Helen Walmsley: The e-Design Template: a pedagogic guide for elearning designers http://www.ld-grid.org/workshops/ASLD11

1. The e-Design Template: a pedagogic guide for e-learning designers
Helen Walmsley, e-Learning Models coordinator, Staffordshire University
Abstract
The e-Design Template is a simple (Word-based) pedagogic template that guides teachers and tutors when planning
e-Learning. It highlights a small number of principles for good e-Learning and invites users to focus on learning
activities that embed these principles. The template suggests activities for a range of delivery patterns including
distance and blended learning and can be used to design curriculum-focused or tool-focused e-Learning. It has been
used successfully to design small courses, whole awards and to review existing e-Learning designs, and is available in
an online community of practice that discusses and develops the template and the associated e-learning activities.
Introduction
The ‘eLearning Models’ project was launched at Staffordshire University in May 2006 as one of a number of
initiatives aimed at loosening some of the perceived barriers (Stiles & Yorke, 2006) as well as enhancing the quality
and agility of e-Learning development at the University. Early objectives for the project included the development of
representations of approaches to e-Learning which modelled good practice and which, it was hoped, would guide
the adoption of e-Learning by novices and more experienced practitioners alike (Walmsley & Yorke, 2010). A set of
models from a range of existing writers was gathered and made available in a community of practice.
A community survey in Oct 2009 suggested that linking the models closely to research outputs was important and
feedback also revealed that members value the ability to share their experiences of designing and using technology
for teaching and learning, reflect on their use and learn from each other in a supportive community of practice.
Following this, it was decided to develop a new set of principles for quality e-learning from the existing models and
research and map the models to it. Links to research would also be made clearer as well as ways to enable the
development of new models for emerging technologies. From this, the new e-design template emerged and this has
now been used successfully in a range of community activities and staff development sessions.
Principles
A number of key learning principles were selected as the most appropriate to guide the planning and design of e-
Learning by tutors. These were gathered from a range of writers (see bibliography) and summarised as:
E-Learning is designed in timed chunks that emphasises time on task and expectations
E-Learning is assessed using a range of types (self/peer/tutor) and options/choices
E-Learning includes a variety of interactions between student/ tutors/ peers/ externals
E-Learning is accessible, activity-led, collaborative and designed in phases that support, scaffolds and
increases learner independence
See figure 1 for an illustration
The e-Design Template: a pedagogic guide for e-Learning Designers. Helen Walmsley 2011 Page 1

2. Self-organised Learner
Tutor facilitates, student integrates, develops understanding and skills, open
projects
Range of student managed peer/tutor/external interactions,
Range of summative/student designed assessment, presentation of portfolio
Increasing
diversity of
interaction
Facilitated Investigation
Tutor coaches, student adopts, knowledge construction, open activities
Range of tutor managed peer/tutor/external interactions,
Range of self/peer/ student-designed assessments
Guided Exploration
Tutor guides, student extends, knowledge exploration, closed activities
Range of student managed peer and tutor interactions,
Range of self/peer formative assessments
Active Induction Increasing
Tutor instructs, student accesses multi-media accessible resources,
diversity of
socialisation, closed tasks
Range of tutor managed student-tutor interactions assessment
Range of self/tutor diagnostic/formative assessment
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9
Figure 1: Best Practice Principles for e-Learning
Delivery Patterns
The principles were then used to develop a range of suggested models for a selection of delivery patterns to suit a
range of contexts, technologies and staff and student skills.
Distance e-Learning: All teaching and learning is online with a focus on collaborative and group work. This
will include a range of activities including online discussions, online tutorials, accessing online resources,
creating and sharing resources, online assessment etc. See figure 2 for an illustration of this model.
Blended e-Learning (integrated): This includes online activities to prepare for and reflect on classroom
sessions. Each teaching and learning session is planned with three integral parts: (1) an online preparation,
(2) the face-to-face and (3) an online reflection, follow-up, assessment etc part.
Blended e-Learning (concentrated): In this model students have some face-to-face sessions, but study
mainly online. The face-to-face sessions will include lectures/workshops/labs etc and the online learning will
include online discussions, online tutorials, accessing online resources, creating and sharing resources, online
assessment etc.
e-Supported: In this model, all teaching is face-to-face, but students have access to a wide range of
resources and informal learning opportunities online.
The e-Design templates for each delivery pattern include a range of suggested activities that map to the principles.
The activities are those suggested for the currently available tools and technologies at the institution. The activities
are expressed in simple language that describes the essence of the learning activity that the student would be
engaged in. The activities include those that are in common use and suggestions that are more innovative. See
Figure 2 for an example for distance learning.
The e-Design Template: a pedagogic guide for e-Learning Designers. Helen Walmsley 2011 Page 2

