Title: Study Material - Learning Design and Development
Course: Learning Design and Development

Study Materials for Module 3 for Regina Monyemangene and Maria Augusti

Front Matter

Course Code: ODF 001

Course Name: Digital Fluency

Module Number: 3

Module Name: Learning Design and Development

Front Matter

Course Code: ODF 001

Course Name: Academic Digital Fluency

Module Number: 3

Module Name: Learning Design and Development

Module Descriptions and Learning Objectives

Module Description

The learning design module will expose you to a curriculum approach that integrates diverse learning principles, theories and methodologies to enable you to design effective learning environments to achieve your intended learning outcomes.Learning design is a crucial element in the teaching and learning process, as the approach provides guidance and support using pedagogical strategies and techniques that motivate, engage, and excite learners. This module explores five topics. The first topic addresses models, frameworks, and elements of learning design and development, focusing mainly on the 7Cs of learning design framework and the generic ADDIE model.The second topic, designing for learning, explains how you can design interactive and motivational activities and assessments, develop content for your online courses, and provide support and guidance for online learners. The third topic concentrates on matching technological tools to pedagogical purposes. The fourth topic explores modes of delivery in an online learning environment. The fifth and final topic introduces the concept and benefits of learning analytics. It highlights the importance of maximising the effectiveness of the learning process by analysing data produced by the student during the online course and responding accordingly.

Module Learning Objectives

On completing this module, learners are expected to have developed skills and knowledge related to:

- Identifying various models that can be integrated in learning design
- Applying a framework for learning design and creating interactive and motivational learning designs, including assessment and evaluation.
- Exploring trends and ICT tools that can be used to support appropriate learning design and developing content suitable for effective learning.
- Structuring various online learning-delivery modes appropriate for the teaching and learning context.
- Describing the purpose and application of learning analytics.

Schecule, Assessment, Evaluation & Accreditation

Module Topics, Teaching and Learning Media, and Schedule

Module Assessment structure

Module three will be assessed using both the formative and summative forms of assessment as indicated below:

Module Evaluation

A module evaluation should be conducted during and after each instance of running the course in order to effect improvement.

Certification/ Accreditation

Completion of 80% of module activities contributes to an award / certificate and/or digital badge.

If this course is offered formally by the Open University of Tanzania, completion will result in module credit towards the Digital Fluency course.

Acknowledgements

Acknowledgements

This work is Module 3 of the Digital Fluency course created by IEMT staff and Faculty at OUT in collaboration with OER Africa. This course module draws heavily on existing OERs from the Commonwealth of Learning, University of Leicester, SAIDE and OER Africa.

In particular, appreciation is due to the:

Developers: Ms. Regina Monyemangene (Assistant Lecturer and E-learning Expert, IEMT, OUT) and Maria Augusti (Instructional Designer, IEMT, OUT)

Reviewers:   Professor. Neville Reuben (Faculty of Education, OUT) and Ms. Chausiku Mwinyimbegu (Quality Assurance Officer and Editor, OUT Library);

Project Coordinator: Ms. Maria Augusti (Institute of Educational and Management Technologies, IEMT, OUT);

With support from:

Senior Management, Open University of Tanzania (OUT); and

Brenda Mallinson, OER Africa / Saide

Licensing

Licensing

Except where otherwise noted, content in this module is licensed under a Creative Commons Attribution 4.0 International license.

Every effort has been made to adhere to the licenses of OERs incorporated in the module. Should there be any queries around individual licensing of module components, please contact the Director of Quality Assurance at OUT:  dqac@out.ac.tz

Citation: Open University of Tanzania (2015). Digital Fluency Course: Module 3 – Learning Design and Development for Online / Blended Delivery.

Topic 1: Models, Frameworks and Processes

Introduction

The process of designing learning for an online course involves several elements including aspects of designing the learning pathway, materials, activities, assessment and ultimately, the quality of the work.  There are particular instructional methodologies, frameworks and models that have been relied on by different people because they offer systematic strategies and guidelines which inform the teaching and learning approach. Although there are various instructional and/or learning design models in the educational field, including ASSURE, Dick and Carey, the KEMP Design Model., in this particular topic, only two of the contemporary models or frameworks will be discussed. The first model that will be explored is the learning design methodology called 'the 7Cs of Design and Delivery' developed by researchers at Leicester University's and the second popular model that will be explained is the ADDIE. These two frameworks are focused on for two main reasons.  Firstly, unlike many other learning design methodologies, the 7Cs framework was developed to support online learning environments which are the currently popular teaching and learning approach.  The ADDIE model on the other hand is a generic model that has been widely used and is easy to understand.

Learning objectives

At the end of this topic you will be able to:

1. Explain the concept of learning design frameworks and models
2. Discuss the importance of applying learning design frameworks and models

   3. Describe contemporary learning design frameworks and models including  7Cs learning design framework and ADDIE

1.1 The Importance of Learning Design Frameworks and Models

The importance of learning design frameworks and models

Instructional models and frameworks play a significant role in the learning process because they help bring about improved delivery of instruction, make the learning experience more meaningful and ensure that information is presented in an appropriate style. When you apply a particular framework it helps you work through planning issues such as where to start with your course; assess what learners need to learn; identify the specific design process that you will rely on; gauge your learners’ understanding by creating relevant assessments and lastly ensure that you are producing a course of good quality. Learning models help us to understand how the learning process takes place among human beings. By using appropriate models in learning design, we can assist learners to learn successfully. The corollary is that learners do not learn well, where and when learning design is informed by inappropriate models.

1.2 Types of Instructional Design Models and Frameworks

1.2 Types of instructional design models and frameworks

The various models of instructional design that are usually adopted for learning design; you can visit this website http://www.instructionaldesign.org/models/ (Kearsley and Culatta - accessed 2016 04 12) to learn more about other types of models. In this particular topic however, only two will be discussed namely: the 7Cs of learning design framework and ADDIE model.

1.2.1 The 7Cs of learning design framework

This framework is called 7Cs because it comprises of seven stages that include Conceptualizing; Capturing; Creating; Communicating; Collaborating; considering and Consolidating the learning design and development as illustrated in Figure 5.1 below.

During the initial stage of conceptualizing your course, you as a designer visualize the learning intervention by determining who your audience is, the purpose of the learning intervention and lastly deciding on the pedagogical approaches that you will utilize. The main activities that you as a designer will be involved with will be formulating your course description; introduce yourself to other participants by using a discussion forum; indentifying the main features that you will be using in your course; creating a course map and an activity profile. Click here to view an example for this activity.

Determining course features is important because it affects how your course looks and feels as well as the experience that students are going to have in your course. Course features include an inexhaustible list of course elements such as:

The purple card above represents possible course features that will enable reflection and demonstration activities. The pink card displays features that will ensure guidance and support in your course. The card in blue will help you populate your course with features that support content and learner experience. The course features displayed on the green card will help you enrich your course with collaboration and communication activities. As a course designer, you will then categorize the features into three broad categories as follows:

1. Main or key features of the course
2. Minor features
3. Features that will not appear in the course (this category will help you identify undesirable course features to be avoided).

The third crucial activity during the first stage of conceptualizing your course will be for you to design what is called a course map. Creating a course map helps define the learning experience and relationship between teacher, learners and materials. The key and minor features that you identified during the course feature exercise are now divided into quadrants representing:

- Guidance and support (pink feature cards)
- Content and the learner experience (blue feature cards)
- Reflection and demonstration (purple feature cards)
- Communication and collaboration (green feature cards)

 After creating your course map you also need to develop an activity profile for your course which will help you consider your learners workload by determining the balance between the types of activities that will be included in your course. There are various types of activities that can be included in your course and each type ensures a different outcome as reflected in table 5.1 below.

Table 1. 1: Types of activities

Source: The 7Cs of Learning Design Toolkit - Activity Profile

There are three phases that you have to go through as you create the activity profile for your course.

Phase I: Calculate the time or percentage that you think students will spend on each activity type

Phase II: Review your module guides, assessment guides, timetables and module hand books to determine the actual time that students will consume

Phase III: During this phase, you merge your initial predictions to the guideline documents and formulate the actual plan that will be carried out in terms of activity types.

