Concepts and methodologies supporting instructional design in digital world : a UK perspective

Kyriaki AnagnostopoulouHead of e-Learning, University of Bath

Instructional

Design

Frameworks &models

Toolkits

Pedagogic theory

Scalability

SustainabilitySkills requirements

& development

Resources &

constraints

Appropriate technologies

Evaluation & quality

assurance

Leadership in e-learning

development

SCATE …at a glance

Scope Content Activity Thinking Extra Context Learning

Outcomes Study time Equipment/

software required

Reading materials

Table of contents Topic 1 Topic 2 Topic…

Table of contents Activity 1 Activity 2 Activity…

Topic for online discussion

Review questions

Learning journal

Self-assessment

Additional content, activities or reading

Scope Content Activity Thinking Extra Context Learning

Outcomes Study time Equipment/

software required

Reading materials

Table of contents Topic 1 Topic 2 Topic…

Table of contents Activity 1 Activity 2 Activity…

Topic for online discussion

Review questions

Learning journal Self-assessment

Additional content, activities or reading

Scope Content Activity Thinking Extra Context

Learning Outcomes

Study time Equipment/ software

required Reading materials

Table of contents Topic 1 Topic 2 Topic…

Table of contents Activity 1 Activity 2 Activity…

Topic for online discussion

Review questions

Learning journal Self-assessment

Additional content, activities or reading

SCATE – student interactions

Virtual learning environment (VLE/LMS)

Scope Content Activity Thinking Extra

SCATE

• Unit based – small or large• Clues as to content and structure of learning experience• Increases readability, comprehension & retention • Suggested navigation path• Checklist• QAA guidelines for Open and Distance Learning• Learning process Vs product

Content – scalability and sustainabilityAll content is produced in house by academics or commissioned authors

‘Wrap-around’ content for existing published resources is produced in house by academics/commissioned authors

Student activities and interactions are structured in a way which generate content (researching, evaluating and sharing resources)

Exploring ‘Learning Design’

Based on Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240-254.

Developed by Dominique VerpoortenUniversity of Liege, Belgium

Benefits of Learning Design

• Need a working knowledge of a range of frameworks and models

• Common vocabulary• Focus on process of learning• Can be tailored to students (cohorts and individuals)• Can be scalable and sustainable.

K.Anagnostopoulou@bath.ac.uk