Authoring using Learning Design
The broad aim of the Authoring using Learning Design project was the evaluation of Learning Design tools with the emphasis on LAMS and Moodle and included the production of a minimum of 18 Learning Design exemplars and 5 case studies within the following curriculum areas: LRC Student Induction; Holistic Therapies; Initial Assessment; Modern Languages; and Art / Design / Media.
Executive Summary
Learning Designs were developed for level 3 and 4 programmes; in the area of initial screening the levels being assessed ranged from Basic Skills Entry One to Basic Skills Level 3; levels for student induction were determined by group but ranged from levels Entry 2 to level 3.
Initially, the process involved the implementation and initial evaluation of Learning Design tools by technical, graphics and pedagogic experts. The technical, graphics and pedagogic experts then worked with identified practitioners, training them in the technical aspects of the Learning Design tools as well as their effective application in the delivery of the identified curriculum areas. Practitioners were introduced to Jorum and encouraged to source relevant content from the repository. Where such content did not exist, additional content was created by the project. Where complementary content was provided or created, copyright clearance was sought and obtained to ensure no infringement of third party rights. Materials are available for use by the wider FE community by licence under any agreements in place through JISC.
All materials developed using the identified Learning Design tools were tested by experienced practitioners delivering at Levels 3 and 4. Within the areas of induction and initial screening; learning support specialist and Learning Resource Centre staff from both institutions were responsible for developing, implementing and testing materials. An evaluation programme was undertaken to establish the effectiveness of the identified Learning Design tools from both learning and teaching perspectives. This evaluation was conducted through questionnaires, focus groups and interviews, to establish the success of the resources and how they could be enhanced. Packages were tested for interoperability within Moodle and the Jorum repository.
The findings of the project are that learning design tools are effective for delivering content where there is a strong emphasis on sharing, collaboration and reflection. The LAMS tool, in particular, is designed to elicit constructivist design and is particularly effective in facilitating a more active approach to students’ learning. The sessions that were run, actively encouraged students to exhibit a record of their thinking by sharing with their peers, well as to prompt reflection about their learning. The feedback from students was very positive, and they responded well to having a different pedagogic approach applied to their learning. The practitioners who worked on the project initially found that authoring materials using a constructivist model was challenging and took some time to change their mind-set from a behaviourist model. Generally, the practitioners were surprised at how well students engaged with the learning designs and plan to use this approach in the future. The main achievements of the project were the success of the learning design delivered using Moodle’s Lesson module and the cross-college activities run using LAMS. The level of student engagement totalled approximately 700, with collaboration amongst student groups who would, ordinarily, never have the opportunity to work together on a shared task. These students groups ranged from Levels 1 – 3, Supported Studies Entry 2, ESOL Entry 2 and 14-16 Disaffected Youth. As these activities were developed in conjunction with the Learning Resource Centre, the LRC become central in a shared students’ learning experience as never before.
The findings of the project suggest that the student experience is enhanced when students take a more active role in their own learning; are encouraged to invite comment about their learning and, as a result, be able to exhibit a record of their thinking by sharing with others. The learning design tools evaluated, i.e. LAMS and Moodle are both effective in facilitating the authoring such learning designs by practitioners properly trained and with the appropriate experience.