According to the 7Cs of learning design framework (University of Leicester (ND)) the subsequent stages run at a concurrent level and these include capturing; communicating; collaborating and considering.  During these stages, you are no longer concentrating on aspects of visualizing the course but you are now involved with elements that promote and facilitate activities within your course. The Capture stage helps the designer determine the Open Educational Resources that are being used as well as other resources that need to be developed. The main activities that transpire at this stage involve finding and creating interactive materials as well as planning for creation of multimedia content.

During the Communication stage, the designer decides on the types of communication that learners will be using. The communication tools are identified and designed to facilitate effective online moderation... The Collaboration stage enables the designer to utilize various collaboration tools in order to foster a collaborative environment that learners will be engaged in. The final stage of the activity’s level is the Consider stage and here the designer decides on the forms of reflection and demonstration activities that the learning process will include and also ensures that the learning outcomes are mapped to the activities and assessment elements of the course.

Another major stage that follows in the 7Cs learning design framework is the Combine stage. During this stage the main activities include creating a storyboard and a learning pathway. In the former, the sequence of activities in your course is determined whereas the latter deals with learning design sequence. The final stage of this learning design framework is the consolidate stage and the designer is here interested in evaluating how effective the learning design is and whether the various components of design go well together. At this stage the design is put in practice and an effectiveness evaluation process implemented, i.e. the various components of the courses that need to be evaluated can be formulated into an online survey activity. The course is then redesigned based on the feedback drawn from the evaluation process.

1.2.2 ADDIE Model

In the previous section the learning design model that was discussed was the 7Cs learning design framework. This section deals with an earlier popular learning design framework known as the ADDIE model. ADDIE is a generic instructional design framework that consists of five cyclical stages namely Analysis, Design, Development, Implementation and Evaluation, hence, ADDIE.

Analysis phase

The first phase of the model concentrates on analysing three areas, including:

- The learner
- Knowledge gap
- Instructional process

The online course designer when analysing the learner, needs to gather knowledge about the students’ prior learning experience. The social and cultural background of the learner also needs to be ascertained.  Another crucial element that needs to be analysed about the learners is their learning styles. This objective can be easily achieved by utilising online tools like surveys or quizzes at the beginning of the program.

The designer of the course also needs to be aware of the knowledge gap that exists, i.e. they need to compare the existing knowledge that students have against what they are required to know. The ADDIE model also recommends that the course designer should analyze the instructional process by determining the current instructional practices, the learning context as well as the available resources.

Design Phase

The second phase of the ADDIE models addresses design issues. During this stage the course designer needs to identify the learning objectives by determining how content will be organised; which activities will be used; support strategies that will be implemented and the assessments activities that will be incorporated in the learning process. The online environment offers a host of content options including case studies; simulations, e-books, online libraries, demonstrations, videos and audios, glossaries and dictionaries, as well as web-based content. With regards to activities the online designers can draw from a variety of options such as discussions forums, wikis, blogs, games, quizzes, concept maps and mind maps, e-portfolio etc. Online assessment activities can also be developed using a number of online tools like quizzes, essays and surveys. These assessment tools can be integrated with effective online assessment strategies such as developing rubrics, providing timely feedback, ensuring authentic experiences, and facilitating peer or self-assessment.

Development Phase

The development stage of the ADDIE model is also known as the production phase because at this level all learning material that was identified during the design phase gets created. In an online setting, the designer will be involved with processes of finding material by searching for web- based resources designed for educational purposes; customizing and assembling existing content into e-learning resources and finally creating content in a virtual learning environment.

Implementation Phase

During the implementation phase all the planning and development activities that have been taking place in the previous stages are now put to action. In an online environment, students need to be empowered on how to use virtual learning management systems through training workshops or user guides.  The course designer now assumes the role of a facilitator or a facilitator is assigned to the course and they ensure that there is a strong sense of communication where the learning expectations and objectives are clearly articulated; peer collaboration and learner to facilitator communication is encouraged; feedback is provided promptly and it is constructive. The additional role of the facilitator at this stage is to spearhead the instructional process by presenting updated learning material and resources, providing guidance and stimulating recall of prior learning. During the implementation stage the facilitator also needs to create and maintain a lively online environment by encouraging active learning; directing the student’s attention to online activities and assessing the performance of the students.

Evaluation Phase

During the evaluation phase the designer follows a systematic approach of evaluating the learning process.  The evaluation process occurs at two levels, i.e. the formative and summative level. Formative evaluation is an ongoing process that transpires at every stage of the ADDIE cycle while the summative evaluation happens at the end of the instructional process. When conducting the evaluation, there are four angles that are concentrated on including:

1. The learning process: the designer evaluates the impact of the learning process on learner’s motivation levels, communication and problem solving skills. In an online setting, it is important to evaluate the learner’s emotional response to the e-learning environment.
2. The tools: When evaluating an e-learning course, the designer should also pay attention to how issues of access or user interface are affecting the learning process.
3. Validation: During the evaluation process the course designer needs to ensure that the processes and approaches being used are accurate and updated and they measure up to the standards required.
4. Modification: As the evaluation process is carried out the necessary modifications are taken on board and improvements are made.

Activity 1.1 Create a description of your Module or Course

Activity 1.1 Create a description of your Module or Course

Aim: To compile and share the description of the module/course that you will design during the 7Cs Learning Design course.

Motivation: To compile a course description that is focused on the course objectives; provides realistic expectations and vision for the learners

Tools: Discussion forum; Link to a URL

Task: Create a description of your module/course

Resources:

- Do you know how to use a discussion forum? You may like to view this link: https://www.oit.umass.edu/support/moodle/post-a-forum-moodle
- Please adhere to your institutional course outline and style template.

Who: The task is to be completed individually and offline, then later on uploaded online.

Task: Create a description of your module/course, including:

  - Main topics
  - Outcomes
  - Target audience (location, objectives, educational background is, digital literacy skills, etc.)
  - Duration

Duration: 80 minutes

Response: Share your course description with your peer students by attaching it to your post in the discussion forum and comment on a course description posted by a peer.

Assessment:  Completion of this activity will count towards your course portfolio.

About this resources

The activity above was adopted from the 7Cs of Learning Design toolkit.

Activity 1.2: Develop your Activity Profile

Activity 1.2: Develop your Activity Profile

Aim: To consider the balance of activity types that will be included in your module/ course.

Motivation: To assess or determine the ideal balance of the activities in your course.

Resources: Activity Profile interactive sheet

(This worksheet has been created by the JISC-funded OULDI project).

Tool: A discussion forum will be used this activity.

Who: This is an individual activity

Task:

Click on this spreadsheet  in order to determine the existing balance between activity types in your course, or to determine the ideal balance.

Fill in the spreadsheet, indicating the amount of each activity type either in hours or as percentages of the whole course.

Save your completed Activity Profile spreadsheet and attach it to your discussion forum contribution.

Response:

When you have finished, have a look at the Activity Profiles developed by other participants / groups to see how the nature of their profile compares to yours. Provide constructive feedback on the profile activity of one of yours peers by replying to their post in the discussion forum.

Duration: 60 minutes

About this resource: This activity was adapted from the 7Cs of Learning Design toolkit.

Activity 1.3: Considing Learning Styles

Activity 1.3: Considering Learning Styles

Aim: Identify your learning style

Motivation: Understand the existing learning styles of  your potential learners

Who: This is an individual activity

Resources: http://www.learningstyles.org/index.html

Task: Find out what more about  learning styles by taking the questionnaire  at education planner.org

Reflect on learning styles guided by  answering the following questions:

- How might an understanding of the difference learning styles be helpful in your course?
- To what extent are the learning resources in your course reflecting the range of learning styles?
- Where are the gaps?

Duration: 45 minutes

 Response: Share a paragraph on what you have discovered about learning styles in the discussion forum and comment constructively on a peer’s post on their understanding of learning styles.

