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Supporting further and higher education
‘Understanding my Learning’
Helen BeethamProgramme Consultant
Supporting further and higher education
e-learning and Pedagogy
• Overall aim: ensure that e-learning in UK post-16 sector is ‘pedagogically sound, learner-focused and accessible’.
• First theme: design for learning– Practitioner planning perspective– How to support effective practice with e-learning?
• Second theme: understanding my learning(or learners’ experience of learning?)– Learner participating perspective– How to support ‘good’ e-learning experiences?
Supporting further and higher education
e-learning that is pedagogically sound, learner focused and accessible
pedagogically sound learner focusedaccessible
e-learning
learnercharacteristics
learningoutcome
learning environment
learning task
Supporting further and higher education
learnercharacteristics
learningoutcome
learning environment
learning task
practitioner planning perspective
Tools, facilities, services and resources to be used in
the learning task
Existing skills and knowledge; learning needs, motives and approaches;
prior experience of learning…
Target knowledge and skills; topic and subject area
‘interaction of learner with environment, leading to
planned outcome’
Supporting further and higher education
Design for learning• Practitioner planning perspective • Learning task/interaction based
– Which learners– asked to do what?– to achieve what outcome?– using what tools and resources?
• Could also support a practitioner evaluating/reflecting perspective
Our aims: • Review and investigate what makes for ‘effective practice
with e-learning’ • Help practitioners to make more effective design decisions• Help developers to design systems – especially learning
design tools – that support effective practice
Supporting further and higher education
learnercharacteristics
learningoutcome
learning environment
learning task
practitioner planning perspective
Tools, facilities, services and resources to be used in
the learning task
Existing skills and knowledge; learning needs, motives and approaches;
prior experience of learning…
Target knowledge and skills; topic and subject area
‘interaction of learner with environment, leading to
planned outcome’
Supporting further and higher education
learnercharacteristics
learningoutcome
learning environment
learning task
learner participating perspective
How do I do this? What am I supposed to use (tools/ resources)? Can I use this effectively (access,
competence, preference)?
Who am I working with? What is my role? Why am I doing this? Do I enjoy this? What
skills and knowledge will I be using?
What am I supposed to learn from this? What do I know
about this already?
What am I being asked to do? Have I done something like this before? What help can I get?
Supporting further and higher education
Understanding my learninglearners’ experience of e-learning?
• Learner participating perspective • Task/interaction based (but a different perspective…)
– What am I being asked to do? – With whom? Using what skills and knowledge?– Using what tools and resources?– What will I learn?
• Could also support a learner reflecting perspective
Our aims:• Review and investigate how learners experience and participate in e-
learning
• Help practitioners support learners with different needs, experiences and preferences
• Help developers to design systems that:– support a wide range of learning tasks/interactions– meet different learner needs (access, competence)– and enable positive learning experiences
Supporting further and higher education
Reviewour understanding of e-learning
Researchwhat we still need to know
Reflecton and analyse outcomes
Representour new understanding of e-learning
Applythose representations
to developmentscenarios, user needs,
evaluation criteria… to practiceguidelines, case studies,
toolkits, evaluation criteria…
Supporting further and higher education
Reviewour understanding of e-learning
Researchwhat we still need to know
Reflecton and analyse outcomes
Representour new understanding of e-learning
Applythose representations
to developmentscenarios, user needs,
evaluation criteria… to practiceguidelines, case studies,
toolkits, evaluation criteria…
Supporting further and higher education
e-learning
learner focused
pedagogically sound
accessible and flexible
person focustask/activity focus
tasks outcomes approaches
tasks/uses
activities goals approachesneeds
user needs
skills
Supporting further and higher education
learner focused
person focustask/activity focus
tasks outcomes approaches
tasks/uses user needs
Practitioners (D4L)
Learners (UmL)
Developers (DeL)
• Practitioners (D4L projects)– Tasks and technologies (typologies, taxonomies)– Constructive alignment with desired outcomes– Range of approaches and values (models)
• Learners (UmL projects)– Experience of e-learning activities– Relationship with existing knowledge and skills, goals etc– Range of needs, motivations and preferences
• For developers (DeL tools projects)– Scenarios/narratives - ensure systems flexible/accessible enough to support all kinds of
learning activities– User requirements - ensure systems flexible/accessible enough to meet all kinds of
learner needs
activities goals approachesneeds
skills
Supporting further and higher education
Work packages
1c Review: learner experience of e-learning 1d Research study: learner experience of e-learning1e Elicitation of practice study 2b Review: learner differences 2c etc: Exploratory work on
– E-portfolios– E-assessment– Personalised/individualised learning– (collaborative and discussion-based tasks)– (higher-order tasks e.g. problem-solving, synthesis, evaluation)
3 Develop taxonomies for learning tasks etc4 Input to development work on e-portfolios, e-assessment and
personalised learning environments5a Collation and synthesis5b Design, create and maintain practitioner-based resource(s)
– Workshops, web site, publications, consultation process
