JISC

Template for describing an instance of e-Learning

This is the complete template with examples and guidance on completion. May be used directly by researchers and practitioners, or may be adapted for specific research/evaluation requirements (see 'Template adapted for research use' below).

Template mapped to suggested vocabularies and ontologies

This is the same template with suggestions for how entries may be restricted to specific key words. Includes a number of vocabularies/ontologies in 6 appendices. The use of restricted vocabularies makes it possible to prescribe specific combinations and scenarios, thus guiding practitioners in their planning and reflection (see 'Template used as planning tool' below).

Template adapted for use as a research/evaluation tool in specific projects

• Adaptation used by the Open University to research examples of effective practice with wireless and mobile technologies (10 case studies collected using this template will be available from the JISC website)
• Adaptation used by the University of Oxford to research uses of the Learning Activity Management System (around 35 case studies collected using this template will be available from the JISC website)
• Adaptation for use by practitioners, distributed with the Effective Practice with e-Learning publication and CD (summaries for 10 different examples of e-Learning practice are also included). The Effective practice planner and the Effective practice evaluator are available for use by practitioners.
• Adaptation used by the Learning Technology Research Institute to research examples of innovative practice in e-learning (10 case studies collected using this template will be available from the JISC website)
• Basic case study questionnaire developed from the template for use by researchers and evaluators (to be adapted for use by HE Academy subject centres to collect subject-specific case studies)

Template used as a planning tool

Following on from the template mapped to suggested vocabularies and ontologies, specific fields from the template can be completed in exemplary ways, leading to a range of guidance tools for practitioners. The guidance tools could be used in a single integrated guidance system but are presented separately to indicate that different aspects of the decision-making process are conceptually and practically separate.

• Mapping generic learning outcomes to suggested pedagogic approaches
• Mapping generic learning outcomes (and pedagogic approaches) to sequences of activity
• Mapping specific activities to appropriate tools and techniques
• Mapping tools and techniques to specific affordances and risks (not yet complete)
• Mapping generic learning and assessment tasks to appropriate forms of feedback (not yet complete)

Template used to develop use cases

In addition to the real-world case studies collected using (versions of) this template, the template itself could be used to indicate the range of possible applications of and needs for e-learning technologies, and so to develop sets of representative users, or representative instances of use.

• Sequences of learning activities are case-based i.e. representative instances of e-Learning practice, based on recognised good practice in learning and teaching
• Learner differences mapping could be used to develop a set of representative or 'typical' learners, ensuring that the majority of potential differences are included across the set as a whole, and therefore that e-learning standards and systems can be developed to take into account the diversity of learner needs
• Practitioner roles mapping could be used to develop a complementary set of representative professional users, again ensuring that different tasks, roles and responsibilities are taken into account