Post on 05-Jan-2016
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University of Wollongong
Learning designs: Creating strategies and tools to support university teaching
Sue Bennett
University of Wollongong
Online learning
• Driven major change fully online, multi-campus, off-shore, f2f
• Dissatisfaction with quality– Good teaching?– Needs of students?
• How to improve teaching?
University of Wollongong
Who are our teachers?
• Researcher • Discipline expert• Teaching experience• No teaching qualifications
Many are motivated to improve what they do
University of Wollongong
Support for teachers
large resources
Expert advice
Too general
Descriptions
Too specific
Prof. Development
Not tailored
Instr. Designers
Too few
University of Wollongong
Learning designs
Tasks SupportsResources
Learning Outcomes
University of Wollongong
Representation
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Graphical representation
TasksResources Supports
static
dynamic
formative
summative
people
documents
software
University of Wollongong
Example
predict
observe
explain
video pairs
pred.group
University of Wollongong
The Learning Design Web Site
www.learningdesigns.uow.edu.au
University of Wollongong
Research
Education Faculty
Readily understood
Adaptable
Assists communication
Arts Faculty
Readily understood
Adaptable
Assists communication
Further
More disciplines
School education
University of Wollongong
Next step
• Create and investigate tools to support teachers design processes and decision-making
• Embedded in the environment in which teachers work
• Investigate standards that can support the tools and process
University of Wollongong
The Process
Teacher’s design process
discipline & pedagogical knowledge
learning design+
unit of learningIMS LD
learning management
system
sharing, publishing, archiving
University of Wollongong
The Project
• Phase 1: Investigations– Teachers’ actual practices– Analysis of learning designs
available– Analysis of IMS LD
• Phase 2: Design, Development, Evaluation
• Phase 3: Final analysis
UOW
OUNL JanisonSolutions
University of Wollongong
Project outcomes
• Understand more about how university teachers design learning experiences
• Advance learning designs as supports for process and decision-making
• Apply and advance standards to enable software systems to use learning design
University of Wollongong
Conclusion
• Learning designs address gap in current support
• Provide scaffold to help teachers apply their professional and disciplinary knowledge to design high quality learning environments
• Next step is a support system that maintains these characteristics, and is technically sound
University of Wollongong
Contact:
Dr Sue Bennett
Faculty of Education
University of Wollongong
sue_bennett@uow.edu.au