Supporting learning design practice at iversity of ... · Recommendation 6: Develop and implement learning design in collaboration with colleagues in IAD, IS, Registry and schools,

Supporting LD-P @UoE

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SupportinglearningdesignpracticeatUniversityofEdinburgh(LD-P@UoE)

Image Details: “Required reading” by Fiona Hale - CC BY NC 4.0 Author:FionaHale([email protected])Date:30thSeptember2015Version:Finaldraft-approved


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CommonAbbreviationsADDIE Analyze,Design,Development,Implementation,EvaluationALT AssociationforLearningTechnologyCAIeRO CreatingAlignedInteractiveeducationalResourceOpportunitiesCC Creativecommonslicence CIO ChiefInformationOfficer CPD ContinuousProfessionalDevelopmentCSPC SenatusCurricularandStudentProgressionCommitteeDEI DistanceEducationInitiativeDLAM DigitalLearningApplicationsandMediaEDE EducationalDesignandEngagementEdTA EdinburghTeachingAwardELIR EnhancementledInstitutionalReviewIAD InstituteofAcademicDevelopmentICT InformationandcommunicationstechnologyID InstitutionalDesignIoE InstituteofEducationIS InformationServicesISG InformationServicesGroupJisc JointInformationServicesCommitteeKPI KeyPerformanceIndicatorsLD-P LearningDesignPracticeLD-R LearningDesignResearchLEAF LeadingEnhancementinAssessmentandFeedbackLTC LearningTeachingCommitteeLTW SenatusLearning,Teaching,WebServicesDivisionMOOC MassiveOpenOnlineCourseNSS NationalStudentSatisfactionSurveyocTEL OpenCourseinTechnologyEnhancedLearningODL OnlineDistanceLearningOLDSMOOC OpenLearningDesignStudioMOOCOPLINC OnlineProfessionalLearningIncubatorOU OpenUniversityOULDI OpenUniversityLearningDesignInitiativePgCAP PostgraduateCertificateinAcademicPracticeQA QualityAssuranceSMART Specific,Measurable,Agreed,RealisticandTime-based TEL TechnologyEnhancedLearningTESTA TransformingtheExperienceofStudentsThroughAssessmentUCL UniversityCollegeLondon UoE UniversityofEdinburghVP Vice-PrincipalVPSETL Vice-PrincipalStudentExperienceTeachingandLearningWGI Web,GraphicsandInteraction


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CommonAbbreviations.........................................................................................2

ExecutiveSummaryandListofRecommendations.................................................4

Background,AimandObjectives............................................................................5

StrategicdriversandkeyUniversityinitiatives.......................................................5

WhatisLearningDesign?.......................................................................................5

ResearchMethodology..........................................................................................6

LearningDesignPractice........................................................................................7FrameworksandToolkits..............................................................................................................................8

Leakylearningtechnologists(currentsupportpractice).........................................9

Isolated,unsupportedacademics(currentacademicpractice).............................10

AspirationsforEdinburgh-Recommendations....................................................11Sharedunderstandingoflanguage..........................................................................................................11Acarrot,notapolicy......................................................................................................................................12Analignedandcollaborativedevelopment.........................................................................................12TheEdinburghframework..........................................................................................................................12Professionaldevelopment...........................................................................................................................13

Academicassupportedlearningexperiencedesigner..........................................................................13Learningdesignfacilitators...............................................................................................................................14

Reuse,DisseminationandCommunityofpractice...........................................................................14PerformanceandImpact..............................................................................................................................15Proofofconcept..................................................................................................16Proposedworkpackages,timelinesandcosts...................................................................................16WorkPackage1:September2015toJanuary2016(5months)................................................17WorkPackage2:February2016toDecember2016(11months)...........................................18

Appendix1:ListofExternalInstitutions...............................................................19

Appendix2:ListofInternalInterviewees.............................................................19

Appendix3:Learningdesigntools........................................................................20Deskresearchnotes:......................................................................................................................................20

Nolongerinuse/indevelopment/notappropriate:..........................................................................20Active/Sitevisits:.................................................................................................................................................20

Appendix4:StoryboardoutputfromCAIeRO,UniversityofNorthampton...........21

Appendix5:DesignCoordinator(MOOCs)JobDescription...................................22

Appendix6:LearningTechnologistJobDescription(UniversityofNorthampton).25

Appendix7:LearningDesignerJobDescription(UniversityofNorthampton).......28

Bibliography.........................................................................................................32

Acknowledgements..............................................................................................32


