Piers MacLean

Cybernetic principles for learning design

Purpose – This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is “learning designs” in the broadest sense.Design/methodology/approach – The approach is based on conversation theory (CT), a theory of learning and teaching with principled foundations in cybernetics. The approach to learning design that is proposed is not dissimilar from other approaches such as that proposed by Rowntree. However, its basis in CT provides a coherent theoretical underpinning.Findings – Currently, in the world of e‐learning, the terms “instructional design” and “learning design” are used to refer to the application of theories of learning and instruction to the creation of e‐learning material and online learning experiences. The paper examines the roots of the two terms and discusses similarities and differences in usage. It then discusses how the processes of learning design fit into the larger processes of course, design, development an...

Learning Design: Requirements, Practice and Prospects.

Purpose – The purpose of this paper is to describe research into the requirements, practice and prospects for the field of learning design and provide the findings of this study to date alongside early recommendations for furthering the profession in the UK.Design/methodology/approach – The paper describes the findings of a review of the literature on learning design and the studys research methodology, which comprises focus groups, an online questionnaire deployed for use in the UK, North America, Australia, telephone interviews, and surveys of higher education programmes.Findings – Initial analysis of the data indicates that learning design professionalisation and training in the UK are behind those found in other areas of the world.Research limitations/implications – The research was of an exploratory nature and thus limited. However, it shows that additional research into distinct aspects of learning design is required to explore further phenomena described in this paper.Practical implications – The ...

The human factor in learning design, research, policy, and practice

Purpose – The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes. Design/methodology/approach – In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice. Findings – Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience. Practical implications – The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences. Social implications – The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning. Originality/value – This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.

Sensemaking and metacognitive prompting in ill-structured problems

Purpose – The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems. Design/methodology/approach – Relevant research in the literatures surrounding problem structure, sensemaking, expertise, metacognition, scaffolding, and cognitive load were reviewed and synthesised in order to derive generic prompting principles and guidelines for their implementation. Findings – A framework of generic principles and prompts is proposed. Differentiation between prompts supporting cognition either within, or after an ill-structured problem-solving task was supported. Practical implications – Prompts such as those proposed in the framework developed presently can be designed into technology-enhanced learning environments in order to structure and guide the cognitive processes of novices. In addition, prompts can be combined with other learning ...

Novel application of a predictive skill retention model to technical VLE content production skills among Higher Education teachers: a case study

ABSTRACT Periods of no practice in performing a technical procedure may impact on the retention of the procedural skills required to produce VLE content. This exploratory paper reports a case study into the application of a validated skills retention model, the User Decision Aid (UDA). Use of the UDA results in a series of indicative retention rates predicting how long the procedures required to carry out Virtual Learning Environment (VLE) content production tasks will be remembered. Considerable variability in retention rates for differing VLE content production tasks was indicated. The study reveals that improvement in predicted VLE content production skills retention rates may be observed when a quality job aid is available and the mental processing complexity resulting from conducting VLE tasks is reduced. Outputs from this research can inform the design of VLEs, lead to the development of targeted training for teaching staff, and the better design of effective resources in order to mitigate skills fade in VLE content production tasks.

Opportunities for Technology-Enhanced Remedial Maths

Individuals on postgraduate and non-degree bearing courses undertaken as mid-career technological updates require a specific level of mathematical ability. An e-assessment diagnostic test is used to discover knowledge gaps and provide formative feedback. Analysis of the test results reflects student cohort heterogeneity and identifies weaker students who are shown to struggle in other subject areas due to lower mathematical ability. Instead of developing conceptual understanding of maths, these students become fixated on ‘facts’ assumed to guarantee passing the exam required to progress with their course. Technology-enhanced learning (TEL) interventions are proposed for augmenting face-to-face remedial activities. Student learning through group-work using interactive geometry and algebra visualisation software and with peer-to-peer support is proposed for further evaluation. The software allows learners to see the results of using direct mathematical input to complete a designated task with the aim of improving their perception and understanding of maths concepts and the ability to apply them in their study of physics and chemistry. A process model for combining TEL interventions with e-assessment is presented.