Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

Ontological Representations of Software Patterns

This paper is based on and advocates the trend in software engineering of extending the use of software patterns as means of structuring solutions to software development problems (be they motivated by best practice or by company interests and policies). The paper argues that, on the one hand, this development requires tools for automatic organisation, retrieval and explanation of software patterns. On the other hand, that the existence of such tools itself will facilitate the further development and employment of patterns in the software development process. The paper analyses existing pattern representations and concludes that they are inadequate for the kind of automation intended here. Adopting a standpoint similar to that taken in the semantic web, the paper proposes that feasible solutions can be built on the basis of ontological representations.Comment: 7 page

Domain specific software design for decision aiding

McDonnell Aircraft Company (MCAIR) is involved in many large multi-discipline design and development efforts of tactical aircraft. These involve a number of design disciplines that must be coordinated to produce an integrated design and a successful product. Our interpretation of a domain specific software design (DSSD) is that of a representation or framework that is specialized to support a limited problem domain. A DSSD is an abstract software design that is shaped by the problem characteristics. This parallels the theme of object-oriented analysis and design of letting the problem model directly drive the design. The DSSD concept extends the notion of software reusability to include representations or frameworks. It supports the entire software life cycle and specifically leads to improved prototyping capability, supports system integration, and promotes reuse of software designs and supporting frameworks. The example presented in this paper is the task network architecture or design which was developed for the MCAIR Pilot's Associate program. The task network concept supported both module development and system integration within the domain of operator decision aiding. It is presented as an instance where a software design exhibited many of the attributes associated with DSSD concept

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Thinking, Interthinking, and Technological Tools

Language use is widely regarded as an important indicator of high quality learning and reasoning ability. Yet this masks an irony: language is fundamentally a social, collaborative tool, yet despite the widespread recognition of its importance in relation to learning, the role of dialogue is undervalued in learning contexts. In this chapter we argue that to see language as only a tool for individual thought presents a limited view of its transformative power. This power, we argue, lies in the ways in which dialogue is used to interthink – that is, to think together, to build knowledge co-constructively through our shared understanding. Technology can play an important role in resourcing thinking through the provision of information, and support to provide a space to think alone. It can moreover provide significant support for learners to build shared representations together, particularly through giving learners access to a wealth of ‘given’ inter-related texts which resource the co-construction of knowledge

Pattern Reification as the Basis for Description-Driven Systems

One of the main factors driving object-oriented software development for information systems is the requirement for systems to be tolerant to change. To address this issue in designing systems, this paper proposes a pattern-based, object-oriented, description-driven system (DDS) architecture as an extension to the standard UML four-layer meta-model. A DDS architecture is proposed in which aspects of both static and dynamic systems behavior can be captured via descriptive models and meta-models. The proposed architecture embodies four main elements - firstly, the adoption of a multi-layered meta-modeling architecture and reflective meta-level architecture, secondly the identification of four data modeling relationships that can be made explicit such that they can be modified dynamically, thirdly the identification of five design patterns which have emerged from practice and have proved essential in providing reusable building blocks for data management, and fourthly the encoding of the structural properties of the five design patterns by means of one fundamental pattern, the Graph pattern. A practical example of this philosophy, the CRISTAL project, is used to demonstrate the use of description-driven data objects to handle system evolution.Comment: 20 pages, 10 figure

Designing Open Educational Resources through Knowledge Maps to enhance Meaningful learning

This paper demonstrates some pedagogical strategies for developing Open Educational Resources (OERs) using the knowledge mapping tool Compendium. It also describes applications of Knowledge Maps to facilitate meaningful learning by focusing on specific OER examples. The study centres on the OpenLearn project, a large scale online environment that makes a selection of higher education learning resources freely available via the internet. OpenLearn, which is supportedby William and Flora Hewlett Foundation, was launched in October 2006 and in the two year period of its existence hasreleased over 8,100 learning hours of the OU's distance learning resources for free access and modification by learnersand educators under the Creative Commons license. OpenLearn also offers three knowledge media tools: Compendium(knowledge mapping software), MSG (instant messaging application with geolocation maps) and FM (web-based videoconferencing application). Compendium is a software tool for visual thinking, used to connect ideas, concepts, arguments, websites and documents. There are numerous examples of OERs that have been developed and delivered by institutions across the world, for example, MIT, Rice, Utah State, Core, Paris Tech, JOCW. They present a wide variety of learning materials in terms of styles as well as differing subject content. Many such offerings are based upon original lecture notes, hand-outs and other related papers used in face-to-face teaching. Openlearn OERs, however, are reconstructed from original self study distance learning materials developed at the Open University and from a vast academic catalogue of materials. Samples of these “units” comprise a variety of formats: text, images, audio and video. In this study, our findings illustratethe benefits of sharing some OER content through knowledge maps, the possibility of condensing high volumes of information,accessing resources in a more attractive way, visualising connections between diverse learning materials, connecting new ideas to familiar references, organising thinking and gaining new insights into subject specific content

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Controlled vocabularies and semantics in systems biology

The use of computational modeling to describe and analyze biological systems is at the heart of systems biology. Model structures, simulation descriptions and numerical results can be encoded in structured formats, but there is an increasing need to provide an additional semantic layer. Semantic information adds meaning to components of structured descriptions to help identify and interpret them unambiguously. Ontologies are one of the tools frequently used for this purpose. We describe here three ontologies created specifically to address the needs of the systems biology community. The Systems Biology Ontology (SBO) provides semantic information about the model components. The Kinetic Simulation Algorithm Ontology (KiSAO) supplies information about existing algorithms available for the simulation of systems biology models, their characterization and interrelationships. The Terminology for the Description of Dynamics (TEDDY) categorizes dynamical features of the simulation results and general systems behavior. The provision of semantic information extends a model's longevity and facilitates its reuse. It provides useful insight into the biology of modeled processes, and may be used to make informed decisions on subsequent simulation experiments