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1
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LEARNING DESIGN APPROACHES FOR PERSONALISED AND NON-PERSONALISED E-LEARNING SYSTEMS

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Nat M. C., Walker S., Dastbaz M., Bacon L.
Teaching English with Technology
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2011
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vol. 11
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issue 1
176-187
EN
Recognizing the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology enhanced learning (TEL) has the potential to support and transform students’ learning and allows them to choose when, where and how to learn. This paper describes two different approaches for the design of personalised and non-personalised online learning environments, which have been developed to investigate whether personalised e-learning is more efficient than non-personalised e-learning, and discuss some of the student’s experiences and assessment test results based on experiments conducted so far.
2
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THEORETICAL APPROACH TO DISTILLATION OF PEDAGOGICAL PATTERNS FROM PRACTICE TO ENABLE TRANSFER AND REUSE OF GOOD TEACHING

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Ljubojevic D., Laurillard D.
Teaching English with Technology
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2011
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vol. 11
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issue 1
48-61
EN
The promise of the learning design pattern approach to resolve the problem of adequate support to practitioners has not materialised. Our contention is that this is due to the lack of a pedagogically grounded model of approach. We made use of the Conversational Framework (Laurillard, 2002) to guide us in analytical scoping of the problem space and to enable strong focus on the pedagogical properties of a learning design. Our assumption is that successful support for the learning design process can only be erected on top of the model that gives prominence to critical pedagogical properties of the Learning Design. To this end, the work we are engaged with, has two aims: i) understanding the critical factors in what makes good Teaching and Learning Activity design, so that it can be foregrounded in the representational format, and, ii) arriving at a computational model for representing the pedagogy inside the learning design. Our approach is introduced by positioning it in relation to similar work so far, most notably the work on learning design patterns. The paper begins with a critique of the current approach to the design pattern paradigm in the field of learning technology. Our methodological approach is explained and a prototype pedagogical pattern representation based on the Conversational Framework is presented, to illustrate how this might work in practice.
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VISUALISING LEARNING DESIGN IN LAMS: A HISTORICAL VIEW

80%
Dalziel J.
Teaching English with Technology
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2011
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vol. 11
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issue 1
19-34
EN
The Learning Activity Management System (LAMS) provides a web-based environment for the creation, sharing, running and monitoring of Learning Designs. A central feature of LAMS is the visual authoring environment, where educators use a drag-and-drop environment to create sequences of learning activities. The visualisation is based on boxes representing discrete activity tools (forum, chat, quiz, content, etc.) which are connected together using arrowed lines to indicate the flow of tasks. This visual approach to authoring of Learning Design has both strengths and weaknesses: in terms of strengths, it has provided a common visual language among LAMS users for rapid adoption and sharing of instructional strategies, and a useful framework for simple linear pedagogical approaches; in terms of weaknesses, the visual simplification necessarily limits the amount of information that can be conveyed about a complex instructional design, especially those designs not easily adapted to a linear format (eg, spiral pedagogies). This paper describes the assumptions behind the LAMS visual authoring environment at the levels of both educational theory and software design, together with a review of implementation experiences among educators, including experiences from the LAMS Community. The paper concludes with reflection on future directions for visualisation of Learning Design, particularly in the area of annotation and time-based visualisation.
4
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STRUCTURED DIALOGUE DESIGN IN LAMS THROUGH INTERACTIVE LECTURE PODCASTING

80%
Dobozy E.
Teaching English with Technology
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2011
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vol. 11
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issue 1
1-18
EN
This paper explores the utility of interactive lecture podcasting in LAMS and the impact of structured dialogue design. It reports how curriculum renewal and innovation were greeted with scepticism by teacher education students enrolled in a compulsory curriculum unit at an Australian university. An analytic induction methodology in conjunction with educational data mining techniques was used to analyse the data. The purpose of the study was to understand one aspect of students’ active participatory learning behaviour deemed vital for their success in higher education (HE): willingness to engage in online peer-to-peer dialogue. The paper closes with a recommendation for more systematic monitoring of HE students’ online learning behaviour.
5
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INTRODUCING LEARNING DESIGN AND LAMS TO PRE-SERVICE EDUCATION STUDENTS

