Educational Design

We have just had our UCTL Open Day, five 30 minute sessions and a keynote from Sandra Wills, the director of CEDIR They are a unit with some similar functions to ours.

Their byline:

Centre for Educational Development and Interactive Resources

The University of Wollongong is committed to excellence in learning and teaching.
CEDIR facilitates and supports continuous development of high quality teaching and learning practices, products and services for the University of Wollongong community.

They are a very mature unit in the work they do, and we can learn a lot.

Met Sarah Lambert who came over with Sandra, who I had only seen as the name on a few papers, passed on courtesy of Lyn Williams. She has a strong project focus to her Educational design work (which she refers to as Learning Design), with three major strands:

1. A Project Model approach, consult, service agreement (we call them service level agreements), focus on teaching/learning outcomes – and evaluation, ownership, clarity . . . .

2. Task analysis when consulting with academics. The Learning Design Model (from AUTC, written up in Online Learning Design For Dummies: Professional Development Strategies For Beginning Online Designers – Ron Oliver and Jan Herrington, Edith Cowan University) elrond.scam.ecu.edu.au/oliver/2002/edmedia1.pdf

threefoldmodel.jpg

Ask the question: for each task, what support is needed, and what resources are needed. (Following on from Derek Wenmoth’s model, Resource and Discourse etc, I used t try to fit more into this analysis and approach than it can stand. The next bit helps enormously)

3. Interaction analysis. What they call the Pizza model. An analysis of interactions which can be used in a consultation. Based on the Learning Activity Model developed by Richard Caradine. Took me a while to find it on the web, it is being written up into a book soon to be published. I’ve had a look at an advance chapter, and it will be worth getting.

pizzamodel.jpg

There are five aspects: what interactions occur (self ie reflection, resources, facilitation and peers) and what resources are provides. Magic happens (according to Sarah) when this lens is passed over a course. More later.

Interesting: I use the Project approach and the Learning Design Model already – but it’s got a bit twisted as I’ve tried to make it fulfil another funtion (analysis of a course). Richard’s model (as Sarah uses it) is just superb. The time with Sarah here has helped me value what we do a little more.

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