Summary

Summary

It is important to anchor your learning design process on a particular instructional design framework or model because they offer a systematic approach to developing the learning process. In the topic above two modern frameworks have been expanded on including the 7Cs learning design frameworks and the ADDIE model. The 7Cs framework entails stages of conceptualising; capturing; communicating; collaborating; considering; combine and consolidating the learning process. The ADDIE model on the other hand involves processes of analysing, designing, developing, implementing and evaluating the learning process. Although the two methodological approaches are different, there are also some generic features that overlap in both of them.

Review questions

Review questions

1. Why are learning designs frameworks and models important for the learning process?
2. Critically analyse the differences and similarities between the 7Cs learning design framework and the ADDIE model.

References

References

ADDIE Model. (n.d.). Instructional Design. Retrieved from http://www.instructionaldesign.org/models/addie.html on 29th October, 2014

Conole, G. (2013 ). An update on the 7Cs of Learning Design. Retrieved http://www.slideshare.net/GrainneConole/7-cs-update on 29th October, 2014

Schobe, B. (2007). Engaging Interactions for e-learning; 25 ways to keep the learners awake and intrigue . Retrieved 10 29, 2014, from online fiu edu files newsletter issue 07: http://online.fiu.edu/files/newsletter/issue07/EngagingInteractionsForELearning.pdf

Shoemaker, D. (n.d.). The ADDIE Model. Retrieved 10 29, 2014, from

http://www.instructionaldesignexpert.com/addie.html#.VFEwsBbiPIU on 29^th October, 2014. http://www.instructionaldesignexpert.com/addie.html#.Vw-cyfl96Uk

University of Leicester (ND) The 7Cs of Learning Design Toolkit. Retrived on the 27 January from http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

Topic 2: Designing for learning

Topic 2: Designing for learning

Introduction

This section of the course provides guidance on how to design your learning intervention. The initial step of analysing the learner and instructional methodologies have already been covered in Topic 1. The subsequent steps of developing storyboards, designing interactive and motivating activities and assessments, developing content for your online course, and providing support and guidance for your learner will all be addressed in this topic.

Learning Objectives

At the end of this topic you will be able to:

- Create storyboards
- Design interactive and motivating activities and assessments
- Develop content for your online course
- Explain the principles of support and guidance for online learners
- Provide support and guidance for online learners

2.1 Developing storyboards

2.1 Developing storyboards

When you are designing your learning process, you need to have visual or written instructions of the plans and sequence of events for your online course and this is known as storyboarding. Creating a storyboard for your course is beneficial because it helps you identify any loop holes in your learning design. It also provides stakeholders with the great picture or vision of how things are going to transpire and this in turn provides an opportunity for inputs and improvements to the plan. The storyboard developed should promote an alignment between learning outcomes of the course and all the assessments, content or activities that have been designed.

A visual representation of a plan or sequence of events, i.e. storyboard for the learning design process usually consists of the main heading which is an element that can be used to determine the chronology or sequence of the learning process, for example timeframe or topic of the learning process and subsequently the learning outcomes, assessments, content and activities are arranged across the identified timeframes or topic as indicated in the figure below:

        Figure 2. 1: Storyboarding adapted from Leicester University 7Cs Learning Design

The arrangement of various learning outcomes, assessments, content, and activities can be moved around as many times as possible until the order is best suitable to the designer. Before you story board the learning outcomes, you first need to make sure that they are clear, relevant and measureable. During the storyboarding process, the designer can include dynamic techniques for presenting content including demonstration techniques, storytelling or a scenario-based approach. To learn more about storyboards visit the following site: http://www.elearnhub.org/what-is-a-storyboard/

Activity 2.1: Practice Storyboarding

Activity 2.1: Practice Story-boarding

Aim: Learn how to design a storyboard

Motivation: Develop a storyboard for your course in which the learning outcomes are aligned with the assessment events, contents and activities.

Resources: 7cs learning design storyboard example

Who: This is an individual activity

Task:

1. Work on a large sheet of flip chart paper, use coloured sticky notes or cards to storyboard your course. (You could also use the free Linoit software if you prefer)
2. Start by indicating the time frame or structure for your module/course in days / weeks, phases or topics, horizontally across the top in one specific colour (e.g. white).
3. In the next row, use a different colour sticky note to represent the learning outcomes for that column (e.g. beige).
4. In the 3^rd row, use a different colour sticky note to represent the assessment events (e.g. yellow).

 If assessment only occurs at the end of the module/course, you should just have a single sticky note with a description of the assessment at the end of the storyboard.

If assessment events occur during the module/course, please use a separate sticky note (all with the same colour) for each one. Indicate how each assessment event addresses the course outcomes.

1. In the row that follows (4^th), divide the “content” into a series of discrete chunks and label each. (Use one colour of sticky note, e.g. blue).

Rewrite and move the post-it notes around until you are satisfied.

1. The next step for the last row is for you to add possible learning activities appropriate to each section using a different colour post-it note (e.g. green). Stick these sticky notes in the appropriate section of the storyboard. On each post-it note, at this stage, simply write the purpose of each activity.

Duration: 75 minutes

Response/Assessment: Take a photograph of your storyboard and upload and share your storyboard with your peers in a discussion forum for this activity.  Comment constructively on others who have used a different approach from yours in terms of time frame or topic.

Assessment:  Completion of this activity will count towards your course portfolio.

About this resource This resource is part of the 7Cs of Learning Design toolkit. From University of Leicester

2.2 Design interactive and motivating activities and assessments

2.2 Design interactive and motivating activities and assessments

Activities in an online course are designed to serve at least three main purposes, namely to promote interactivity, encourage lively communication and collaboration and ensure effective assessment processes. All activities however should be strongly linked to the learning outcomes. In this section, we are going to address the design of assessment activities first then redirect our concentration to activities that enhance interaction, communication and collaboration. Effective assessment strategies stem from a well organised assessment plan.  Activity 2.2 will assist you to develop an assessment plan for you course.

2.2.1 What is assessment?

Assessment can be defined as the way of getting feedback on the learners' level of understanding or a means of establishing the effectiveness of the instructional methods. Lack of a physical place and face to face interaction in an online learning context demand a proper mechanism of assessing the knowledge gained and involvement of the learner to a particular course. This can be carried out by providing different activities and or assignments which can be graded.

Assessment occurs as an ongoing process during course development and/or learning process whereby the information or data obtained serve as feedback to the instructors of the course.  This can be termed as formative assessment. On the other hand, summative evaluation of the course is conducted at the end of all the stages of development or the end of a learning process.

2.2.2 Principles of Assessment

The important principles of assessment that need emphasis include:

- Assessment tools and activities should correspond to the learning objectives of the course and the knowledge required of the learner.
- The assessment incorporated within a course should help learners to evaluate themselves, discover areas for revision and re-establish objectives of a topic.
- Assessment should take into consideration the special needs and the nature of the learner.
- Online courses should be accessed easily and enable learners to give feedback on the course content and instructions.

The essence of conducting assessment is to judge the learner's engagement with and understanding of the content delivered as well as to measure whether the learning outcomes have been achieved. In an online environment this objective can be reached by using a variety of assessment strategies such as self-assessment exercises, discussion analysis tools, group assessment techniques, reflective exercises and rubrics

Apart from assessment activities, your online course should be enriched with appropriate and stimulating learning activities that will keep the learner interactive and motivated. As a course designer, you need to ensure that the designed activities are in alignment with your learning outcomes, storyboard, and course map, and furthermore you need to take into account principles of good practice. There are various strategies for designing online activities that are engaging, including creating ice-breakers, developing learner-led activities, making use of games and simulations, designing group activities, developing reflective activities, and creating authentic activities. Table 2.1 displays some examples of online engaging activities.

Table 2. 1: Selected online engaging activities adapted from Schone, 2007

Activity 2.2: Develop an Assessment Plan

Activity 2.2: Develop an Assessment Plan

Aim: To create an assessment plan.