80%
Campbell C., Cameron L.
Teaching English with Technology
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2011
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vol. 11
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issue 1
148-158
EN
Information and Communication Technologies (ICTs) for teaching and learning are continually changing and being replaced by the newest “must have” technologies, so how valuable are skillsbased technology courses in the long-term to pre-service teachers? While pre-service teachers need to be competent and confident users of technology (Cowie & Jones 2005), the universities also need to provide them with knowledge about attitudes, values and pedagogical understanding in respect to ICTs (Cameron 2007). These pre-service teachers need to develop a fundamental understanding about the nature of technological change and their own abilities to confront this change (Phelps & Ellis 2003). It has also been determined that ICT-based courses will hold more long-term value for the pre-service teachers if they promote generic technology skills involving authentic, reflective activities that assist them in their continued learning throughout their careers (Herrington, Oliver & Herrington 1999). Therefore, rather than simply provide and deliver specific skills-based information, the lecturer’s principal function has shifted to create a collaborative, challenging and supportive learning environment within which students were introduced to a broad range of philosophical and pedagogical issues that arise from the integration of a variety of technologies in today’s classrooms (Herrington & Oliver 2002).
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THE ROLE OF CONTEXT FREE COLLABORATION DESIGN PATTERNS IN LEARNING DESIGN WITHIN LAMS: LESSONS LEARNED FROM AN EMPIRICAL STUDY

80%
Kordaki M.
Teaching English with Technology
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2011
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vol. 11
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issue 1
188-203
EN
This study presents an experiment aimed at the design of short learning courses in the context of LAMS, using a number of specific context-free collaboration design patterns implemented within LAMS. In fact, 25 Prospective Computer Engineers (PCEs) participated in this experiment. The analysis of the data shows that PCEs fully used these context free collaboration patterns - mostly realized in combination - and designed interesting sequences of learning activities. PCEs also used most of the tools provided within LAMS. However, PCEs were presented with difficulties in integrating collaboration strategies with thinking dimensions in terms of communication, decision making, concept formation, problem solving and inquiry based learning.
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Guidelines for INTERACTIVE HOMEWORK

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Maciaszczyk S.
Teaching English with Technology
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2008
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vol. 8
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issue 1
EN
how to design Moodle activities to supplement a selected coursebook
8
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Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design

80%
Triyanto, Handayani R. a. D.
The New Educational Review
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2023
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vol. 74
139-149
EN
This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.
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ADOPTING LEARNING DESIGN WITH LAMS: MULTI- DIMENSIONAL, SYNCHRONOUS LARGE-SCALE ADOPTION OF INNOVATION

70%
Badilescu-Buga E.
Teaching English with Technology
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2012
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vol. 12
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issue 2
18-35
EN
Learning Activity Management System (LAMS) has been trialled and used by users from many countries around the globe, but despite the positive attitude towards its potential benefits to pedagogical processes its adoption in practice has been uneven, reflecting how difficult it is to make a new technology based concept an integral part of the education system. In order to investigate and determine the elements that block the adoption of learning design tools in general, the study will review research papers that have been published in recent years on this subject, especially LAMS. The study will discuss patterns of critical aspects related to adoption of learning design tools and derive a framework that can be used in follow-up studies aimed at collecting relevant empirical data from practitioners to identify key progress measures of the adoption process. These measures may be used later to devise strategies that will see increased adoption of online learning design tools such as LAMS in school systems and higher education institutions.
10
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AN EMERGING LEARNING DESIGN FOR STUDENT-GENERATED ‘IVIDEOS’

70%
Kearney M., Jones G., Roberts L.
Teaching English with Technology
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2012
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vol. 12
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issue 2
103-120
EN
This paper describes an emerging learning design for a popular genre of learner-generated video projects: Ideas Videos or iVideos. These advocacy-style videos are short, two-minute, digital videos designed “to evoke powerful experiences about educative ideas” (Wong, Mishra, Koehler & Siebenthal, 2007, p1). We draw on a recent study in teacher education to present a structured description of a pedagogical approach to iVideo filmmaking. A visual learning design representation (Agostinho, Harper, Oliver, Hedberg & Wills, 2008) and a LAMS-based generic learning design template (Cameron, 2008) form part of this description.
11

Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

61%
Godsk M.
European Journal of Open, Distance and E-Learning
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2014
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vol. 17
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issue 2
143-159
EN
This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today
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Integration of Competencies in an Ontology-Based Framework Supporting Teachers to Construct Learning Designs in the Domain of Sustainable Energy Education

61%
Karetsos S., Haralambopoulos D.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 1
129-139
EN
In previous work, a framework based on three ontologies (content, learning design and sustainable energy domain models) was introduced in order to support teachers to construct learning designs in the field of sustainable energy education. This paper is focusing on the integration of a competency model in the structure of this framework. This model actually interconnects the other three models by establishing connections between learning objects, learners, activities, learning objectives/competencies and knowledge in the sustainable energy domain. It enriches the description of learning resources enabling their search and retrieval via queries based on competency parameters and can also support competency-based reasoning in order for the competency gaps to be filled. The competency model came as an answer to a literature review triggered by some results of a Wizard of Oz experiment along with the aim to integrate into the framework sets of questions supporting learning in sustainable energy domain.
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Learning design of a blended course in technical writing

51%
Mokwa-Tarnowska I.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
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2013
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issue 10
183-210
EN
Blending face-to-face classes with e-learning components can lead to a very successful outcome if the blend of approaches, methods, content, space, time, media and activities is carefully structured and approached from both the student’s and the tutor’s perspective. In order to blend synchronous and asynchronous e-learning activities with traditional ones, educators should make them inter-dependent and develop them according to instructional design. The writing component of a language course must aim at linguistic accuracy as well as simulated and authentic communication. All linguistic, communicative, general educational aims and single, measurable objectives should be clearly and precisely stated. The content of a course in Technical Writing should depend on students’ needs and must be related to their study fields. If the learning environment is well organised, supportive and responsive, it provides good conditions and plenty of opportunities for personal growth and development of language skills.
FR
L’introduction des éléments de la formation en ligne dans la classe face-à-face peut produire des résultats fructueux si on combine les approches, les méthodes, les contenus, l’espace, le temps, les médias et les activités d’une manière bien structurée qui prend en compte les perspectives respectives de l’apprenant et du professeur. Pour relier les activités de formation en ligne, synchrones et asynchrones, avec les activités traditionnelles, les enseignants devraient les rendre interdépendantes et les développer selon un projet d’enseignement. La partie du cours de langue consacrée à l’expression écrite doit viser à développer la correction linguistique autant qu’à simuler une communication authentique. Tous les objectifs : linguistiques, communicatifs, éducationnels généraux et particuliers mesurables, devraient être communiqués avec clarté et précision. Le contenu d’un cours en écriture technique doit dépendre des besoins des apprenants et doit correspondre à leurs domaines d’études. Si l’environnement d’apprentissage est bien organisé, que l’atmosphère y soit ouverte et de soutien, il peut garantir des bonnes conditions et beaucoup de possibilités d’épanouissement personnel et de développement des compétences linguistiques.
14
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EXPLORING FLEXIBLE AND LOW-COST ALTERNATIVES TO FACE-TO-FACE ACADEMIC SUPPORT

51%
Dobozy E., Pospisil R.
Teaching English with Technology
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2009
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vol. 9
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issue 2
73-92
EN
In this paper we address some of the issues surrounding the use of educational technology solutions with first year net generation students in an introductory education studies unit. These issues include the need for more engaging learning experiences, the role of technology in supporting this need, and the possible mismatch between expectations and actual needs. The student usage and access of a low-cost, flexible alternative to face-to-face individual or group-based academic support was the focus of this case study. We describe our rationale and attempt to help students with their assignment requirements in a first year teacher education unit through the development of a small-scale self-directed intervention program, and report on student engagement with the model. Analysis of the data brings to light findings that have implications for policy design and shows a need for timely research to better inform lecturers of their students’ digital literacy, acceptance and access, and use of innovative learning designs. This also highlights the requirement for a greater awareness of the technologies that students embrace, the technologies that may pose a challenge and the differing needs of first year students to those of the more experienced learners.
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