Phase 2. Develop the Learning Narrative

Purpose:

This phase deals with the design of the learning experience and the activities that it contains.  This phase will be repeated for each stage of the project and identify where it is building on work from the previous stage.

Building on the work of the previous phase and using the Context Summary as a base, this phase will identify and describe, in some detail, the actual learning activities that will take place in support of the specified learning outcomes. One major purpose of this is to identify the resources that will be required.

The phase is mostly concerned with identifying what will happen and to some extent how it will happen. The phase will help to identify all the resources that are required to construct the activities required by the learning experience.  This will include resources such as lesson plans, online student material, video etc as well as, in general terms, the items that are required within Second Life, for example: a birthing unit, an interview room etc..

It primarily answers the questions around ‘What will this learning activity require?and collects all relevant information about the content of the activity.  It describes what the students and the educators will do, how they will interact and how the students will be supported.  From this description, a list of necessary resources can be derived.  At this stage the resources may just be identified and listed but not described in significant detail.

Phase Leader: Learning Designer
Suggested activities:

help pls!

Required information:

The phase needs to capture the following information for the stage under consideration :

  • a comprehensive list of the resources that will be required by the learning activity.
  • a description of the preferred form for those resources (e.g. SL activity, video, lesson plan on a wiki etc..)
  • a description of how the resources will be used (i.e. who will interact with them and in what manner)
  • a description of how the resources will interact with each other (e.g. this object will provide this information, i.e. the “Bowl of Fruit” will provide information on nutrition during normal labour)
  • identification of existing resources that will be used (or re-used) (e.g. the water pool from stage 1 now requires an animation).
  • identification of source for non-SL resources (e.g. wiki content to be created by Lead Educator, 2 minutes of machinima on construction of birthing unit required from SL team for the video etc…)

I am sure it needs to include other things – help pls

Final Document:  Learning Design Document

Once again the bulleted list of required information could provide the structure and headings for the final document.

We need to remember (and capture the information about) that at times external resource builders will need to provide content to the SL developers (e.g. content of notecards) and vice versa, e.g. SL snapshots or machinima.

Would this work? I think it works for the technical design but what else would be useful for others? Advice pls

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3 responses to “Phase 2. Develop the Learning Narrative

  1. Suggestion for “Learing Designer Activities”:

    As it has turned out, I have been responding to posts and initial designs put forward by the lead educators. But it should be noted that we have had numerous discussions leading up to their designs. So the first suggested activity would be for the learning designer to attend a meeting with the lead educator and their colleagues to discuss the context.. what did you call it? Conceptual overview? The learning designer’s task is to facilitate the development of ideas, and prompt the lead educator to write ideas up.

    Once the ideas are written up, the designer could respond with ideas of their own, and/or challenge the ideas of the lead educator, teasing out detail and heping to spawn new ideas.

    Also, I see it as the learning designers role to start working with the lead developer in then bringing these learning design ideas over to the technical design document. We haven’t done that as yet Clare.. I take it you have it all in hand? My offer to help in that remains.

    I can see from recent meetings between the midwives and Aaron, that the technical design document is not informing Aaron too well. I’m not sure if that means there is a flaw in the idea of developing a technical design document, or if its simply that we haven’t been working on getting it filled in? I know I haven’t done anything with it.. kind of waiting for your lead on that. Perhaps we’d better prioritise it this week?

  2. arwennastardust

    Thanks again Leigh, this is the kind of stuff it would be good to have in the activities section of the roadmap document.
    As to the technical design document I think the initial draft of it is derived from the learning design document and I suspect that it works best for the lead developer to do that although obviously it is in discussion with others.
    I think the conversations between the developers and the educators is possibly better done at that level – there were a lot of decisions – like the colour of the walls – that were best made between them.
    The tech design doc is gradually expanding as Aaron is building but you are right, the level of detail that Aaron requires isnt currently in the learning design document – but maybe it doesn’t need to be. Perhaps the conversations are the best place for the details to emerge from.

  3. Perhaps so.. its does seem to be the natural way to go.. although it leads to sketchy documentation, and risks misunderstandings and poor preparation and follow up. I guess we’ll see. I have a feeling that the objects are turning hard.. the photos I took for Deb aren’t actually of the important objects that need interactive stuff.. the hospital didn’t have them. Hpefully Deb and Sarah are on to it.

    There was a bit of confusion on this because Sarah has gone and authored what was essentially a technical design document of sorts, listing the objects and including links to images on the web. It seems we all missed the links, and Aaron was asking for images for things that Sarah thought she had already provided. It took us a while to realise that we were looking at the wrong document or the wrong place in the document.

    So in this example, it does seem that a technical design document was needed. Sarah needed it as a check list for herself, and Aaron needs it now as he flies solo doing the building.

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