ALT-C 2009 Pedagogic Innovation

Pedagogic innovation
4 short paper(s)
119 Using QR Codes in Teaching and Learning: Delivering the dream
Andy Ramsden

QR codes. Mobile/webcam scannable images (2D barcodes) that with the right software will translate into defined pieces of information/tasks. i.e. URL, some text, a pre-defined SMS message.


Library dynamically generates QR codes, their code is free and they can send it.


125 It’s a nice place to visit but I wouldn’t want to live there: using the ‘Visitor-Resident’ principle to guide approaches to the participatory web.
David White, Marion Manton


Is it like Natives and Immigrants? Which basically meant old people don’t understand stuff.

Visitor/Resident isn’t the same sort of thing. It’s a sliding scale, but best described as 2 distinct things.

Visitors, when they log off, leave nothing behind. Residents partially live online, they have a persona online which partially remains behind when they log off.

Resident likes being communal, but that doesn’t necessarily mean they are collaborative. Can workk autonomously as part of a collective. Not a hive mind. Micro-celebrity, the individual as a brand.

Being adept at one technology doesn’t necessarily translate to being good at another.

Visitors want to use the internet for s specific task, but won’t go beyond that. Goal oriented.

Educational culture isn’t a skill.

need to understand how/why to use something in order to /use/ it. teaching someone how to point/click use it doesn’t mean they ‘get’ it.

Need to understand which of your students are visitors or residents, proportional, and then understand the technology, is it a tool or is it a space?

Not about academic or technical skills, but about culture and motives.

271 Beyond 9 to 5: Learning and community design to support flexible working
Helen Whitehead, Liz Cable


203 Sketching interviews: a method to elicit internal representations for the design of learning support systems
Brock Craft

Attributes/elements of learning design.

A lot of interpretation of drawings/sketches and translating it into implementation in order to design ‘good’ UI for learning.

ALT-C 2009 VLEs and design

VLEs and design
3 short paper(s)
132 We had a dream of replacing our VLE, now begins the responsibility of using these tools to enhance the teaching, learning and assessment experience.
Catherine Ogilvie, Jacqui Nicol, Emma Kennedy

Two year project to design and implement Moodle.

One year on from going live, a lot of use of static pdf/ppt content. But increasingly more interactive content.

Integration of other tools

  • portfolios
  • Turnitin
  • QuestionMark Perception

All new staff do PgCert HELT (similar to PGCHE) that uses Moodle as part of it’s delivery.

Other support available

  • elearning sessions
  • helpdesk support
  • one-2-one support
  • sharing ideas and best practice
  • online sessions ‘facilitating online learning’
  • promoting interactive tools

Lessons Learned:

  • don’t over-rate communication
  • flow of information and data integrity
  • regular meetings and updates


  • staff training delivered too early – when they came back to start teaching, they had forgotten their march training
  • inevitable change in core features
  • migration and structure of content not straightforward
  • clear understanding of departmental needs
  • lack of appreciation of administrative processes
  • desire to have similar tools to the old VLE
  • better communication
  • need for clear processes and procedures
  • scalability issues
  • content management problems


169 When Harry met Sally: can a ‘bricolage’ approach integrate with a systems-informed modular design?
Carmel de Nahlik, John Beech

‘You are encouraged to strive to be an internationally recognised scholar, but your day-to-day working life is dominated by bureaucratic procedures designed by people who sometimes fail to be recognised on their own corridor.’

Last week’s THES –

Object reuse, research methods, learning objects


279 Pedagogy meets Ontologies: Knowledge Representation for Creative Learning Design
Patricia Charlton, George Magoulas, Diana Laurillard

Design of LDSE ontology

  • share concepts and meaning within the project
  • enable others to build on our work
  • first attempt to create a model about theory and practice
  • first attempt to address inclusion of multiple theories
  • definition and use about what we mean by theory in learning design

Visual example of an ontology (using blooms taxonomy)

Core design to include theory and practice.