Designing and Implementing Learning Designing and Implementing Learning Technology Projects – A Planned Approach Technology Projects – A Planned Approach Professor Mark Stiles and Dr Jenny Yorke Professor Mark Stiles and Dr Jenny Yorke Staffordshire University Staffordshire University EFFECTS/ELT Seminar – April 2003
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Designing and Implementing Learning Technology Projects – A Planned Approach Professor Mark Stiles and Dr Jenny Yorke Staffordshire University EFFECTS/ELT.
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Designing and Implementing Learning Technology Designing and Implementing Learning Technology Projects – A Planned ApproachProjects – A Planned Approach
Professor Mark Stiles and Dr Jenny YorkeProfessor Mark Stiles and Dr Jenny Yorke
–Why not? • Delivery late, different or fails. • Workload. • Unrealistic expectations, creeps. • Monitored? Evaluation? Local benefit.
EFFECTS/ELT Seminar – April 2003
Why a planned approach?Why a planned approach?
Academic team + support– Why?
• Acceptable to academics - retains freedom• Academics freed from technological tasks • Facilitates expertise development of support staff
– Why not? • Delivery late, different or fails• Workload• Unrealistic expectations, creeps • Monitored? Evaluation? Local benefit • Support staff not involved in whole process –
expertise constrained
EFFECTS/ELT Seminar – April 2003
Why a planned approach?Why a planned approach?
The ‘CAL’ approach (from ITTI etc)– Why?
• Experts with identified roles• Possibly easier to manage
– Why not? • Isolation of roles• Different cultures and languages • Development of expertise constrained to team• Lack of shared agenda
EFFECTS/ELT Seminar – April 2003
What is a Planned Approach?What is a Planned Approach?
EEvaluatevaluate • at all levels: learner, development team, institution
A Simple Model - ADDIEA Simple Model - ADDIE
EFFECTS/ELT Seminar – April 2003
FeasibilityFeasibility
Is it needed?
Can it be done?
Can we afford it?
EFFECTS/ELT Seminar – April 2003
Institutional ProcessesInstitutional Processes
Need a clear view of:– Approval mechanisms for course developments– Requirements for validation– Quality assurance procedures– Support for development and delivery– Costing/charging models– Assessment regulations– Enrolment procedures– VLE administration and support– Procedures for course end– Procedures for academic monitoring and teaching
quality
EFFECTS/ELT Seminar – April 2003
LearnersLearners
Market? But who are they?– How prepared? Needs? Expectations?
Learner autonomy– and eLearning– characteristics and levels
Review periodically to keep up to speed Blended? E? F2F? Blended choices– What mode, when, why
• E.g. f2f then E; f2f and E ‘Tools’ – what might you use? why?– Discussions, email, chat, whiteboard…– Finding resources– Group work – discussion? artefact? – Sharing resources– Feedback, assignments, testing
EFFECTS/ELT Seminar – April 2003
Ensuring IntegrationEnsuring Integration
Ownership by all Right people - at the right time Right roles - shared context Right communications - institutional
context Right management Right level of ownership
EFFECTS/ELT Seminar – April 2003
Producing an outline planProducing an outline plan
–What is the point of the course?– Develop clear outcomes–What activities will help learners:• Develop the outcomes, and/or• Demonstrate the outcomes
–What resourcing do the activities need?
EFFECTS/ELT Seminar – April 2003
The Design ProcessThe Design Process
Output from course design should be:– Course structure– Activities– Assessments – Resources– Choices of tools and systems – Induction for learners – WHY as well as how
Using this and the outline development plan, produce full plan with detailed components and scheduling
EFFECTS/ELT Seminar – April 2003
Development and ImplementationDevelopment and Implementation
Implementing the Plan! Developing the course
Pre-planning – eases this stage, but…
EFFECTS/ELT Seminar – April 2003
Development and ImplementationDevelopment and Implementation
Monitor progress– On schedule? Right direction? Quality?
Reality check– Did you get ‘it’ right? - Formative evaluation
Record effort– What is actually involved? Real cost?
Corrective action – justified– Restore direction? Or change it?
EFFECTS/ELT Seminar – April 2003
Development and ImplementationDevelopment and Implementation
Quality Requirements Support and information– Who, what, when, how, how long?
Usability – ease of use– Accessible, clear, consistence, readable?
Accessibility– Equity of access, participation, outcomes
IPR clearance– Its got to be done!
EFFECTS/ELT Seminar – April 2003
Development and ImplementationDevelopment and Implementation
Preparing for Delivery– Staff development
• Online tutoring. Practice. Confidence– Support infrastructure, service levels
• Joined-up support, reporting mechanisms• A traditional problem• All committed? All understand?
– Organisational procedures • Enrolment? Quality?
– Assessment• How? Special procedures? What? Recording marks