Determinación molecular del dominio de interacción MMP-13/Caveolina

Design  of  the  learning  environment  

Phase 2 of the design-based research focused on developing solutions to the problem and designing the learning intervention. During this phase of the research, draft design

guidelines were formulated and pedagogical strategies and technology affordances identified, based on the findings of consultations with practitioners (Chapter 1) and an extensive

literature review (Chapter 2).

This chapter describes the design of the professional development program that was implemented to evaluate the effectiveness of using an authentic learning framework supported by new technologies within a learning management system.

Online  learning  issues  

The following issues and suggestions, extracted from both the practitioner interviews (Chapter 1) and literature review (Chapter 2), were salient in guiding the design of the professional development intervention that was developed and implemented in the study. Factors include:

• selecting methods to encourage interaction and participation

• providing students with access to the entire course content from the start of the course

• including opportunities/incentives for quality online discussions • educating students to take more responsibility for their learning • allowing time for students to explore and learn about new technologies

• providing examples of instructional design strategies and how online pedagogies and web technologies could be used to achieve the desired learning outcomes • including opportunities to network with peers and fostering community of

learning.

One possible solution for improving the quality of online learning in higher education—that was tested in this research project—was to create an online professional development course based primarily on the components of the Community of Inquiry (CoI) model and the principles of authentic learning. This course would enable practitioners to design their own

authentic learning courses while experiencing online learning as learners themselves and networking with their peers.

Potential  design  principles  

The literature review conducted in Phase 1 identified a range of potential design principles that could be used to guide the design and development of the intervention. In particular, these included: principles of authentic learning and elements of authentic tasks (Herrington et al., 2010) and components of the Community of Inquiry model (Garrison et al., 2000) as a

priori principles for implementing an effective student-centred authentic learning

environment. Two other key concepts underpinning the framework are: learning with technology (Jonassen, 1994) and the use of a variety of open educational resources (Hylen, 2006). How these principles and concepts relate to one another is shown in Appendix 16. Herrington’s principles of authentic learning were derived from an extensive analysis of the literature produced by leading researchers principally between 1985 and 1995 to identify key features for effective situated learning. Over the ensuing years, educators and researchers have developed principles, guidelines and frameworks based on social constructivist theories of learning in their quest to design and implement effective e-learning in different contexts. A more focussed analysis of the literature was conducted in Phase 2 of the research study to determine other principles that might guide the design and development of the proposed professional development solution. In particular, the analysis focused on publications released after 2000 that discussed authentic learning (Grift, 2009; Lombardi, 2007a; Wiggins, 2009) or student-centred approaches similar to authentic learning such as: project- based learning (Grant, 2002, 2011; Helle, Tynjala & Olkinuora, 2006), problem-based learning (Hmelo-Silver, 2004; Savery, 2006) and work-based learning (Billett, 2002; Thalheimer, 2010; Warner et al., 2012). Other models, principles and strategies associated with online learning were also considered such as: adult learning (Johnson & Aragon, 2003; Kop, 2008), active learning (Berge, 2002; Pan & Hawryszkiewycz, 2004), communities of inquiry (Anderson, 2008c; Anderson et al., 2001), deeper learning (Carmean & Haefner, 2002) and other effective educational practices (Crawford-Ferre & Wiest, 2012; Green et al., 2010; Kim & Bonk, 2006; Koohang et al., 2008; Kuh et al., 2004; Levin-Goldberg, 2012; Maor & Volet, 2007a; National Survey of Student Engagement, 2010; Pelz, 2004; Stewart et al., 2009).

The resulting principles were mapped against Herrington’s (1997) elements of authentic learning to determine if any elements should be added, modified or eliminated (Appendix

17). The analysis indicated most elements of authentic learning that Herrington (1997) identified are still considered to be critical components for effective online learning, although some previously identified principles, such as editorial policy (see authentic context) and appropriate incentive structures (see collaborative construction of knowledge), were not specifically reflected in the current literature.

Contemporary literature placed more emphasis on social, cognitive and teaching interaction, multiple communication methods and technology literacy. Given the rapid advances in technology in recent years and our connected world of work, it was not surprising that including opportunities for learners to access a range of social technologies—to encourage interaction and support the development of a community of learners—were seen as important components for creating effective online learning environments. Garrison, Anderson and Archer’s (2000) Community of Inquiry (CoI) model, described in Chapter 2, was identified as a potential framework for integrating social, cognitive and teaching

interaction and for guiding the selection of appropriate technological supports and resources for the online course.

The following draft framework for designing and implementing authentic online learning was derived from the literature analysis described above and in Chapter 2.

Draft  principles:  Authentic  online  learning  framework  

The draft framework, shown in Figure 9, is based on a holistic view of learning and teaching and incorporates a number of existing frameworks: learner needs (Partnership for 21st Century Skills, n.d.), elements of authentic learning and tasks (Herrington et al., 2010) and components of the Community of Inquiry (CoI) model (Garrison et al., 2000). Two key concepts that underpin the draft framework are: meaningful learning with technology (Jonassen et al., 2008) and using open educational resources (Hylen, 2006).

Figure 9: Draft framework - Authentic online learning (AOL)

The intention of the draft framework is to support the acquisition of higher-level knowledge and skills across three domains of learning: affective, cognitive and conative. The draft framework is comprised of five principles to assist educators to develop authentic, interactive and engaging online learning experiences:

1. Learner needs: Clearly articulate the course goals, target audience, and learning objectives to help learners identify if the course is appropriate for them

2. Authentic learning environment: Identify an authentic context and develop an environment that accommodates learners’ privacy and encourages transparency and sharing

3. Authentic tasks: Create authentic tasks that enable learners to actively apply the attitudes, skills and knowledge to produce meaningful polished products as they would in real-work/life situations

4. Learning resources: Provide access to a range of social, cognitive and teaching resources and take advantage of the affordances of new web technologies and open educational resources

5. Learning supports: Select pedagogical and technological supports to promote social, cognitive and teaching presence.

Appendix 18 lists each of the resulting draft principles, identifies guiding questions and provides generic suggestions for how each of the draft principles could be instantiated in the course design to develop an authentic online learning experience for students. The draft framework was used to guide the design of the Authentic eDesign course, an innovative authentic online professional development course for higher educational practitioners.

Course  design  

The design of the learning environment plays an important role as, “pedagogy and software design are closely intertwined in online learning – the ‘shape’ of the software can help or hinder the teacher in what they are trying to do” (Pedagogy, 2010, para. 14). A detailed explanation of each of the principles of the framework, and how they were instantiated as components in the course, are described in this section.