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ExecutiveSummaryandListofRecommendationsOurrecommendationsaretodevelopreusableandcollaborativelearningdesignasanewUniversityservicewithinInformationServices(IS),whichpositionsthelearningdesignframeworkasascaffold,thesupportstaffasfacilitators,andtheacademicstaffaslearningdesigners,withanactivecommunityofpracticeandaclearpositiveimpactonkeyUniversitydrivers.Recommendation1:FocusonLearningDesignPractice(LD-P),specificallyprocessandproduct.Recommendation2:DevelopandevaluateanEdinburghframeworkforsupportinglearningdesignpractice,usingthebestofbreedapproachesandtoolkitsintheUK. Recommendation3:DevelopasharedunderstandingofthelanguageoflearningdesignandlearningdesignpracticewithintheUniversityamongstacademics,supportandseniormanagers.Recommendation4:Ensurethattheframeworkweadapt,developandimplementatEdinburghisagile,flexibleandallowsforcreativityandinnovation.Recommendation5:Fosterbuyinforsignposting,encouragementandrewardfromAcademicServices,DeansofTeachingandLearningandVPSETL.Recommendation6:DevelopandimplementlearningdesignincollaborationwithcolleaguesinIAD,IS,Registryandschools,wherepossible. Recommendation7:DevelopandevaluateaframeworkforsupportinglearningdesignpracticeatUniversityofEdinburgh. Recommendation8:Openlylicenceallmaterials(whereappropriate)usingaCreativeCommonslicense(CCBYwherepossible).Recommendation9:Positiontheacademicsassupportedlearningexperiencedesigners,withclearlinkstostaffdevelopmentpracticewithintheUniversity. Recommendation10:Positionsupportcolleagues(inIS,schoolsandIAD)asthefacilitatorsoflearningdesign,withclearlinkstostaffdevelopmentopportunitiesavailablewithintheUniversity. Recommendation11:Buildcommunityanddisseminationnetworksforsharingandevaluatereuseofprocessandproduct. Recommendation12:Buildastructuredframeworkforeachlevelofprocess(andproduct)thatcanshowmeaningfulevaluationtothecommunity.


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Background,AimandObjectives“Designingforlearningisarguablythekeychallengefacingeducationtoday”

-Conole,2013MelissaHighton,directorofIS-LTW,commissionedascopingproject(MarchtoSeptember2015)toinvestigatecurrentlearningdesignapproachesandtools;tobenchmarkcurrentpractice(bothinternalandexternal);andtorecommendtherequirementsinordertodevelopanddeliverlearningdesignsupportinaccordancewithUniversitydrivers.Thekeydeliverableofthescopingprojectistomakerecommendationstoseniormanagersregardingshortandlongterminvestmentintools,processesandpeople.Reportauthor,FionaHale,hasexperienceintheUniversityasbothacademic(involvedinthedesignandteachingofcourseswithinthePgCAPandMScDigitalEducation)andsupport(assenioreLearningadvisorworkingononlinedistanceprogrammedevelopmentandactivememberoftheeLearning@Edcommunity).

StrategicdriversandkeyUniversityinitiatives“TheNSSresultsarethebiggestchallengefacinglearningandteachingandatthisUniversitytoday”. -GavinMcLachlan,ChiefCIOandHeadofISWithincreasingpressureoncentralservices,likeInformationServices,toimpactboththeNationalStudentSatisfactionresultsandhelpprovideanimprovedStudentExperience,investmentinlearningdesignpracticewilldeliverefficienciesandserviceexcellenceimpactingthefollowingkeystrategicdrivers(internalandexternal):

ü DeliveryoftheUniversityStrategicVision2025forworldleadingonlinedistancelearning,wheremanymorestudentsbenefitfromtheEdinburghexperienceintheirowncountry1.

ü DeliveryoftheUniversity’semergingvisionforLearningandTeachingin20202,specifically:

o thedesiretodesigncoursesforthe21stcenturylearnerwithappropriateuseoftechnology;

o thefocusonmultiplelearningstyleswhichadvocatesthateachstudenthasparticipatedinatleastoneonlinecoursebeforetheygraduate.

WhatisLearningDesign?Learningdesignismostcommonlydefinedasthe“practiceofplanning,sequencingandmanaginglearningactivities,usuallyusingICT-basedtools,tosupportdesignanddelivery”(Beetham,2008).Learningdesigncanbeviewedas1http://edin.ac/1hrYy6d2http://edin.ac/1hOOCVo


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distinctfrom,butalignedwith,thedevelopmentstage(developmentofcontentandactivities)andtheimplementationstage(theunfoldingofcoursedesignanddeliveryofcontent).

