REF2014 Impact Case Study: The Use of Digital Video in Transforming Teaching and Learning from a Subject Based to an Interdisciplinary Approach
The DiAL-e Framework (DiAL-e: Digital Artifacts for Learner Engagement) originated in 2006, designed to support educators to use digital resources (artefacts) effectively based on learning and teaching intent, rather than on 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 and provide as much as we can through this website.
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 a series of spaces in which learning takes place.
We have defined the learning outcomes in terms of what the learner does, actively, with any given digital artifact. 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, 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 prioritised the learning objectives (non-assessed) or outcomes (assessed) that the learner is expected to DO with the artefacts, over and above the actual content.
The rationale for this is that many tutors when searching any archive or database have 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 base don their learning intentions, other tangential resources may be even more effective.