Motivation: Learn how to create an assessment plan for your course incorporating good practice

Who: This is an individual activity

Resources: Russel, M. and Bygate, D. (n.d.) Effecting Sustainable Change in Assessment Practice and Experience – the ESCAPE project. JISC

Task: Develop an appropriate assessment plan aligned to your course outcomes.

How: With reference to your own course, provide answers to the Assessment Plan questions below:

1. WHAT must be assessed?
2. Which WAYS will be used to assess? (e.g., through an exam, assignment, etc.
3. Which FORMS of assessment will be AVOIDED?
4. Which technological assessment TOOLs will be explored for formative and summative assessment (e.g. setting up a multiple-choice exam on our VLE)
5. Formative feedback will be offered by tutors and peers

Duration: 60 minutes

Response/Assessment: Self-assessment - read the article provided in order to evaluate the extent to which you have followed the assessment plan principles and procedures recommended. Then access the discussion forum on assessment to share your thoughts and respond to other participant posts.

About this resource

This resource is part of the 7Cs of Learning Design toolkit. 7Cs of Learning Design toolkit.

Activity 2.3: Creating engaging assessment

Activity 2.3: Creating engaging assessment

2.3 Developing content for your online course

2.3 Developing content for your online course

The first step to take in the development process of online content is to conduct a resource audit which will help you determine the existing material as well as additional resources that are required.  View Activity 4 to gain a better understanding on how to conduct resource audits.

Upon completing the resource audit activity, you can then advance to the step of finding additional learning resources. Content can be developed from scratch, bought when it is ready made or sourced using open educational resource (OER) channels. Section 5 of topic 1 provides an exercise on how you can use OER repositories to search for content. In your resource pack you will also find valuable information and readings on a basic guide to OER, Creative Commons licensing and OER for beginners.  All of these resources will guide you through the stage of finding the additional resources that have been identified as needed through your resource audit template.

Activity 2.4: Perform a Resource Audit

Activity 2.4: Perform a Resource Audit

NB: You only need to do EITHER Activity 2.3 OR Activity 2.4

Aim: Conduct a resource audit for your online course.

Motivation: To decide how you will source the content for your module/course, including the possibility of incorporating OERs produced elsewhere.

Resources: Carpe Diem Resource Audit

Who: This is an individual activity.

Task: Brainstorm ideas for gathering or creating content for your course then fill in your Resource Audit, using the Carpe Diem Resource Audit template above. Once you are done please upload it to the discussion forum.

Duration: 50 minutes

 Response/Assessment: Self-Assessment: Post your assignment as an attachment is the discussion forum and view the resource audit templates that your peers have created.  Seek out additional resources that could be useful to your course which you might have missed in your resource audit exercise.

About this resource

This resource is part of the 7Cs of Learning Design toolkit.

2.4 Principles of support and guidance for online learners

2.4 Principles of support and guidance for online learners

Online learners require both pedagogical support and technical support. In terms of pedagogical support, it is recommended that the student is not only provided with learning outcomes but that a good learning pathway developed around key activities and one that relates to a coherent and cumulative sequence of events is also provided to the student. In addition to a properly designed learning environment, students also need support from the facilitators in terms of creating and facilitating an interactive environment which has  regular built in feedback. Students can be provided with online survival strategies like the ones summarised on this blog:

http://onlinelearninginsights.wordpress.com/2012/09/28/five-step-strategy-for-student-success-with-online-learning/

In terms of technical support, learners need to secure an enabling and suitable environment in terms of access to infrastructure. Where a learning management system is being used, the students need to be provided with training which needs to be supplemented with user guides so that they can carry on by themselves without the constant need of technical administrators’ support.  For difficult situations which students cannot handle, a helpdesk support structure needs to be put in place to address students’ needs.

Reflection

Please use the Moodle course blog facility to reflect on your experiences and engagement with this week’s topic. (15 minutes).

Summary

Summary

This topic has addressed four main areas of learning design firstly, concentrating on the process of creating storyboards which are essential for providing a visual presentation of the course sequence. Additionally, we have also discussed how to design interactive and motivating activities and assessments in an online environment. Another critical aspect of learning design that has been highlighted in the topic is the development process for online content. Lastly we have also dealt with the basic principles of supporting and guiding online learners

Review questions

Review questions

1. What kind of support structure needs to be put in place for online learners?
2. What is the essence of storyboarding and what does it entail?
3. Provide examples of various activities that can be provided for an online environment.
4. How can one go about conducting a resource audit?
5. Describe the purpose of an assessment plan.

References

References

Bonk, C.J. and Dennen, V.P. (2003) The 3 T’s of Online Assessment: Tools, Techniques, and (Saving) Time. Retrieved from www.trainingshare.com/download/wisc2/ts_part1.ppt

Kansas State University (2015). Elearning Faculty Modules: Advanced Online Assessment Techniques. Retrieved from http://elearningfacultymodules.org/index.php/Advanced_Online_Assessment_Techniques

Morrison, D. (2012). Online Learning Insights. Five-step Strategy for Student Success with Online Learning. Retrieved from http://onlinelearninginsights.wordpress.com/2012/09/28/five-step-strategy-for-student-success-with-online-learning/ on October 29 2014.

Morrison, D. (2014, ). Online Insights: Resources to Help Students Be Successful Online in Three Areas: Technical, Academic & Study Planning. Retrieved from http://onlinelearninginsights.wordpress.com/tag/supporting-online-learners/ on October 29, 2014.

Schone, B. J. (2007). Engaging Interactions for eLearning - 25 Ways to Keep Learners Awake and Intrigued. Retrieved from http://www.elearningpulse.com/eBook/EngagingInteractionsForELearning.pdf on February, 22, 2008. All rights reserved.

Sewell, J.P., Frith, K.H. and Colvin, M.M. (2010). Online Assessment Strategies. MERLOT Journal of Online Learning and Teaching , Vol 6 (1 ). Retrieved from http://jolt.merlot.org/vol6no1/sewell_0310.pdf

Watkins, R. (2005) Developing Interactive E-learning Activities. Retrieved from http://www.qou.edu/arabic/researchProgram/eLearningResearchs/developingInteractive.pdf  All rights reserved.

Topic 3: Digital Learning Development

Topic 3: Digital Learning Development

Introduction

Pedagogical purpose should drive your design, development, and presentation of the content and interaction of your courses using available digital functionality. Learning Management Systems (LMS) or Virtual Learning Environments (VLE), such as Sakai, Blackboard, and Moodle, are means of hosting the teaching and learning on a single integrated digital platform. On the other hand, a variety of free-to-use digital tools can also be used to enhance the teaching and learning experience, both integrated within the LMS and or available on general web-based platforms. The choice of a particular platform depends upon various factors such as the institutional support, readiness of the teachers and learners, nature of the courses provided, and number of potential users.

Learning Objectives

At the end of this topic the learner should be able to:

- Identify and use tools and features of a LMS
- Explore a variety of Free and Open Source Software (FOSS) tools
- Develop a Learning Activity, Resource, or Assessment selecting and using an appropriate software tool that supports your pedagogical purpose

3.1 Learning Management Systems

3.1 Learning Management Systems

A Learning Management System (LMS), sometimes known as a Course Management System (CMS) or a Virtual Learning Environment (VLE), is an online software application/system that facilitates the teaching and learning in academic institutions or organisations. An important aspect of a LMS is that it enables preservation of a secure environment for a group of students by providing password access to an online course. The students engage within a closed virtual classroom environment where they can express their opinions in relative safety such as that which may exist in a face-to-face situation. They can also get to know their tutor and fellow participants and work through the course activities and resources in a collaborative and supportive manner.

Through this system a tutor can use a variety of built-in tools and carry out tasks such as those described in the table developed by Edutools (2013). Please examine this resource carefully at this point, so as to understand what you should expect from your LMS. Basic features include:

Upload course content. The contents can be uploaded via different tools and in different formats such as text files (e.g. PDF, Word), spreadsheets (e.g. excel), image (e.g. jpeg, png), audio and video.

Provide various assignments to the learners. Through this it is possible to evaluate the participants’ participation on the course.