ResearchMethodology

Figure1:Earlymind-mapofemergingthemes

Deskresearchwascarriedouttoidentifydefinitionsoflearningdesign,investigatematurityandusageoflearningdesignframeworksandtoolsandtoidentifykeyUKbasedinstitutionswithanimplementedlearningdesignframework.SixUKinstitutionswereidentifiedandvisited.Informalinterviewswithkeypractitionerswithintheseinstitutionswerecarriedout.SeeAppendix1forlistofinstitutionsandintervieweeroles.Internally,seventeeninterviewswithkeystakeholderswerecarriedoutonthetopicoflearningdesign.SeeAppendix2forlistofinternalintervieweeroles.Ratherthanadoptingaformalinterviewstructure,allinterviewsweresemi-structuredaroundthefollowingthemes(drawnupfromearlydeskresearchanddiscussions):

• ProcessandPractice(currentpractice)• Policy• Perceptions• ProductandPatterns• Provision(supportcapacity)• Place• Platform(toolkits)• People(professionaldevelopment)• Performance(impactandevaluation)• Publish(dissemination)


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Theinternalinterviewshighlightedthegapsintheprovisionofsupportforstructuredlearningdesign;theisolationfeltbyacademicswhentheyaredesigningtheircourses;thepressuretoaffectthestudentexperienceatEdinburghandimpacttheNSSresults;andtheneedtoalignanyproposedpracticewiththeUniversityandISstrategicvisions.PotentialchallengestodevelopingaformallearningdesignpracticeatEdinburghwerealsohighlightedandpreparationsagainsttheseareinplacewithintherecommendations.Thedistinctionbetweendesignanddevelopment(presentedinFigure2)isausefuloneandwecouldcrudelymaptheprocesstosomeofoursectionswithinLTWDivision:EducationalDesignandEngagement(EDE)toDesign;Web,GraphicsandInteraction(WGI)toDevelopment;andDigitalLearningApplicationsandMedia(DLAM)toImplementation.

Figure2:ADDIEInstructionalDesignModel(designphasehighlighted)3

TheSenate-approvedProgrammeandCourseDesign,Development,Approval,ChangesandClosurePolicydocument(datedApril2015)confirmsthedistinctionbetweendesignasa“creativeactivity,whichmayresultininnovativeideasforhighereducationprovision”anddevelopmentwhere“thecontent,modesofdelivery,structureandcomponentsoftheprogrammeorcourse(includingassessmentmethods)areconsideredanddeveloped”.

LearningDesignPracticeIn2012,JamesDalzeilintroducedtheconventionsofLD-R(learningdesignresearch)andLD-P(learningdesignpractice).Earlierin2011,EvaDobozysuggestedthreeclassificationsforlearningdesign:learningdesignasconcept;learningdesignasprocess;andlearningdesignasproduct.ThisreportcontendsthatLD-RrelatestotheclassificationoflearningdesignasconceptandLD-Prelatestotheclassificationoflearningdesignasbothprocessandproduct.

3ByDaveBraunschweig(Ownwork)[CCBY-SA3.0(http://creativecommons.org/licenses/by-sa/3.0)],viaWikimediaCommons


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Cruciallyforthiswork,weshouldfocusonLD-P(learningdesignpractice),specificallyontheelementsofprocessandtheresultingproduct.IfwefocustoomuchonresearchoflearningdesignandnotonthepracticeoflearningdesignthereisadangerofmirroringtheexperienceofUniversityofLeicester’sCenterofLearningInnovation,whichfocusedeffortsonresearch(LD-R)overalearningdesignservice(LD-P)fortheUniversityandbecauseofaperceivedlackofvaluetotheUniversityhassubsequentlybeencloseddown.Additionally,focusingonembeddinglearningdesignintopractice(LD-P)echoestheargumentshighlightedbyGoodyearandDimitriadis(2013),whoadvocatethatlearningdesignbecomescoretoeducationalpractice,notjustexistinginasafefundedresearchproject.Theyemphasisetheneedforlearningdesignpractice“tobeabletothriveoutsideoftheprotectivenichesofresearchproject-basedinnovation”(ibid).Recommendation1:FocusonLearningDesignPractice(LD-P),specificallyprocessandproduct.FocusingonLD-P,overLD-R,doesnotprecludeushavingaresearch-informedprocesswithinthelearningdesignactivitiesandworkshops,whichisvital,butitallowsusstayfocusedonourmainaims.Forthepurposesofthisproject,learningdesignpracticeisdefinedas:

Theprocessofdesigninglearningexperiences(planning,structuring,sequencing)throughfacilitatedactivitiesthatarepedagogicallyinformed,explicit,andmakebetteruseoftechnologiesinteaching.

