DiAL-e Publications | DiAL-e Presentations | DiAL-e Exemplars
The DiAL-e Framework (DiAL-e: Digital Artefacts for Learner Engagement) originated in 2006 and was designed to support educators in using digital resources (artefacts) effectively, based on learning and teaching intent rather than content. Professor Kevin Burden (Hull) and Dr Simon Paul Atkinson have been developing the framework which was inspired by a JISC project (2006-2008) to support the take-up of digitized artifacts from the NewsFilm Online project. Sadly, much of the JISC materials produced appear not to be curated and are no longer available. However, we will try to provide as much as we can through this website.
REF2014 Impact Case Study: The Use of Digital Video in Transforming Teaching and Learning from a Subject Based to an Interdisciplinary Approach
In its simplest form, the framework is a matrix consisting of 2 axis.
The first axis contains 10 learning outcomes (vertical), and the second axis contains a series of spaces where learning takes place.
We have defined the learning outcomes in terms of what the learner actively does with a given digital artefact. This assumes that learning activities are constructed with learning objectives in mind. We have provided elaborations of the learning intents themselves and are suggesting ways in which space might change the articulation of that design. Our work to date is focused on, though not exclusively, on tertiary education practice.
This is a very brief 5-minute introduction to the DiAL-e (2011).
Feel free to watch the following introductory video in which the authors of the framework, Kevin Burden and Simon Atkinson, explain how it was developed.
The Digital Artefacts for Learner Engagement (DiAL-e) is a framework to support educators in the effective use of digital resources (artefacts). The framework was originally designed to use film archive footage but has since been used to support a range of digital content, from maps, cartoons, still images and newspapers.
The underlying principle of the framework is that it prioritises the learning objectives (non-assessed) or outcomes (assessed) that the learner is expected to DO with the artefacts, rather than the actual content.
The rationale is that many tutors, when searching archives or databases, adopt a content-driven perspective and, failing to find the precise example they seek, give up on that resource. We believe that if tutors are seeking to engage students based on their learning intentions, other tangential resources may be even more effective.