Initiate and facilitate a discussion forum. This helps to make the learning active whereby learners are expected to contribute to a forum.

Communicate with learners through communication tools within the online system

For more examples of pedagogical considerations, visit http://www.fno.org/sept03/pedagogy2.jpg

Now consider a model of learning activity design depicting relationships between learners, activities, outcomes and the learning environment to enhance the learning process. (Figure 3.1)

Activity 3.1 - LMS Tools -Final conclusion to be submitted here

Activity 3.1 Exploring your Learning Management System (LMS)

Aim: To understand the use of the LMS tools in relation to materials management and interactive Teaching & Learning.

Motivation: Discover different tools in the LMS, their usage and their power with respect to teaching and learning practices, so as to use them in your own courses.

Resources:

- Lonn, S., Teasley, S.D. and Krumm, AE. (2009) Investigating Undergraduates' Perceptions and Use of a Learning Management System: A Tale of Two Campuses.
- EDUTOOLS (2013) Course Management System Features and Criteria. WCET (doc - 53Kb)

Who: This is a group activity

Task:

1. Define the following tools found in the LMS:

- Announcements
- Assignments
- Chat
- Forums
- Gradebook
- Messages
- News
- Calendar
- Syllabus

2. Categorise each of the tools defined above in terms of whether they support materials management or interactive teaching and learning.

How:

- You will be directed on how to register with a group.
- With your group, work on the above questions.
- Provide your group’s responses to these questions in this online assignment (assignment 3.1).
- Although only one person in a group will click to submit the response, remember to record the names of all group members at the top of your submission.

Duration:  45 minutes

Response/Assessment:

In conclusion, the contributions of each group will be shared and then discussed individually in the online discussion forum to come up with a common understanding of the definition for the tools and proper categorising with respect to whether they support materials management or interactive teac

Activity 3.2 Exploring Tools outside you LMS

Aim: To explore a selection of web-based free-to-use tools which are outside the LMS.

Motivation: To make an informed selection of online tools for use in your course

Resources:

- Online Learning Consortium (2014) Web 2.0 Selection Criteria: Save Time Choosing an Appropriate Tool.
- Web Tools for you to use from TES network of teachers
- What Technology can I use for ...? from PhoebeMapActivitiesToTechnologies
- Moodle 2 Tool Guide for Teachers adapted by Gavin Henrick from Joyce Seitzinger
- Activity Design Structure

Who: This is an individual activity

Task:

- Consult the resources provided in order to select a suitable tool/s for your pedagogical purpose in a particular activity in a real course.
- Identify one particular tool and describe how you will use it in an online activity or assessment using the Activity Design Template provided.

Duration: 60 mins (1 hour)

Response:

- Upload your response file in this online assignment.
- You will receive feedback from your tutor.

Assessment: Completion of this activity will contribute to your course portfolio

3.2 Web 2.0 Tools and Pedagogy

3.2 Web 2.0 Tools and Pedagogy

While an LMS can provide much functionality using internal tools, various tools outside your LMS may also be relevant for your course for particular purposes. Many of these are freely available and became known as Web 2.0 tools, and can be used in conjunction with or separately from your LMS to enhance your teaching and learning experience.

The wiki tool in Moodle is an example of a Web 2.0 tool that has been integrated in an LMS/VLE. These tools actively involve learners in the process of content creation. Effective use of technology for quality learning and teaching involves collaboration and communication, critical thinking, social presence and active participation.

There are several free-to-use Web 2.0 tools to choose from for your pedagogical purposes. The availability of good help resources for the tool should also be taken into consideration when selecting a tool to be used in your course. Take a look at the Top 100 Tools for Learning (http://c4lpt.co.uk/top100tools/) updated annually by Jane Hart. This list encompasses both Open Source Systems (OSS), free-to-use, and proprietary tools.

3.3 Online system tool guides for instructors

3.3 Online system tool guides for instructors

The functionality of LMS/VLE built-in tools has two aspects: the technology to be used and the pedagogy aspect, which is based on what is to be accomplished by undertaking the activities using the resources provided. In a system such as Moodle, course developers are supported in their task with the possible pedagogical purpose of the tool being described within the tool selection dialogue window. A full description of available functionality with respect to adding resources and activities to your course should be explored in depth.

Choosing the appropriate tool for your pedagogical purpose can be guided by considering factors such as ease of use, and mapping available functionality in your LMS/VLE to a hierarchy such as Bloom’s Taxonomy of Educational Objectives. A valuable resource of this nature to explore in depth is the Moodle 2 Tool Guide for Teachers (Henrick, 2012). While this excellent resource was originally built with Moodle in mind, it can be applied equally to other LMS/VLE systems or standalone applications. It should be noted that this resource is a good example of an adapted and re-shared OER. The original resource Moodle Tool Guide for Teachers was developed by Seitzinger (2010) and shared as an OER, then later adapted and extended by Henrick (2012).

3.4 Using Digital Tools to support Assessment

3.4 Using Digital Tools to support Assessment

This section is largely derived from the resource ‘Using ICT to Enrich Teaching and Learning, Module 3: How to use ICTs to Enhance your Teaching and Learning’ (AVU & COL, 2015).

Assessment is frequently a source of anxiety for educators undertaking online or blended courses. Many of the issues are exactly the same as for face to face courses, but they require solutions that take the online and distributed environment into account. The responses to these concerns depend largely on the context and environment within which the assessment takes place. It is useful to understand what is possible, and by exploring some opportunities in online assessment and evaluation, we may find a way forward that best suits our own context. There is a current trend to develop a portfolio of evidence for evaluation or assessment rather than undertake a summative test. In some informal courses, one may attain recognition or acknowledgement for completion (as in this module) rather than undertake a formal assessment.

Online assessment can be automated to a greater or lesser extent, with a large variety of question types available both for automated and tutor marking. Your virtual learning environment (VLE) should have built-in assessment and assignment types – see an example of question types that Moodle offers and also Edutools CMS Features and Criteria. In addition, there are also a variety of standalone freely available tools (FOSS Tools for Educators) for assessment, surveys and scheduling online such as Google Forms, Hot Potatoes, and Doodle Poll amongst others.

Individualised assessment on demand is also possible and is practiced at some open and distance learning (ODL) higher education institutions. This requires that a bank of similar (equivalent) categorised questions are available to the examiner, and the assessment may be generated automatically, resulting in each instance of the assessment being not only different, but available to the learner when they decide they are ready to undertake it.

Peer assessment can be supported online very effectively, with the system allowing online access to the submission, online entry of marks and then automatic collation of these to arrive at a final grade. Peer assessment can be particularly useful for managing large groups such as in a MOOC. Some virtual learning environments (VLE) have this facility built in, others have a combination of an automated and manual approach. The main advantage is that it is easy to make the submission designated for peer-review / assessment available to multiple parties when working online.

Activity 3.3 Develop a Digital Resource, Activity, or Assessment using a FOSS tool

Aim: To practice designing and developing a useful resource for your own course

using FOSS.

Motivation: Discover how easy/difficult it may be to use an appropriate FOSS tool in your teaching and learning. Build your own FOSS resource!

Resources: A variety of FOSS tools may be used, including -

- Screencast-o-matic (online screen capture recording)
- YouTube (video publishing & storage)
- Make Beliefs Comix (online Cartoon Maker)
- SlideShare (slide sharing site)
- Google Forms (Online Survey / Evaluation)
- Survey Monkey (Online survey and questionnaires)
- Doodle (Scheduling, registration needed)
- Hot Potatoes (Quiz Tool)
- Other similar communication and collaboration functionality found within your own community’s or institution’s VLE/LMS

Who: This is an individual activity

Task:

- Develop an assessment, activity or resource for use in your own course using a FOSS tool.
- Should you not have access to a tool, you may use or adapt an open educational resource (OER) rich media resource such as a video, slides, or an image that you have located online, and incorporate this in your new course resource.