Alearningdesignisaproduct(output)ofthelearningdesignprocess.Theentirelearningdesignprocessshouldbesupported,transparentandshareable,andshouldimpactpositivelyonthequalityofdevelopedteachingmaterial,thealignmentofprocesses(throughdevelopmentandimplementation),thestudentexperience,andbesustainableandscalable.

FrameworksandToolkits“Designoccursinacomplexconceptualspacewhichoffersbothopportunitiesthatcanbeexploitedandconstraintsthatmustbesatisfiedtoachievethedesiredeffect” -YishayMoretal(2013)Thefollowing7stageswithintheCAIeROapproachareanillustrativeexampleofstageswithinalearningdesignprocess.CAIeROstandsfor“Creatingalignedinteractiveeducationalresourceopportunities”.ItisamandatoryprocesswithintheUniversityofNorthamptonregulationsforcoursevalidationandreview;collaborative,teambasedworkshopwhichtakesplaceover2days(notalwaysconsecutively);buildsontheCarpeDiemandOULDIframeworks;andthematerialswithinthetoolkitareCC-NC-SA.


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Stage1:Blueprint–includesmissionstatement,lookandfeel,constructivealignmentanddesignbackwards.Moredetailavailablehere.Stage2:Storyboard–anillustrativestoryboardoutputavailable:Appendix4.Stage3:Prototype–learningtechnologistsanddevelopersnormallyattendatthisstagetoguidethedevelopmentandprototyping.Stage4:Realitycheck–providedbyastudentorapeer.Stage5:ReviewandAdjust–workshopisfollowinganiterativedevelopmentmodel.Stage6:ActionPlan.Stage7:ReflectionandPersonalDevelopment.ThereisalsoapreCAIeROmeetingtoagreewhattheprogrammeteamwantstoachieveoverthe2dayCAIeRO.MoredetailsonthepreCAIeROmeetinghere.Forthepurposesofthescopingprojectarangeoflearningdesignframeworksandtoolkitswereinvestigated–SeeAppendix3fordetails.Fromdiscussionswithkeypractitionersandexternalinterviews,thetop3approaches(andrelatedtoolkits)thatcouldbeadaptedanddevelopedforEdinburghhavebeenidentified:Table1:LeadingUKapproachesandtoolkits

Institution NamedApproach/Tool

LinkedToolkit/Framework

Research Available

UniversityofNorthampton

CAIeRO4 BuildingonOULDIandCarpeDiem5

GillySalmon,GrainneConoleandAleArmellini

ElementsareCCBY

OpenUniversity(OU)

OULDI6 GrainneConole ElementsareCCBY

InstituteofEducation(IoE)

LearningDesigner7

DianaLaurillard AvailableOnline

Recommendation2:DevelopandevaluateanEdinburghframeworkforsupportinglearningdesignpractice,usingthebestofbreedapproachesandtoolkitsintheUK.

Leakylearningtechnologists(currentsupportpractice)“Thereisagapbetweenthepotentialandactualuseoftechnologies.Teachersareconfusedbytheplethoraoftoolsandlackthenecessarydigitalliteracyskillstomakeinformeddesigndecisionstocreateauthenticandengaginglearninginterventions”. -ConoleandWills,2013

4http://goo.gl/TUdQYv5http://goo.gl/l03PTj6http://goo.gl/pJJ1e77http://learningdesigner.org


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TheexperiencesandlessonslearnedwithinthesupportstructuresofOnlineDistanceLearning(ODL),DistanceEducationInitiative(DEI8)andMassivelyOpenOnlineCourses(MOOCs)arethebestinternalexamplesof“designlike”processes.SeeAppendix5forasamplejobdescriptionandresponsibilitiesof“DesignCoordinator(MOOCs)”.Colleagues(inbothEDEandIAD)havesupportedthedevelopmentofpostgraduateonlinedistancelearning(ODL)programmes,throughtheDEI,withpedagogicaladvice,technologicalknow-how,practicalexperienceandstaffdevelopmenttrainingandevents.Additionally,thecollaborativeteambasedapproachwasfirstadoptedsuccessfullywithintheDEIsupportprovision,withkeycolleaguesfromtheacademicprogrammeteam,librarysupport,learningtechnologysupportandIADallworkingtogetheratanearlystage.However,thecurrentprocessisinformal,unstructuredandunsustainable,andisinsufficientlyalignedtothedevelopmentandimplementationstagesofthelifecycle.Withoutstructureitisdifficulttoevaluatetheimpact;scaletheprovisiontoincreasingnumbersandsharegoodpracticetosupporttheprofessionaldevelopmentofothercolleagues,withinISandschools.WiththecurrentUniversitydrivetowardsonlinelearningandonlinecoursedevelopmentweneedtodevelopsupportthatissustainable,aligned,effective,measurableandstructured,withappropriateassociatedprofessionaldevelopment.JobdescriptionsfromUniversityofNorthamptonforLearningTechnologistandLearningDesignareattachedinAppendix6andAppendix7respectively.

