Littlejohn, Falconer, Mcgill (2008)
Pressented in July 2006, accepted in august 2006 and published in August 2007 or 2008 referencing research and papers written between 1990 and 2004.
Digital assets: a single item, image, video or podcast.
Information objects: a structured aggregation of digital assets designed purely to present information.
Learning activities: tasks involving interactions with information to attain a specific learning outcome.
Learning design: structured sequences of information and learning activities to promote learning.
Learning Brief: where it all begins where a client has a need, a problem to solve or opportunity to pursue, with an idea of the desired outcome, a budget, schedule and idea of resources that can be drn upon or that will have to be created.
conceptualization: source information.
construction: repurpose anduse in learner’s context.
integration: develop and use to inform others.
From Laurillard’s 2002 Model (a bias for tertiary education).
An example of a PowerPoint presentation and its slides are given (only because, even in 2006, other forms of versatile, easily manipulated content were not readily available).
narrative: downloaded by a student
communicative: for discussion (synchronous, asynchronous, cohort, faculty, student body and beyond)
interactive: searched, scanned (engaged, play)
adaptive: (which Littlejohn et al give as editing, so reworking within the set, rather than adding anything new)
productive: taking a constructed module PowerPoint (blog, video, animation, gallery photos, quotes, grabs, snips, apps) and repurposing (mashup) (Which I would call adaptive
productive: (which Littlejohn al called prodcutive in 2008 but I would call creative)
Resources: representation of knowledge by format and medium, flexibility and cost. With ease of manipulation and interaction key.
reject Lego metaphor of learning blocks
1 Easily sourced
5 Free from legal limitations
6 Quality assured
7 Appropriate cost
9 Easily repurposed
11 Engages the learner
Various metaphors have been applied and can be applied, like building with Lego blocks (xxxx) though possibly like Technics where each piece has a set of actions. Pegler (xxxx)
Like a chemist combining chemicals to form atoms Wiley (2001)
Towards dynamic resources (less bespoke, more off the shelf, like sets of Apps that work in a designed sequence to produce a managed set of learning outcomes).
Constructivist (limited in precision training that requires specific, measurable outcomes in terms of changed behaviours).
Ownership (not personal learning environments, so much as personalised learning environments. Depends on the person’s habits, choices and opportunities – pc, Mac, laptop or desktop, tablet and/or Smartphone; then choices regarding software tools within or married to the learning management system. Word, graphics, draw, charts, video, pics).
Their use in context is key (the instution, course, level, cohort, location).
Like early car or computer manufacturer, become mass produced, trying to be lean, less a conveyor belt than a professional kitchen putting out a variety of courses to clients who are largelly, within their respective contexts, demanding the same thing.
1999 bike shops turning to motorbikes and motorvehicles.
2000 bespoke, artisans, one offs, the Cistein Chapel.
Littlejohn, Falconer, Mcgill (2008) Characterising effective eLearning (sic) resources