Towards a user-oriented analytical approach to learning design

Diego, Jonathan San; Laurillard, Diana; Boyle, Tom; Bradley, Claire; Ljubojevic, Dejan; Neumann, Tim; Pearce, Darren

doi:10.1080/09687760701850174

Cited by 20 publications

(14 citation statements)

References 5 publications

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“…These charts usually foster reflection on the design by focusing attention on the specific aspects represented. One example of these are pie charts showing the balance between different kinds of approach within the design of a whole course (San Diego, Laurillard, Boyle, Bradley & Ljubojevicb, ). Charts can also be built as a result of data collection and analysis during the delivery of a learning activity, to represent aspects of the learning process as this is being enacted by the students, in such a way to inform the subsequent tutors' actions.…”

Section: Ld Representationsmentioning

confidence: 99%

Informing learning design with learning analytics to improve teacher inquiry

Persico¹,

Pozzi²

2014

Brit J Educational Tech

130

138

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This paper proposes an analysis of current research in learning design (LD), a field aiming to improve the quality of educational interventions by supporting their design and fostering the sharing and reuse of innovative practices among educators. This research area, at the moment, focuses on three main strands: the representations that can be used as a common language to communicate about pedagogical plans and other half-fabricates of the design process, the methodological approaches to LD and the tools that support the LD process. For each of the three strands, the current landscape is discussed, pointing at open issues and indicating future research perspectives, with particular attention to the contribution that learning analytics can make to transform LD from a craft, based on experience, intuition and tacit knowledge, into a mature research area, grounded on data concerning the learning process and hence supporting enquiry while teachers design, run and evaluate the learning process.

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Section: Ld Representationsmentioning

confidence: 99%

Informing learning design with learning analytics to improve teacher inquiry

Persico¹,

Pozzi²

2014

Brit J Educational Tech

130

138

View full text Add to dashboard Cite

show abstract

“…For any design tool to have value for practitioners, it must at least support and facilitate the ways in which they set about their normal practice, even though the aim is to enhance it. Our research study therefore began with extensive interviews with ten 'informant practitioners' (IPs) in order to elicit their conceptions of learning design, and to probe further the findings from previous studies (Masterman & Vogel 2007;San Diego et al 2008;Masterman & Manton 2011). IPs were selected for having at least 5 years experience in learning and teaching and the use of TEL, and from roles that represented subject lecturers, staff developers, and learning technologists, summarized in Table 1.…”

Section: Eliciting Practitioners' Conceptions Of Learning Designmentioning

confidence: 99%

“…2009), an elicited commentary on practice (Donald et al . 2009), a wiki (Masterman & Manton 2011), and an interactive tool (San Diego et al . 2008), and we have built on the many lessons learned from these projects (Laurillard & Masterman 2009).…”

Section: Introductionmentioning

confidence: 99%

“…There have been several recent projects focusing on digital support for teachers, taking the various forms of a learning activity management system (LAMS, http:// lamsfoundation.org/), a learning object repository (Boyle 2006;Littlejohn & Margaryan 2006), a toolkit (Conole & Fill 2005), a patterns collection (Agostinho 2006;Mor & Winters 2007;Derntl et al 2009), a customizable inquiry learning platform (Schwartz et al 1999;Anastopoulou et al 2009), an elicited commentary on practice (Donald et al 2009), a wiki (Masterman & Manton 2011), and an interactive tool (San Diego et al 2008), and we have built on the many lessons learned from these projects (Laurillard & Masterman 2009). Digital technologies can play many valuable support roles, and given the complexity of the learning design process, all these methods all likely to be components of a fully supportive infrastructure for teachers.…”

Section: Introductionmentioning

confidence: 99%

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A constructionist learning environment for teachers to model learning designs

Laurillard¹,

Charlton

Craft³

et al. 2011

Computer Assisted Learning

160

110

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The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology‐enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory‐informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.

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“…Each activity within the module's weeks, topics, or blocks was categorised according to the learning design taxonomy (see Table ). These categorisations were captured in an “activity planner,” sometimes referred to as pedagogy planner, a planning and design tool supporting the development, analysis and sharing of learning designs (Diego et al , ). Once the mapping process was completed by a learning design specialist, the learning design team manager reviewed the resulting module map before the findings were sent to the faculty.…”

Section: Introductionmentioning

confidence: 99%

Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making

Toetenel¹,

Rienties²

2016

Brit J Educational Tech

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Educators need to change their practice to adapt to a shifting educational context. By visualising learning design decisions, this article highlights the need to capture educators' "tacit" knowledge relating to course material, activity types and workload, through employing learning analytics methods in order to analyse the learning designs of courses taken by 60,000+ students, common pedagogical patterns are identified. When analysing 157 learning designs using a taxonomy of seven different learning activities, we found that the majority of educators used two types of learning activities most widely, namely assimilative activities (reading, watching videos and listening to audio) and assessment activities. Surprisingly, educators do not choose different activity types based upon function (eg, replace one type of student-activating activity by another), but patterns can be seen where educators combine assimilative, productive and assessment activities or assimilative, finding and handling information and communication tasks. While educators rely heavily on assimilative and assessment activities, no positive correlation was found between any of the seven learning design activity types and student outcomes. Our initial findings suggest that student outcomes are negatively correlated with a high proportion of assimilative activities. Further studies are needed to establish whether particular learning design decisions are related to student outcomes and whether these findings can be replicated in different research settings.

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Towards a user-oriented analytical approach to learning design

Cited by 20 publications

References 5 publications

Informing learning design with learning analytics to improve teacher inquiry

Informing learning design with learning analytics to improve teacher inquiry

A constructionist learning environment for teachers to model learning designs

Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making

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