How:

- Please refer to the tool identified by you in Activity 3.2, and also refer to the Activity Design Structure provided previously.
- While you are working, make notes about any particular features of your activity or resource that you would like to highlight and any difficulties experienced.
- Don’t forget to include information about word limits, file size and types, recommended amount of time to be spent, and how performance will be assessed, if at all. See activity design structure template. (#04)
- Once completed, you are required to demonstrate your learning activity or resource and/or make it accessible to the wider group.
- In the discussion forum provided for this activity, share your recorded observations / notes about developing your digital resource, using a subject header that indicates what tool/technology you have used.
- If necessary, you should include a link to your resource from within your forum post.

Duration:  80+ minutes

Response/Assessment:  After you have completed this task, take a look at some of the other contributions described in the forum.

- Provide constructive feedback to at least 1 other participant by responding to their forum contribution.
- Read the feedback provided by others to your own activity / resource and refine it accordingly.
- You may choose to provide the link to your revised activity / resource to the group.

This activity has been adapted from the ‘Using ICT to Enrich Teaching and Learning MOOC, Module 3: How to use ICTs to Enhance your Teaching and Learning’. AVU and COL (2015).

Reflection

Reflection

Please use the Moodle course blog facility to reflect on your experiences and engagement with this week’s topic. (15 mins)

Summary

Summary

The LMS is rich in integrated tools that educators can become familiar with in a relatively short space of time. It models the classroom environment in that it provides a safe space for the learning to take place. In addition, there are many FOSS tools hosted within and outside the LMS that are useful for teaching and learning. Web 2.0 tools enable interactivity and creation of content by the learner which speaks to constructivist pedagogy. Whenever one uses any of these tools, we should be guided by pedagogical purpose rather than the technology used.

Assessment for online or blended teaching and learning may be, but is not necessarily, itself online. However, online assessment can be automated to a greater or lesser extent, and collaborative assignments and peer assessment can be effectively supported online.

Review Questions

Review Questions

1.            Describe an LMS with respect to purpose and functionality.

2.            List four built in tools in LMS and describes their roles in teaching and learning.

3.            Describe two aspects that one needs to consider when selecting online tools.

References

References

AVU & COL (2015) ‘Using ICT to Enrich Teaching and Learning MOOC.’ Module 3: ‘How to use ICTs to Enhance your Teaching and Learning’. Remember to upload resource to Moodle.

Barton, J., & Heilker, P. Classroom Discussions. (JISC), The Joint Information Systems Committee. (2004). Effective Practice with e-Learning. Retrieved from  http://www.jisc.ac.uk/media/documents/publications/effectivepracticeelearning.pdf on November 07, 2014.  (Not CC licensed, but I am sure they would have).

Henrick, G. (2012). Moodle 2 Tool Guide for Teachers. Retrieved from http://www.somerandomthoughts.com/blog/2012/03/15/a-moodle-2-version-of-the-moodle-tool-guide/

Hodges, C. (2011). Moving outside the LMS: Matching Web 2.0 Tools to Instructional Purpose. Educause Learning Innitiative. Retrieved from https://net.educause.edu/ir/library/pdf/ELIB1103.pdf

Lonn, S., Teasley, S.D. and Krumm, AE. (2009) Investigating Undergraduates' Perceptions and Use of a Learning Management System: A Tale of Two Campuses. Retrieved from https://ctools.umich.edu/access/content/group/research/papers/Survey_FinalPaper_AERA09.pdf

Sancar, H. &. (2008). Effective Use of LMS: Pedagogy through the Technology. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 3927-3933). Chesapeake: VA: AACE.

Seitzinger, J. (2010). Moodle Tool Guide for Teachers. Retrieved from http://www.cats-pyjamas.net/moodle-tool-guide/

Vidya, M.S. (2014) Technology Tools for Teachers, Commonwealth Educational Media Centre for Asia (CEMCA) (external website, pdf - 1.972 Mb)

Topic 4: Modes of Provision

Introduction

With the increasing availability and adoption of Information and Communication Technologies (ICT) to support teaching and learning in the Higher Education (HE) sector, the variety of modes of education provision in this sector has expanded rapidly. The move towards blended and online course delivery needs to be carefully considered in order to preserve the integrity of the teaching and learning environment. In particular, factors influencing the choice and extent of the blend should be identified and explored in order to maximise the affordances of the new teaching and learning environment, while maintaining a pragmatic approach within a given context. (Mallinson, 2013)

Objectives

At the end of this topic the learner should be able to :

- Explore the dimensions of blended modes of provision
- Become aware of the influencing factors impacting choice of mode
- Determine an appropriate mode of provision for a module or course

4.1 The nature of this topic

4.1 The nature of this topic

This is a self-study topic involving reading, reflecting and then applying. You are required to read the resources in Activity 4.1, reflect on them with reference to providing your own module or course and then undertake a practical phased exercise to construct an appropriate mode of provision for a particular course in your own context.

Activity 4.1: Exploring modes of provision

Activity 4.1 Exploring modes of provision

Aim: To enable informed decision making in mounting your course online

Motivation: To make an informed decision to develop an appropriate mode of provision for your course

Resources:

• Bates, A.W. (2014) Chapter 9: Modes of Delivery in Teaching in a Digital Age. http://opentextbc.ca/teachinginadigitalage/

• Mallinson, B.J. (2013) Exploring Modes of Educational Provision in a Digital Age. 1st International African Virtual University Conference, Nairobi, Kenya.

• Young, R.C. and Chamberlin, M.A. (2006) Ready to Teach Online? A Continuum Approach. Proceedings of the 22nd Annual Conference on Distance Teaching and Learning. Available online at http://www.uwex.edu/disted/conference/Resource_library/proceedings/06_4310.pdf

Who: This is an individual activity

Task:

• Identify a particular course with which you are involved.

• Keeping this course in mind, read and reflect on the texts provided.

• Ascertain where the course is situated on the dimensions of geographical distribution and location of learners, and level of ICT support possible and appropriate.

• What other factors do you need to consider for your course provision?

• Identify the most appropriate mode of provision for the course, writing a full motivation for all aspects of your choice.

Duration: 185 mins.

Response:

• Upload your report by submitting the file to this assignment.

• You will receive feedback from your Tutor / Facilitator

Assessment: Completion of this activity will contribute to your course portfolio

Reflection

Reflection

Please use the Moodle course blog facility to reflect on your experiences and engagement with this week’s topic. (15 mins)

Summary

Summary

It is clear that there is no single blend for delivery mode, but rather an infinite number of ways that one can deploy a course or programme. The factors or aspects that should be taken into consideration include class size, learner demographics, and the pedagogical approach amongst others. Related continua of spatial and ICT dimensions prompt careful consideration of the relevant aspects that affect education provision in the blended and online mode. A visual representation of where a course is located on this grid could assist in determining exactly how a course is currently delivered as well as strategically planning where the course should best migrate to within the delivery context. (Mallinson, 2013)

Review Questions

Review Questions

1. Elaborate on your understanding of the term ‘blended learning’.
2. Describe 3 important factors influencing decisions around appropriate mode of provision for your institution.
3. Compare and contrast synchronous and asynchronous learning.

References

References

Bates, A.W. (2014) Chapter 9: Modes of Delivery in Teaching in a Digital Age. Retrieved from http://opentextbc.ca/teachinginadigitalage/

Mallinson, B.J. (2013) Exploring Modes of Educational Provision in a Digital Age. 1^st International African Virtual University Conference, Nairobi, Kenya.

Yang, Y. and Cornelious, L.F. (2005) Preparing instructors for quality online instruction. Online Journal of Distance Learning Administration. OJDLA 8(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring81/yang81.htm

Young, R.C. and Chamberlin, M.A. (2006) Ready to Teach Online? A Continuum Approach. Proceedings of the 22nd Annual Conference on Distance Teaching and Learning. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/06_4310.pdf

Topic 5: Learning Analytics

Topic 5: Learning Analytics

Introduction

The advent of new technologies has increasingly enhanced the connection between human beings and digital devices. This connection has led organizations and individuals to depend much on digital data to inform decision-making and setting strategies, and powerfully impacting future development of organizations and individuals. This topic introduces the idea of analytics, the term used in business and science to refer to “computational support for capturing digital data to help inform decision-making” (UNESCO, 2012).  This topic deals specifically with learning analytics, which has the potential to significantly enhances the process of the educational decision-making based on powerful evidence. In other words, knowledge, skills and tools for conducting learning analytics are important in order to make informed decisions and take action. This unit will enable academics and higher education institutions to understand the concept of Learning Analytics (LA); how it works in the learning process; how to apply the learning process; methods of Learning Analytics, and Software used to engage with LA. Related to this is the practise of assessment and evaluation which will also be discussed.