3. Principles Active Guided Facilitated Self-organised
Induction Exploration Investigation Learner
E-Learning is Join online discussion Contribute to online Lead online discussion Plan and moderate online
designed in timed discussion discussion
chunks that
emphasises time on Read/share online case Read/share and respond to create and use online case develop online case study
task and studies in forum online case studies in forum studies in forum from own experience and
expectations share in forum
Join group for online Contribute to online Plan and participate in online design and participate in
E-Learning is collaboration on wiki collaboration in wiki collaboration in wiki online collaboration with
assessed using a peers in wiki
range of types Use online reading list and Create and share accessible create and use accessible E- produce and use accessible
(self/peer/tutor) and web links E-resource (e.g. PPT, Doc, resource with peers (e.g. PPT, E-resource with peers and
options/choices video, Pebblepad page etc) Doc, video, Pebblepad page externals (e.g. PPT, Doc,
etc) video, Pebblepad page etc)
E-Learning includes a Access RSS feeds and Problem solving – modelling Problem solving – decision Problem solving in
variety of announcements on mobile tasks or content in making with simulation simulation
interactions between simulation
student/ tutors/ Self-assessment via quiz Self-assessment via create online quiz and share Professional colleague
peers/ externals quiz/model answers with peers feedback on authentic work
E-Learning is Students follow tutor on Evaluate information Peer-assessment using evaluate E-learning in
accessible, activity- Twitter for news and sources in forum marking criteria survey
led, collaborative and updates
designed in phases Students discuss marking Students refer to marking Students evaluate and
that support, criteria in forum criteria reflect on process of
scaffolds and learning in Pebblepad
increases learner
independence
Figure 2: e-Design Template for distance e-Learning
E-Learning activities/tools / subjects
The e-Design template is scalable and can be used to design an award, module or lesson. In addition, the template
can be used to illustrate suggested activities that map to the principles for a particular tool or technology. Models
have been developed for a wide range of learning activities/tools including: e-portfolios; Virtual worlds; Blogs; Social
bookmarking; Online discussion; e-assessment; Electronic Voting Systems; Mind maps; Podcasting; Twitter; Web-
conferencing; Wikis; Digital Storytelling; Mobile Technologies; Interactive Whiteboards. Work is progressing on
models for subject areas that will suggest online activities suitable for different disciplines mapped to the principles.
Case studies / community
The e-Design Template, suggested templates for delivery patterns, activities and tools have all been shared with the
online community and suggestions, comments and additional activity ideas have been incorporated into the ongoing
development of the models. A number of case studies illustrating a variety of e-learning designs on the e-Design
Template have been contributed for sharing in the community. A blank template can be downloaded and used freely
to create e-learning activities for new contexts and emerging tools. To join the community and access the materials,
please go to: http://learning.staffs.ac.uk/bestpracticemodels/
Conclusion
The e-Design Template has been developed from a range of research writings and in conjunction with a community
of practice. It is a pedagogical guide to designing e-learning that can be used by novice developers, experts and those
reviewing their e-learning designs. Feedback from users suggests that it is simple to use and easy to share and
always in Beta!
The e-Design Template: a pedagogic guide for e-Learning Designers. Helen Walmsley 2011 Page 3

4. References
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Retrieved August 2, 2011, from http://www.tltgroup.org/programs/seven.html
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The State of Cooperative Learning in Postsecondary and
Professional Settings. Educational Psychology Review, 19(1), 15-29.
Laurillard, D. (1993). Rethinking university teaching: a framework for the effective use of educational technology.
London: Routledge.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-based Practices in Online
Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education. Retrieved
from http://edicsweb.ed.gov/edics_files_web/03898/Att_References and Glossary.doc
Nicol, D. (2009). Assessment for learner self-regulation: enhancing achievement in the first year using learning
technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352.
Race, P. (2010). Making Learning Happen: A Guide for Post-Compulsory Education (2nd ed.). London: Sage
Publications Ltd.
Salmon, G. (2004). E-Moderating: The Key to Online Teaching and Learning. London: Routledge.
Stephenson, J., & Coomey, M. (2001). Online Learning: it’s all about dialogue, involvement, support and control
according to the research. In J. Stephenson (Ed.), Teaching and Learning Online: New Pedagogies for New
Technologies (Creating success) (p. 239). London: Kogan Page.
Swan, K. (2005). A Constructivist Model for Thinking About Learning Online. In J. Bourne & J. C. Moore (Eds.),
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Walmsley, H., & Yorke, J. (2010). eLearning Models: a Web 2.0 approach to staff development in Higher Education. In
D. Parkes, L. Hart, & G. Walton (Eds.), Web 2.0 and Libraries: Impacts, Technologies and Trends. Oxford:
Chandos Publishing (Oxford) Ltd.
Waterfield, J., & West, B. (2006). Inclusive Assessment in Higher Education: A Resource for Change. [Online].
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Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity (Learning in Doing: Social, Cognitive
and Computational Perspectives). Cambridge: Cambridge University Press.
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