Instruction Designe for e-Content Development;UK-India Prospective
1. Basic concepts and
methodologies: UK (and EU)
perspectives
Prof. Andrew Ravenscroft
University of East London
a.ravenscroft@uel.ac.uk
www.uel.ac.uk/cass/staff/andrewravenscroft/
2. Overview of talk
Research and development perspective
Designing 21C Learning for 21C Skills
From Instructional Design to Learning Design
Deep Learning Design
How relevant within India and UEL research into Public
Pedagogy
Publications and Questions
3. Research and development perspective
Programme Chair: European Conference on Technology
Enhanced Learning (EC-TEL 2012), Ravenscroft et al.,
2012, theme: “21C Learning for 21C Skills”
This theme is a key priority within the European Union and
constituent countries and also worldwide, as research in
instructional and learning design needs to address crucial
contemporary questions such as:
• How can schools prepare young people for the
technology-rich workplace of the future?
• How can we use technology to promote informal and
independent learning outside traditional educational
settings?
• How can we use social and mobile technologies to
promote learning?
• How does, or can, technology transform education?
4. …more about 21C Skills
New, process-oriented (cf. content-oriented)
individual and collaborative skills: critical and
creative thinking, fast and responsive
communication, problem solving and reflection,
flexibility and team-working
Modern world demands solving new problems in
innovative ways, often no longer performing
pre-defined tasks that we are trained to do
At work, shift from material labour to immaterial,
weightless production (Noss, 2012)
5. From Instructional Design to Learning
Design
Design needs to reconcile the practices and knowledge of
an institution and their courses with the reality of the
students individual and collaborative experience of
learning, two important things:
Learning contexts can vary - institution-based, flexible and
at a distance, mobile and personalised, informal learning
in the work-place – this means that increasingly we need
to take context into account in our learning design
Also, new digital literacies are being developed that we
need to exploit, esp. through the widespread use of
social media (Twitter, Facebook, Skype etc.)
6. Deep Learning Design
“Deep learning design applies profound insights from the
learning disciplines to exploit the affordances of the
technology in order to empower learners to achieve
educational goals.” (Boyle and Ravenscroft, 2012)
This means, practically:
- Clearly understand the learning problem or opportunity,
through thorough problematisation of the situation
- Investigating and defining the learning context
- Designing a new technology-enabled learning contexts
Or, an „Educational Engineering‟ approach, designing
solutions for well understood educational problems or
opportunities, not just „delivering learning content‟
7. How relevant within India?
Deep Learning Design to „reach the unreached‟?
Indian learning contexts very different from UK, EU, US!
Carefully study and conceptualise the Indian Learning contexts,
esp. those necessitating greater inclusion in the learning and
educative process
Design technology-enabled learning solutions through adapting
existing approaches or introducing new ones
New blends learning technologies, e.g. adding mobile
technologies to TV and radio to realise new and radical
learning designs
8. Is this hard to do?
“Give me a place to stand and with a
lever I will move the whole world.”
Archimedes
9. UEL Research into Public Pedagogy
„Proposed‟ International Centre for Public Pedagogy (IC-
PUP)
2 Co-Directors (Prof. Ravenscroft & Prof. Preston)
7 researchers (2 to be recruited) + 2 new staff
£2.25 Million in research income (UK, EU and US)
International collaborators (e.g. from existing projects)
Key relevant themes:
- educational development for greater social justice
- technology-enabled inclusive education
- citizenship within and beyond schools
etc.
…a vehicle for collaboration within broader consortia
10. Publications and Questions
• Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C. &
Hernandez-Leo, D. (Eds). 21st Century Learning for 21st
Century Skills. Proceedings of 7th European Conference
on Technology Enhanced Learning, EC-TEL 2012,
Sarbrucken, Germany, September 2012, Springer LNCS.
• Boyle, T. & Ravenscroft, A. (2012). Context and Deep
Learning Design. Computers and Education, Elsevier, 59,
4, pp 1224-1233
• Ravenscroft, A.,Warburton, S., Hatzipanigos, S., &
Connole, G.(2012). (Eds) Designing and evaluating
social media for learning: SI of Journal of Computer
Assisted Learning (JCAL): Vol. 28, 3.
• Ravenscroft, A. (2009). *Ed) Social Software, Web 2.0
and Learning: Status and implications of an evolving
paradigm, SI of Journal of Computer Assisted Learning
(JCAL), Vol 21, 1.
Notas del editor
These are salient questions to the field of instructional and learning design
One interesting example of this is the growth of the Creative and Digital Industries in London, a sector for which these are key skills, that is predicted to overtake ‘the City’s Financial Sector’ within the next 5 years.So crucial that learners develop these skills!
As far as the latter is concerned, I’ve Edited two Journal Special Issues on this topic of designing and evaluating social media for learning, that I’ll give you at the end.
Or, if I was to use an engineering analogy, you wouldn’t deliver a designed bridge based on easily observable characteristics of a landscape. Instead you would thoroughly examine the landscape beforehand, performing tests and experiments to define the requirements before building the bridge. And I know a bit about this, as I used to be a Metallurgist and Quality Control Manager in a previous life.