Isolated,unsupportedacademics(currentacademicpractice)

“Learningdesignjusthappens”. -SeniorLecturerColleaguescarryoutthedesignoflearningexperiencesinisolation,withingapsindiaries(notconsecutively),andwithoutenoughtimebeingdedicatedtothequalityofpractice.Oftenacourseproposer(asdefinedbytheBoardofStudiesdocumentation)designsthecourse,butwillnotthenbethecourselecturer(inimplementationanddelivery).Ifthedesignerisnotthelecturerthenthedesignprocessneedstobeapproachedinaverydifferentway.InternalcolleaguesintheUniversityreportedan“itjusthappens”approachtodesigningtheircourses.Manydidspeakofdesigninglearningexperiences(ratherthanlearningdesign)andbringingineducationalpedagogicalvaluestotheprocessbuttheycouldn’texplicitlyarticulatetheirapproach.Afewmentionedthattheycouldexplaintheirrationalefortheirdesign,butonlyaftertheyhaddeveloped,implementeditandreflected.

8http://edin.ac/1O55PDE(page68-74)


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AspirationsforEdinburgh-Recommendations“Thevalueofanidealiesintheusingofit” –ThomasEdisonInthissectionwedetailourrecommendationsforanembedded,aligned,reusableandcollaborativelearningdesignprocess,whichpositionstheframeworkasascaffold,thesupportstaffasfacilitators,theacademicsasdesigners,withanactivecommunityofpractice,asharedunderstandingoflanguageandaclearpositiveimpactonkeyUniversitydrivers.Thefocuswithintheproposedprojectwillbeondevelopingandevaluatingalearningdesignprocess,specificallyfocusedononlinetaughtcourses(atbothundergraduateandpostgraduatelevel).Developingsupportforalearningdesignpracticeforonlinetaughtcoursesinthefirstinstanceensureswestayfocused,showimpact,alignwithUniversity(andIS)strategicdriversandbuildonexistinggoodpracticeandexperienceintheseareas.Weshouldtryandensurethatthelearningdesignprocessdevelopedcanbesuccessfullyimplementedforblendedcoursesoroncampuscourses.Additionallyalearningdesignprocesssuitableforprofessionalstaffdevelopmentcourses(facetofaceoronline)shouldalsobeconsidered.Thiswouldbethemostadvantageousoutcomewithregardtofurtherdevelopment,sustainabilityandscalability.

SharedunderstandingoflanguageFromearlydiscussionsanddesk-basedresearchitbecameclearthatlearningdesignisusedinterchangeablywithinstructionaldesign,learningbydesign,researchleddesign,designbasedlearning,interfacedesignandmachine-readabledesign.Themisunderstandingsaboutlanguageandterminologyleadtonegativeperceptionsoflearningdesign.Forexample,whenlearningdesignisperceivedasinstructionaldesign,itissubsequentlyseenasahard-wired,inflexible,standardized,mechanisticapproachtolearning.MostaccountsofInstructionalDesignassumeacompliantlearnerwithaonesizefitsallmodeloflearningexperience.Engagementwithlearningdesignhasbeenperceivedasa“tickboxexercise”withnoactualpositiveimpactonstudentlearningexperiences.Itwasperceivedasaninflexibleprocess,whichstiflescreativityandinnovationandpromotesastandardUniversitystudentexperience.Recommendation3:DevelopasharedunderstandingofthelanguageoflearningdesignandlearningdesignpracticewithintheUniversityamongstacademics,supportandseniormanagers.Researchhasfoundthatalackofflexibilityduringcourseimplementationhasledmanytodismisslearningdesignprocessesandtoolsinthepast(Dalzeil,2012).


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Recommendation4:Ensurethattheframeworkweadapt,developandimplementatEdinburghisagile,flexibleandallowsforcreativityandinnovation.

