Conceptual Design

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Table of Contents

Conceptual Design

Learning objectives

Instructional/Conceptual design

1. Implications of learning theory

1. Boyle (1997): pedagogical design- structuring learning interactions

Implementing constructivism:‘Rich Environments for Active Learning’(Grabinger & Dunlap 1995, figure 1, layer 3)

Courseware for constructivist learning (Knuth & Cunningham 1993)

Constructivist courseware examples

Constructivist Web Based Instruction (Bostock 1998)

WBI case: Using the constructivist checklist to design a course

2. Media Selection: InteractionBoyle’s learning contexts

What sort of software to develop?A Classification (Bostock 1996)

Laurillard - learning as the Conversational Framework

A simplified conversational framework (Figure II.1)

Laurillard’s framework interactive processes in learning

Media selection: Interaction Laurillard 1993

A template for mapping media on to learning activities

Print, lecture, simple Web pages

Example: a time management simulation

Time management simulation:pre-course assessment and priming

Use of the conversational framework

Laurillard’s view of development process for designing learning

3. Content structuring: turn learning objectives into modules

Other possibilities for content structuring (Boyle 1997)

4. Instructional sequence: an objectivist approach

Gagnédemonstrating 5 types of learning outcomes

Gagné Nine instructional events

7. provide feedback on performance

Instructional events: Shuell’s Learning Functions

9. Feedbackrelevant feedback and correction

R M Gagné and K L Medsker, The conditions of learning: training applications 1996, Harcourt Brace

Author: Department of Computer Science

Email: stephen@cs.keele.ac.uk

Home Page: http://www.keele.ac.uk/depts/cs/Stephen_Bostock/sjbhome.html