Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e-learning materials

Multi-disciplinary teams and stakeholders are involved in the production of e-learning materials and all have differing and valuable perspectives. A range of factors such as availability of new learning technologies, pedagogy or the learning market, may direct the design process. This article argues that a constructivist methodology for course design enables a project manager to build on all contributors’ perspectives in a “bottom up” rather than a “top down” approach and be aware of any weaknesses and undesirable dominating influences. Concept mapping provided the basis for an e-learning development project at the University of Surrey to develop such a constructivist methodology. The design team and wider stakeholders each produced individual concept maps and were analysed to identify both commonalties and unique contributions that might influence design. The project manager then integrated the individual maps to produce an overall map of the project and found the process valuable for a more critical and holistic approach to directing the project. Introduction The design of e-learning activities (like the design of educational multimedia products) requires co-ordinated teamwork. Boyle (1997), for example, reports that web-based learning development work is likely to require the expertise of subject or academic specialists, instructional design, expertise in web page design and production, web programming, editorial skills, course management and marketing. It is very unlikely that any one person can provide all these abilities and e-learning projects therefore tend to rely on the work of teams to achieve their aims. Good design will be the best possible integration of all the views and know-how of the design team and will also take account of the perspectives of a wider community of stakeholders. 06_Hug 10/10/2001 1:53 pm Page 557 (Black plate)