The Mod4L project final report (of about 100 pages) was published last month. "This final report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). "
An underlying message seems to be a) it would be useful to have a clear way of representing an intervention, or session plan, or learning sequence (or whatever) so that people could judge more quickly whether it had anything they could re-use or learn from, but it is time-consuming to do this effectively, and no one way can capture all the aspects.
I must say I have always been a bit sceptical of the pursuit of generic learning designs, because of the need to tailor learning to the learning & teaching context, but certainly I do learn things from other people's teaching (even if I don't want to copy it exactly). If there were clearer ways of presenting case studies about teaching information literacy that would be a help too.
Falconer, I. et al. (2007) Mod4L Final Report: Representing Learning Designs. Glasgow: Glasgow Caledonian University. http://mod4l.com/tiki-list_file_gallery.php?galleryId=2
An underlying message seems to be a) it would be useful to have a clear way of representing an intervention, or session plan, or learning sequence (or whatever) so that people could judge more quickly whether it had anything they could re-use or learn from, but it is time-consuming to do this effectively, and no one way can capture all the aspects.
I must say I have always been a bit sceptical of the pursuit of generic learning designs, because of the need to tailor learning to the learning & teaching context, but certainly I do learn things from other people's teaching (even if I don't want to copy it exactly). If there were clearer ways of presenting case studies about teaching information literacy that would be a help too.
Falconer, I. et al. (2007) Mod4L Final Report: Representing Learning Designs. Glasgow: Glasgow Caledonian University. http://mod4l.com/tiki-list_file_gallery.php?galleryId=2
Photo by Sheila Webber: Beech tree with new leaves, Sheffield, April 2007.
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