Objectives

At the end of this topic the learner should be able to:

- Describe the meaning, purpose and potential of learning analytics
- Describe how analytics can be implemented to enhance teaching and learning Identify the various levels where Learning Analytics operate and explain how analytical tools or reports can be utilized to support learners through instruction or intervention
- Identify tools available within a learning management system for data analysis and discussion between the relationship of learning analytics and evaluation
- Design the assessment that fits best with the outcome of the course, identify principles and types of assessment and evaluation, design the tools for evaluating online course and explain the purpose for conducting course evaluation.

5.1 Learning Analytics (LA) and Related Concepts

5.1 Learning Analytics (LA) and Related Concepts

The explosion of online technology platforms and services provide new opportunities for learning and generate new forms of data about those processes[1]. Learning Analytics is defined as a means through which the community seeks to understand the implications of technological developments on the learning process by analysing learning data and improving learning systems using tangible evidence[2]. The 1^st International Conference on Learning Analytics and Knowledge, defines Learning Analytics as the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs”[3]. However, in this topic Learning Analytics is simply defined as the interpretation of a wide range of data produced by and gathered on behalf of students in order to assess academic progress, predict future performance and identify potential issues[4].

The wide range of data (‘big data’), methods and tools coincides with new management and measurement processes in institutions[5], hence creating another term known as Business Intelligence (BI). Business Intelligence refers to the intersections of data and insight. This is done using a range of technologies such as data mining, predictive modelling and information visualization. The data intersection provides capability of making powerful decisions.

[1] http://lak14indy.files.wordpress.com/2014/02/lak14program.pdf

[2] http://iite.unesco.org/pics/publications/en/files/3214711.pdf

[3] http://www.educause.edu/ero/article/penetrating-fog-analytics-learning-and-education

[4] http://www.nmc.org/pdf/2012-horizon-report-HE.pdf

[5] http://solaresearch.org/OpenLearningAnalytics.pdf

5.2 How Learning Analytics works in learning processes

5.2 How Learning Analytics works in learning processes

For a deeper understanding on how learning analytics can be used in the learning process read the article ‘Open Learning Analytics: an integrated & modularized platform’ (Siemens, Gasevic, Haythornthwaite, Dawson, Shum, Ferguson, Duval, Verbert, and Baker, 2011).  Learning Analytics refers to an individual’s analysis of data drawn from their interactions with other people, with content, with technological tools and with their respective organizations as a whole[1]. This data range is then interpreted through technological tools and the appropriate action is taken in order to improve teaching and learning processes.

Data is gathered from learners when they are in the learning process i.e. actions such as completing assignments and taking examinations, socializing online, accessing Learning Management Systems, taking quizzes, engaging in discussion forums, etc. Learning Analytics are conducted using a Learning Management System (LMS) which has integrated LA applications that record the learner’s log-in sessions, track individual participation in specific tasks and monitor the time students spend interacting with online resources or fellow learners.

[1] http://solaresearch.org/OpenLearningAnalytics.pdf

5.3 Social Learning Analytics

5.3 Social Learning Analytics

 Social learning is where a learner is engaged in social activity by either interacting directly with peers or using a collaborative platform[2]. Learners in an online environment also often seek assistance from their peers. Therefore, analysing the social interaction process would be termed as Social Learning Analytics and this presents behaviours and patterns in the learning environments which helps predict the performance of learners, so effective communication processes can contribute towards behavioural change.

Figure 5.1 illustrates the four functions of LA application with regards to generating data, analysing data, generating reports and enabling interventions[3].

Figure 5.2 illustrates a pathway needed to improve student performance

- The first part describes what LA can do and what they can be used for
- Part two depicts the individual/student with digital device accessing learning resources or going through the learning process. The system comprises of the tools where student information and student learning data are stored. This information is crucial as it will help to feed into the predictive model which consists of progressive reports used to predict the individual’s future performance. Study the diagram 1 for more elaborations
- The subsequent segment of the diagram above depicts an image like a dashboard which provides feedback according the predictive model for students, teachers, administrators, and researchers or developers. This information can then in turn be used for decision-making purposes on any aspect that need to be improved.

[1] http://solaresearch.org/OpenLearningAnalytics.pdf

[2] https://blogs.commons.georgetown.edu/everhart/learning-analytics/

[3] http://www.nmc.org/pdf/2012-horizon-report-HE.pdf

5.4 Applying Learning Analytics in the learning process

5.4 Applying Learning Analytics in the learning process

Learning analytics monitor the learning process and produce early alerts and trigger interventions to improve learning process. Siemens et al. (2011) argue that Learning Analytics comprises four integrated toolsets, which are working together to enhance decision-making in learning processes, these includes:

- Learning Analytics engine
- Adaptive Contents engine
- Intervention engine
- Dashboard, reporting and visualization

Once the student joins an academic institute his/her details get registered in a Learning Analytics System. The Learning Analytics System uses tools like the dashboard to provide progressive reporting (feedback). The system is integrated with a variety of online resources used in the learning process, i.e. Social sites, Google Scholar, Wikipedia, Social Learning Sites, Learning Management Systems, forums, etc. The dashboard therefore provides statistics according to the following factors: the learners lecture attendances, engagement in online activities, participation rates in forums, pass rates on online tests and quizzes, as well as the learners’ marks on formal written assignments and exams (Siemens et al, 2011).

Each of these activities measure a particular competence of the learner such as communication skills, ability to find and select information, creativity, collaboration, critical thinking and evaluation, all of which can be determined by assessing the learner’s habit during the learning process (ibid). The skills measured through the LA process also serve as evidence of competencies that are often sought by prospective employers of the learners.

The intervention engine tracks the learner’s progress and gives feedback using the prediction model in the analytic engine. The feedback is categorized according to the way it is requested, which can either be at an individual level, via peers or through groups, etc. The system provides output of the requested scores accordingly. When the learner underperforms the system proposes a measure to be taken; this can be a notification to the learner regarding a specific deficiency and should there be no response in spite of the notification, then the intervention engine sends the message to the teacher informing them to contact the learner (ibid).

Activity 5.1 Investigate the potential benefits of Learning Analytics

Activity 5.1 Investigate the potential benefits of Learning Analytics

Aim: Understand the role of Learning Analytics in Higher Education

Motivation: To be able to work upon the strategies of analysing the data in a higher learning institution

Resources:

1. http://www.opencolleges.edu.au/informed/learning-analytics-infographic/
2. http://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf (23 pages)

 Who: This is a group activity

Task:

Within your assigned groups select one of the questions below. List the names of the group participants at the top of your submission. Provide your group’s responses to these questions in this online assignment.

        I.            Discuss why education institutions should invest in Learning Analytics infrastructure? OR

      II.             Explain the application of Learning Analytics in education

Duration: 70 Minutes

Response:/Assessment

All the online responses will be shared in discussion forum to work towards a common understanding.

5.5 The role of Learning Analytics

5.5 The role of Learning Analytics

The role of Learning Analytics can easily be identified at various levels in which it operates. Figure 4.3 (Infethaler, 2014) depicts the various levels of Learning Analytics and stakeholders associated in the process. The stakeholders include the institution, learner, teacher, etc and the Learning Analytics levels are Mega, Macro, Meso and Micro, with each level playing an important role to enhance the teaching and learning process.

The Mega-level allows cross-institutional analytics by integrating a range of data from the lower levels. The range of data enables the identification and validation of patterns within and across an institution providing valuable insight for policy-making purposes (Infethaler, 2014).