Acarrot,notapolicyAmongtheUniversitiesvisitedtherewerecompetingopinionsonapolicyforengagingwithlearningdesign.Thiswasreflectedininternalinterviews.SomeoftheUniversities(UniversityofNottinghamandOU,forexample)haveamandatorypolicyonengagingwithlearningdesignasarequirementforcoursevalidation.Internally,themajorityofcolleaguessuggestedastrongencouragementandclearsignpostingpolicyforlearningdesign,ratherthanamandatorystagegate,“rubberstamp”policy(UCL,forexample).Recommendation5:Fosterbuyinforsignposting,encouragementandrewardfromAcademicServices,DeansofTeachingandLearningandVPSETL.

AnalignedandcollaborativedevelopmentThemajorityofintervieweesstatedthattheywantedanalignedprocessandthatwedidn’tisolatedesignfromotherstagesofthelifecycle(development,implementation,monitor,reflectionandevaluation).Althoughitwascleartoallwhywewerefocusingononlinecoursedevelopment,therewasconcernthatwemightbuildupsilosoflearningdesignactivitiesbetweenonlineandoncampusprogrammes(withinISandIAD,forexample).Silosoflearningdesignsupportwillnotassistincommunitybuildingandknowledgesharingnetworks,whichiskeytosuccessoflearningdesign.ThemajorityofstakeholderswerehappythatInformationServicesleadanddeveloptheframeworkforlearningdesign.However,theywantedtoensurethatsignpostingwouldbeinplace(fromothersupportunits)andthatwecontinuetoworkincollaborationwithIADcolleagues.ThemajorityofstakeholdersinterviewedwerenotconcernedwithwheretheservicewaslocatedintheUniversityaslongasitwasaqualityservice,consistentacrosstheUniversity,embeddedwithinUniversityprocesses,andalignedtokeyinitiativeswithintheUniversity.Recommendation6:DevelopandimplementlearningdesignincollaborationwithcolleaguesinIAD,IS,Registryandschools,wherepossible.

TheEdinburghframeworkWorkshopswillbeorganized,withexternalfacilitatorsfromeachinstitution,wherecolleaguescanuse,andsubsequentlyevaluate,theleadingframeworks(andrelatedtoolkit).Aclearevaluationmatrixwillbedesignedandusedforeachworkshop.ThisisanimportantchoiceforEdinburgh,whichcannotberushed,asitwillprovidethescaffoldfortheentirelearningdesignpractice.Howeverthischoiceneedstobemadewithinworkpackage1andtostrictdeadlines.(Note:ThestartofsemesterneedstobeavoidedforbothsupportandacademicworkloadsosuggestedfocusonOctoberandNovember).


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Colleagues,bothfromacademicprogrammesandstaffdevelopmentprogrammes,arekeentobeinvolvedinevaluatingthelearningdesignframeworksandtoolkits.Academicprogrammeswillbeinvitedtoparticipateinoneworkshop,whichwillbefacilitatedspecificallyfortheirteachingprogramme(sothattheygetbestuseoftheirtime).Relevantsupportcolleagueswillbeencouragedtoparticipateinallworkshopssothattheycanevaluateeachframeworkandtoolkit.Bytheendofworkpackage1,detailedlater,wewillhaveevaluatedandidentifiedanapproach(andtoolkit)suitableforEdinburgh.WewillalsohaveaclearerideaoffundingrequiredtoimplementandadaptthechosenapproachandtoolkitforEdinburgh(inworkpackage2).Recommendation7:DevelopandevaluateaframeworkforsupportinglearningdesignpracticeatUniversityofEdinburgh.Recommendation8:Openlylicenceallmaterials(whereappropriate)usingaCreativeCommonslicense(CCBYwherepossible).

Professionaldevelopment“Learningdesignshouldbeinformedbythefollowingdomains–subjectknowledge,pedagogicaltheory,technologicalknow-howandpracticalexperience.Itshouldalsoallowforinnovationinallofthesedomains”.-MorandCraft(2012)Focusingondevelopinganddeliveringcontentinsteadoffocusingondesigninglearningexperiencesforthestudentshasbeenshowntoimpactnegativelyonthestudentexperience.Anembeddedlearningdesignapproachcouldensurethatthedesigningoflearningexperienceswasgivenprioritybyacademicsandsupportcolleaguesoverdevelopmentofcontentandmaterials.

