Adaptation and personalisation

We investigate the complexity of mutual interaction between learner, teachers and educational software developing new approaches for educational content adaptation, personalising the support and educational services to teachers and learners. Our aim is to create new opportunities for knowledge communication and learning meeting unique and specific needs, characteristics and preferences of individuals, groups and communities . We employ state-of-the-art technologies, such as ontologies,† artificial and nature-inspired intelligence paradigms, user modelling, and data mining, aiming to strike a balance between technologies, learners/teachers and their environments, between adaptation and accommodation.

Learning Design Support Environment for Lecturers
Friday, 11 July 2008

Professor Diana Laurillard

Project Director
Diana Laurillard

George Magoulas

Co-Investigator
George Magoulas

Project Details
Funded by TLRP/ESRC/EPSRC
Sept 2008 to August 2011

Project Website
under development

Keywords
Learning design,
pedagogy,
learning patterns,
professional development

 

Learning Design Support Environment for Lecturers

Summary

Our main focus is to discover how to use digital technologies to support teachers in designing effective technology-enhanced learning (TEL).

We assume that:

  1. teachers will be required to use progressively more TEL;
  2. the teaching community should be at the forefront of TEL innovation;
  3. the development of new knowledge about professional practice, should be carried out in the spirit of reflective collaborative design; and
  4. the technologies for collaborative learning are equally applicable to teachers' professional development.

Project goals

  1. Research the optimal model for an effective learning design support environment (LDSE)
  2. Achieve an impact of the LDSE on teachers' practice in designing TEL
  3. Identify the factors that are conducive to collaboration among teachers in designing TEL
  4. Embed knowledge of teaching and learning in the learning design software architecture
  5. Improve representations of the theory and practice of learning design with TEL.

Collaborating Partners

  • Institute of Education, University of London
  • Birkbeck College, University of London
  • University of Oxford
  • London Metropolitan University
  • London School of Economics and Political Sciences
  • Royal Veterinary College
https://sites.google.com/a/lkl.ac.uk/ldse/Home

Expected outcomes

  • test of the viability of the design tool
  • factors that affect pedagogic design in TEL
  • specification for a full system working across disciplines, institutions, and sectors
  • clarify requirements of a learning design process for implementation as software
  • make learning theory and good practice more accessible
  • accelerate lecturers' understanding of how best to use TEL.

References

Laurillard, D. (2008) ėThe teacher as action researcher: Using technology to capture pedagogic form', Studies in Higher Education, 33 (2), 139-154.

 

Laurillard, D. (2008). Open teaching: The key to sustainable and effective open education. In T. Iiyoshi & M. S. Vijay Kumar (Eds.), Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge. Boston: MIT Press.

Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1), 5-20.

Laurillard, D., & Masterman, E. (2009). TPD as online collaborative learning for innovation in teaching. In O. Lindberg & A. D. Olofsson (Eds.), Online Learning Communities and Teaching Professional Development: Methods for Improved Educational Delivery. Berlin: Springer.