Macro-level analytics is commonly used in cross institutional analytics, but focusing mainly on providing institution-wide analytics which are used to better understand learner cohorts; allocate critical resources; reduce dropout and monitor retention as well as success rate.

Meso-level analytics operates at an institutional level in order to oversee students’ progress, learning design, identify students at-risk by using a predictive model. The results can be used to enhance and improve the quality of course materials (Marrison, 2012 and Infethaler, 2014).

Micro-Level analytics supports the tracking and interpretation of process-level data for individual learners. This data includes: online activities, physical activities i.e. geo location, learner’s current emotional state, library loans and interpersonal data such as social networks. The process-level data is linked with education data to predict the student performance (UNESCO, 2012).

Activity 5.2 Applying Learning Analytics in your course

Activity 5.2 Applying Learning Analytics in your course

Aim: Investigate Learning Analytics available in your own LMS or Moodle.

Motivation: Prepare to use Learning Analytics in your own course or module.

Resources:

- Analytics Recommendations Block in Moodle
- Learning Analytics Enriched Rubric in Moodle
- Course Reports in Moodle

Who: This is an individual assignment

Task: Plan to apply Learning Analytics in your course.

- Browse through some of the Learning Analytics available in Moodle using the resource links above (or do the same within your own LMS)
- Choose one particular LA function available to reflect on
- Plan how you could apply this in your own course, making sure to highlight the associated benefits.

Duration: 70 Minutes

Response: Upload a file containing your reflection and plan in this assignment space.

Assessment: Completion of this activity will contribute to your course portfolio

5.6 Assessment and Evaluation

5.6 Assessment and Evaluation

Learning analytics is intrinsically involved with evaluation and assessment processes in the form of descriptive measures that describe what has happened; diagnostic measures that highlight why events happened the way they did; predictive measures that give an indication of what will happen and lastly a prescriptive approach that analyses what should be done. See the MIT teaching and learning lab definitions for clarification.

5.6.1 Assessment categories used to analyze learning in online Courses

Three broad categories can be highlighted in online course assessments, namely:

1. Assessments types

- Diagnostic Assessment: This occurs before the actual learning starts and it will help determine the skills and knowledge of the learner and hence provides a better opportunity for a proper plan of the course contents and teaching methodology.
- Formative Assessment (ongoing evaluation during learning): Formative assessment normally takes place during the learning and teaching process. This helps the instructor in improving or adjusting the course content, and in measuring the learner’s understanding of the lesson.
- Summative Assessment (after learning): Evaluation of online courses occurs at the end of each stage of the course. It also focuses on the final outcome of the course and is normally conducted based on the whole course in order to conclude how successfully the activities were undertaken in relation to the learning objectives.

1. Group verses individual assessment

- Individual Assessment (Self-Assessment)
- Team Assessment (Assessment in collaborative learning)

1. Assessment instruments or methods

- Some basic assessment instruments or methods include essays, exams, quizzes, discussions, projects, simulation, case studies, reflection exercises, portfolios and peer evaluations.  Rubrics are also used as assessment instruments. Use the following links created by the Center for Distributed Learning (CDL) as a best practice in reviewing an online course:

Course rubric: http://teach.ucf.edu/files/2009/12/IDL6543_CourseRubric1.pdf or Module rubric http://teach.ucf.edu/files/2009/12/IDL6543_Module_Rubric.pdf

5.6.2 Why conduct an evaluation?

There are several reasons or purposes for conducting evaluations including

- To improve the course design, mode of delivery and course management
- To be able to revise the course from financial, contextual and outcomes perspectives
- To have an effective course which meets the goals and learning objectives

Activity 5.3 Course Evaluation exercise

Activity 5.3 Course Evaluation exercise

Aim: Practice evaluating your course

Motivation: Develop expertise in course evaluation to improve your own courses

Resources:

- Terry Anderson blog on Teaching Practices Inventory

http://virtualcanuck.ca/2015/11/17/teaching-practices-inventory-fast-and-easy/

- The tool: CWSEI Teaching Practices Inventory

http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm

Who: This is an individual activity

Task:  Click on the link to ‘Fill out the inventory anonymously and see your ETP score’ and answer all questions. Press the submit button at the bottom of the page.

Duration: 45 Minutes

Response: Select and copy the results page and paste it on a word document.  Save your results and upload them into 5.3. assignment

Assessment: Completion of this task will count towards your module portfolio.

Reflection

Reflection

Please use the Moodle course blog facility to reflect on your experiences and engagement with this week’s topic. (15 mins)

Summary

Summary

This unit has introduced you to the study of Learning Analytics and assessment/evaluation and the reason why they are important. You have discovered that Learning Analytics interpret a wide range of data produced by and gathered on behalf of students in order to assess academic progress, predict future performance and highlight potential issues.  The data gathered through learning processes, can include: lecture attendance, engagement in online activities, participation rates in forums, pass rates on the online tests, and marks on formal written assignments. In the discussions above, four toolsets have been presented that work together to facilitate decision-making in learning processes, namely: the Learning Analytics engine, the Adaptive contents engine, the Intervention engine and Dashboard (user interface – presenting the report). The benefits of analytics can be identified at various levels which include Mega, Macro, Meso and Micro levels.

Through the assessment tasks and evaluation of content you were able to learn that the value of any online course depend more on how the assessment and evaluation are properly planned to make sure that targets and objectives are accomplished. Assessment should be able to determine the learning process and if instruction methodology meets the expected goals. Effort should be taken to prepare a variety of assessment approaches that correspond to the objective of a lesson and of a course as a whole.

Evaluation of a course is done in order to ensure that the course goals and objectives are met and or improvement is needed to make sure that the course expectation is obtained. It aims to determine if the right content and instruction methods are applied and finally to see if the course meet the expectation of the learner.

Evaluation can be done to accomplish specific evaluation purposes. First, you should decide if you want to evaluate the course during the development stage to improve it before it is finalized, or do an evaluation at the end of the course to measure its effectiveness, or examine a past course to see if it is still valid and can be reused in a new context.

Review Questions

Review Questions

- Define Learning Analytics
- Briefly explain the functions of the four integrated toolset of Learning Analytics
- Explain in details how micro-level analytics work
- Briefly explain when to conduct formative and summative assessment

References

References

Pinantoan, Andrianes (2012). Learning Analytics. Retrieved May 23, 2014, from http://www.opencolleges.edu.au/informed/learning-analytics-infographic/

Beetham, H. (2004). Review: Developing e-learning models for the JISC practitioner communities. Retrieved January, 23, 2006.

Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using context-adaptive planning. Boston, MA: Pearson A&B.

Infethaler, D. (2014). Learning Analytics. Retrieved June 08, 2014, from http://deakinprime.com/news-and-publications/news/learning-analytics

Marrison D. (2012). Retrieved June 10, 2014, from Putting Learners in the Driver’s Seat With Learning Analytics: https://onlinelearninginsights.wordpress.com/tag/learning-analytics/

MIT teaching and Learning Laboratory (ND). Assessment and Evaluation. Retrieved March 09, 2016 from http://tll.mit.edu/help/assessment-and-evaluation

Siemens G, G. D. (2011). Open Learning Analytics: an integrated & modularized platformProposal to design, implement and evaluate an open platform to integrate heterogeneous learning analytics techniques, . Retrieved June 07 , 2014, from http://solaresearch.org/OpenLearningAnalytics.pdf

Sewell, J. P., Frith, K. H., & Colvin, M. M. (2010). Online assessment strategies: A primer. MERLOT journal of online learning and teaching, 6(1), 297-305.

Unesco. (2012). Policy Brief – Learning Analytics. Retrieved June 10th, 2014, from http://iite.unesco.org/pics/publications/en/files/3214711.pdf

https://www.azwestern.edu/academic_services/instruction/assessment/resources/downloads/formative%20and_summative_assessment.pdf

http://teach.ucf.edu/pedagogy/design-of-an-online-course/evaluation/Design of an online course http://www.acousticslab.org/dots_sample/module2/RoblesAndBraathen2002.pdf