Integrative Learning Design Framework for online learning

Integrative Learning Design Framework for online learning

• 1.
  Integrative Learning DesignFramework (ILDF) for online learning 1. Exploration 4. Instructional 2. Reflection Designer Enactment 3. Evaluation (Adapted from Dabbagh and Bannan-Ritland , 2005)
• 2.
  Integrative Learning DesignFramework (ILDF) for online learning A constructivist-based instructional design model- offers a systematic process of online learning development  Considersviews and feedback from all player in the design, development and implementation process  End product-an intervention based on the needs and perspectives of students/all role players- including the experiences and epistemology of the developer/designer
• 3.
  4 Phases 1. Exploration 4. Instructional 2. Reflection Designer Enactment 3. Evaluation
• 4.
  Informed by....  Contextualfactors which may affect design, development & implementation  ICT affordances-learning strategies  Sound pedagogical models
• 5.
  Exploration phase 1. Exploration  Investigates the context within which the online learning activity would be designed and implemented  Teachers and Learners needs  Teaching and learning challenges  Theory and Instructional strategies used (identify problems/gaps)  The social, cultural and organisational factors that may constraint design, development and implementation  Designers believes, attitudes, biases, experience, assumptions, educational philosophy  Literature review on ICTs available, their affordances and the pedagogical models and instructional strategies they support
• 6.
  Enactment phase 2. Enactment  Informed by all the information gathered in exploration phase  Select ICTs tool/s which would best address your T & L challenge (their affordances and the pedagogical models and instructional strategies they support)  Design the prototype/ intervention
• 7.
  Evaluation phase 3. Evaluation  Assess if the designed prototype/ intervention is user friendly, valid & relevant to address the T & L challenge and instructional outcomes intended for  Formative-done in the development stages of the prototype to judge the strengths and weaknesses of the prototype-results are used to revise/refine the prototype /instruction to improve its effectiveness and appeal  -expert reviews  -one-on-one with colleagues  -small group of students  Summative – done after the implementation of the prototype to measure the impact of the prototype on teaching and learning
• 8.
  Reflection phase 4. Reflection  Critically think of the experiences you went through in the whole process of designing the prototype  The design model  Lessons learnt  Possible applications of the prototype  All what is learnt in the whole process could be used to redesign the intervention or other new interventions
• 9.
  Any questions?