Using the LAMS Activity Planner to design e-learning activities

The role of LAMS Activity Planner in designing learning using technology is the same as with any other learning design but, there are a number of additional factors to consider: most importantly, deciding on the locus of control and working within the available resources. Technological capabilities dictate not how much learner control is supported, but how much is possible. They determine not what should be, but what could be (Hannafin & Land, 1997), hence technology can be used to personalize learning or depersonalize it.

The use of technology in teaching and learning is growing rapidly, with many claims for its increasing impact on the processes and outcomes of teaching and learning. Much of this is occurring in an ad hoc way, driven by the technology itself (Boud & Prosser, 2002). Many of the developments adopt a teacher-focused rather than student-focused perspective in the process of translating teaching practices into new forms. They involve designing and presenting materials using new technology rather than utilizing knowledge of how students' experience learning through the technologies. It is suggested that pedagogical planners could offer some alternatives.

In addition to the teaching and learning benefits of e-learning, there are also benefits to lecturers in the increased efficiency of tracking and monitoring students' progress. Yet despite these potential benefits, e-learning is still not uniformly adopted across the disciplines, or even within individual institutions (Knight, 2004). Making the move towards e-learning presents lecturers with a complex set of challenges — they may need to develop new skills, embrace changes in the nature of their role and then reassess the pedagogies they employ. In many cases of "e-learning transformation," teaching and learning approaches have often simply been re-hosted, not re-defined (Hannafin & Land, 1997).

The LAMS Activity Planner provides lecturers with step-by-step guidance that helps them make theoretically informed decisions about the learning activities, tools and resources they will need to attempt e-learning with some confidence.

A note about the higher education environment

Designing learning for the higher education environment is a complex task: learning materials need to take into account different student ability levels, learning approaches, media and curriculum. Learning Design is a professional discipline in which many of our university lecturers have no formal training. However, the LAMS Activity Planner has been developed to address this situation by providing good guidance, inspiring examples, and supportive advice.

References

Boud, D., & Prosser, M. (2002). Appraising new technologies for learning: A framework for development. Educational Media International, 39 (3/4), 237.

Conole, G., & Weller, M. (2007). The Open University Learning Design Project. Proceedings of the European LAMS Conference 2007: Designing the Future of Learning. Greenwich, UK.

Falconer, I., Beetham, H., et al. (2007). Mod4L final report: Representing learning designs. London.

Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology 21 (1): 82-101.

Hannafin, M., & Land, S. (1997). The foundations and assumption of technology-enhanced student-centered learning environments. Instructional Science, 25, 167-202.

Knight, S. (2004). Effective practice with e-learning: A good practice guide in designing for learning.