Supporting further and higher education

Future Activities

Sarah KnightHelen Beetham

Supporting further and higher education

Designing for Learning

• Develop terminology and frameworks to improve understanding and sharing of practice– Further develop paper-based planning tools– Evaluate planning tools in use by practitioners– Further map planning framework to standards (with

CETIS)– Work with DfES, BEI, TLRP and CETIS to identify

relevant vocabularies and areas of further development

• Describe and evaluate e-learning practices– Validate and refine models framework and case

study template against examples from practice– Extend the range of use cases and scenarios– Provide input to user requirements analysis for

Technical Framework and Tools strands– Joint demonstration projects with TF and Tools

strands

Supporting further and higher education

Designing for Learning

• Synthesise key recommendations – For service providers (including JISC)– For research funders– For practitioners

• Design, create and maintain practitioner-based resource(s) – Launch and pilot of the Effective Practice with e-

Learning Publication at the RSC Learning Journey– Regional workshops on ‘Designing for Learning’– Workshop pack to be cascaded to existing networks

via experts and champions• Evaluate tools to support ‘designing for learning’

– Extend LAMS evaluation to other LD tools (ITT)– Investigate practice in use of tools not based on the LD

specification e.g interactive whiteboards, word templates, mindmapping software (ITT)

Supporting further and higher education

Who will do all this?

• Bid for consultants to offer a range of skills– Short-term working groups to produce specific

outcomes– Focus on synthesis, embedding and communication

• ITTs for LD tools• Over to you:

– What is missing from these proposals?– What should we prioritise?– How best to embed and communicate with different

audiences?– How could the experts’ group be involved?

Supporting further and higher education

Understanding my learning

• Research review – outline existing research into learner perceptions of

elearning – scope process for national consultation

• National learner consultation (Feb 2005)– capture learner perspective in detail – include observational/ethnographic work – focus on learner differences

• Investigate accessibility issues – in collaboration with TechDis– implications for personalisation of learning

Supporting further and higher education

Discussion points

• What is missing from these proposals?• What should we prioritise?• How can we ensure that the ‘designing for learning’ and

‘understanding my learning’ strands are integrated?– E.g. are effective tools for learning design also effective

tools for learner reflection and planning?– E.g. are the same features of the learning situation

relevant to learners as to practitioners?• How can we involve learners as users?

– And ensure the learner perspective is taken into account in the developing technical frameworks and tools?

• How could the experts’ group be involved?