Academicassupportedlearningexperiencedesigner“Inorderforeducatorstoeffectivelyorchestratelearningwithinthislandscapetheyneedtoperceivethemselvesastechno-pedagogicaldesigners.Theroleofeducatorsneedstoadaptfromdistributorsofknowledgetodesignersoflearningexperiences”. -MorandCraft(2012)

Weshouldadvocatethatacademicsarethelearningexperiencedesignersinthelearningdesignprocessandthatsupportcolleaguesarereferredtoasfacilitatorsofthelearningdesignprocess(centralsupport,schoolsupportandIADcolleagues).Thesedistinctionsareimportant.Wedonotwanttocreatealearningdesignfortheacademic.Weneedtheacademicstoproducetheirownlearningdesignasaresultofthedesignprocess.Theacademicneedstocommitalotoftime,upfront,tothedesignprocess.Academicworkloadwashighlightedasakeyconcernduringinternalinterviewsandexternaldiscussions.Thequalityoflearningdesignandimpactonstudentexperienceshouldtakeprecedenceofissuesofstafftime,butthereareunderstandableconcernsaboutthecostoftimeforstaffwithalreadyheavyworkloadsandtheongoingissuewithlackofrewardintheUniversityfor


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learningandteaching.Ithasbeenarguedthatgoodqualitylearningdesignislesscostlyinthelongrunwithinthedevelopmentprocess(thisissomethingwewillevaluatewithintheproposedworkpackages).Recommendation9:Positiontheacademicsassupportedlearningexperiencedesigners,withclearlinkstostaffdevelopmentpracticewithintheUniversity.

Learningdesignfacilitators“Supportingteachersinmanagingandrespondingtonewperspectives,pedagogiesandworkpracticesresulting,toagreaterorlesserextent,fromnewusesoftechnologytosupportteachingandlearning”.-CrossandConole(2009)

LearningtechnologistscurrentlysupportstaffinnavigatingtheplethoraoftoolsandtechnologiesavailablebothwithintheUniversityandoutsidetheUniversityandourfocusaslearningtechnologistsisoftenonthedevelopmentofcontent;modesofdelivery;andthetechnologiesthatwillbeusedfortheteachingprocess.Itisnowrecommendedthatlearningtechnologistsmoveawayfromafocusondevelopmentanddeliveryofcontenttoprovidingagreatersupportforthedesignoflearningexperiencesforstudents.Withoutqualitylearningdesignonecannotbuildqualitylearningcontentandmaterial.Supportmustbeprovidedatthedesignstageandthenbuildonthatsupportthroughdevelopmentandimplementationstages.WeshouldbuildontheexperienceofcurrentsupportstructureswithinEDE(specificallytheMOOCdevelopmentandODLsupportprovision)andtheIAD(HeadofDigitalEducationremit).“Engaginginstructuredlearningdesignenhancesprofessionalexpertiseinparticularpedagogicalknowledge”. -Voogtetal(2011)Alearningdesignfacilitatorcanbebestdescribedasahybridwiththeskillstounderstandandleadonacademicstaffdevelopment,qualityprocessesofinstitution,pedagogicalapproaches(whyandwhat)andtechnologyaffordances(effectivenesswithinteaching).ColleagueswithinEDEsection,schoolsandIAD,areinterestedandwillingtobecomefacilitatorsoftheformallearningdesignprocess,andwillrequiresomeadditionaltrainingandstaffdevelopment.FacilitatorsbasedcentrallyinISandIAD,andadditionalfacilitatorswithinschools,hasprovedsuccessfulatmanyotherinstitutionssupportinglearningdesign.Recommendation10:Positionsupportcolleagues(inIS,schoolsandIAD)asthefacilitatorsoflearningdesign,withclearlinkstostaffdevelopmentopportunitiesavailablewithintheUniversity.

Reuse,DisseminationandCommunityofpractice“(We)shouldbeencouragedtomodelandsharelearningdesignswithinourinstitutionviasymposiumsandconferences”. -ConoleandWills,2013


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Thedisseminationofpractice(goodandbad)andbuildingcommunityofpracticeiskeytothesuccessofthelearningdesignpractice.Althoughanoriginalaimoflearningdesignwastobeabletoshareandreuselearningdesignoutputs(patterns9andproducts)itmustbeevaluatedwhetheraproductoflearningdesigncanbesharedandreused(crossdiscipline,level,modeofdeliveryandeveninstitution)orwhetheritisthesharingandreuseofprocessthathasthegreatestimpactandstrategicvalue.Thesequestionsarekeyandwillbeevaluatedwithintheworkpackages.Recommendation11:Buildcommunityanddisseminationnetworksforsharingandevaluatereuseofprocessandproduct.

