Designing Learning for eLISA

Jill Jameson, The University of Greenwich

Abstract

<em>Designing Learning for eLISA: Presentation at ALT-C 2006: Research Paper: Next generation learning</em> Authors: Jameson, J., Walker, S ; Ryan, M., Masterman, E., Lee, S. , Noble, H. , Dastbaz, M. , Noakes, P. What issues are important for practitioners in designing learning in study skills in post-14 education using LAMS and Moodle sequences? This short paper on design for learning reports on a JISC-funded DeL (Distributed e-Learning) eLISA (e-Learning Independent Study Award) pilot project carried out in 2005-06. The eLISA project was led by the University of Greenwich with the Universities of Oxford and Kent. We focus on the nature of design for learning issues that emerged during the project, related to the use of study skills by teacher practitioners in London and South East education institutions. A key focus in the eLISA project was on the pedagogic implications of study skills/support for e-learning. A summary of evaluation results from work with 153 learners and 20 practitioner teachers across ten institutions are reported. The project team presents reflections from project evaluations that are of importance in the context of learning design in general. These include issues relating to setting up an Community of Practice for practitioners in learning design, the successes and difficulties we had with the use of e-learning study skills resources, lessons regarding the migration of study skills materials into new and innovative e-learning packages, recommendations on the use of a prototype personalised learning environment, and on practitioner and learner workshops in e-learning study materials. A framework of recommended resources for e-learning study support design for learning by practitioners is suggested. The eLISA built on the DfES/LSC-funded Greenwich eLISA funded in 2001-04 to deliver study skills for 14-19 year olds in innovative e-Learning applications for independent study support for both learners and teachers. Tracing the history of this project and the context of the JISC-funded work, we draw out a series of final recommendations on design for learning relevant to teachers implementing learning design tools in the classroom.