel; Beetham, Helen; Oliver, Ron; Lockyer, Lori and Littlejohn, Allison
(2007). Models for Learning (Mod4L) Final Report: Representing Learning Designs.
Jisc. |
| 53036 |
label |
Falconer, Isobel; Beetham, Helen; Oliver, Ron; Lockyer, Lori and Littlejohn, Allison
(2007). Models for Learning (Mod4L) Final Report: Representing Learning Designs.
Jisc. |
| 53036 |
Publisher |
ext-95464424ea642c2221663413fc693dd5 |
| 53036 |
Title |
Models for Learning (Mod4L) Final Report: Representing Learning Designs |
| 53036 |
in dataset |
oro |