PerformanceandImpactThemainchallengeofevaluationwillbetheevaluationandimpactofthelearningdesignprocessonstudentexperienceandsatisfaction.ThereislittlepublishedevidenceavailableofimpactandevaluationinrelationtoLD-P.Thisisclearlythemainchallengeandongoingdevelopmentofpractice,andrecommendationswithineachworkpackagearesuggestedtotacklethisissue.Itiscrucialthatweshowimpactandvalueofthelearningdesignpilotinameaningfulway.Wewouldneedresourcesforsomeonetoevaluatethepracticeandimpactoflearningdesignanditisrecommendedinworkpackage2thatwerecruitaPhDinternorequivalenttoassist.Thisimpactandevaluationwillbekeytogainingacceptanceoflearningdesignwithintheacademiccommunityandtogainingresourcesandsupportfromseniormanagers.Inrelationtolearningdesignpractice(processandproduct)therearevarioustypesandlevelsofevaluationthatneedtobeconsidered.Therearequalityassurance(QA)elementsinvolvedinthelearningdesignprocess:thelearningdesignworkshopforexample.Theevaluationofthedesigninactionisdifferentfromtheevaluationofthelearningdesignproduct.Thereisadifferencebetweenevaluatingalearningdesignasanabstractsetofactivities(independentofthelearners)andalearningdesignimplementedwithaspecificgroupoflearners(Dalzeil,2012).Eachtypeofevaluationneedsconsideration.Additionally,KeyPerformanceIndicators(KPIs)arerequiredtoshowimpactandperformanceofthelearningdesignpracticewithinInformationServices:KPIsinrelationtothenumberofstaffusingtheservice,thenumberoftrainedfacilitatorsandthenumberofworkshopsdelivered.Therearealsoproposalsforkeysuccessindicatorsofthepilotproject.Recommendation12:Buildastructuredframeworkforeachlevelofprocess(andproduct)thatcanshowmeaningfulevaluationtothecommunity.

9DianaLaurillard’sPedagogicalPatternCollector-http://goo.gl/ImMuPs


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ProofofconceptToimpactonstudentexperience,staffsatisfactionandefficienciesofprocessandserviceweneedtoimplementasustainable,explicitandtransparentlearningdesignprocess,withasharedunderstandingoflearningdesignpractice.Thiswillallowforsharinganddisseminationofprocessandpractice,documentationthatallowsforevaluationbothinternallyandexternallyandconsciousdecisionmakingatthedesignprocesswhichwillallowforreflectionandevaluationofpractice.Thiswillinvolvesignificantchangeincultureaswemovefromanisolated,unsupported,“itjusthappens”approachtoanexplicit,collaborative,andpurposefullearningdesignprocess.InanenvironmentwheretheUniversityisunderenormouspressuretoimprovestudentsatisfaction,adapttorapidlychangingtechnologies,anddomorewithlessasupportedprocessforlearningdesignpracticewillbringmanybenefits.SuccesscriteriaofprojectKeysuccessindicatorswillbe:

ü DesignanddevelopmentofworkshopformatandcontentforlearningdesignwithQAmarkers.

ü ImplementationanddevelopmentofatoolkitandresourcestocomplementthelearningdesignworkshopwithQAmarkers.

ü AlignmentwithEnhancedCourseDescriptor.ü Alignedprocessfromdesigntoimplementation:Continuedcross-

fertilizationwithsectionswithLTWandIS,specificallywithinEDEandacrossDLAMandWebGraphicsandInteraction(WGI).

ü Language:Sharedunderstandingoflanguageoflearningdesignpracticeü Disseminationandreuse:Activecommunityofacademicsandsupport

staffsharingandreusinggoodpracticeandprocess.ü Buyintothe“learningdesignpractice”fromseniormanagers(withinIS

andIAD),CollegeDeansofLearningandTeachingandVPStudentExperience,TeachingandLearning(currentlyCharlieJeffrey).

ü Professionaldevelopment(academic):Impactonprofessionaldevelopmentandskillsofacademicstaff.

ü Professionaldevelopment(support):Trainedfacilitatorsoflearningdesignworkshops(anddevelopmentofskillsofsupportstaff)

ü Deliveredwithintimeframes

Proposedworkpackages,timelinesandcostsThisisaconstantlychangingandevolvingareaanditwillnodoubtcontinuetochangeandevolvethroughouttheproject.ItiscrucialthatwecontinuetoworkcloselywithcolleagueswithintheIAD.Thefollowingworkpackagesdetailsuggestedactivitieswithintheproject,withproposedtimelines,andassociatedcosts,whereknown.Therearecurrentlysomeunknowncostsasitdependsonapproachandtoolkitschosenduringworkpackage1,butwecurrentlyrequire£29,060forthefollowingtwoworkpackages(excludingbackfillsalary).

Documents

Supporting learning design practice at iversity of ... · Recommendation 6: Develop and implement learning design in collaboration with colleagues in IAD, IS, Registry and schools,