Learning is not a spectator sport:

1. a learning-centred design approach to course development in Moodle Presented by Vicki Marchant, Manager Teaching & Learning Initiatives, TAFE NSW Illawarra Institute Learning is not a spectator sport:

2. Learning is not a spectator sport. Students do not learn much by sitting in class listening to teachers, memorizing pre-packaged assignments and spitting out answers. They must talk about what they are doing, write about it, relate it to past experience, apply it to their daily lives. They must make what they learn part of themselves. (Chickering & Gamson, 1987)

3. Learning-centred Design • It’s a LEARNING PROCESS • Build a Learning Episode • Task & Competency are central • Scaffold with TALKing WRITing CRITIQUE, RESEARCH • Cement through REFLECTION

4. 5TAR = A Learning Process Approach • Based on 5T model from the University of Hong Kong (Dr Dianne Salter) • 5even elements are: • Task, Tutoring, Teamwork • Topics, Tools • Assessment • Reflection

5. The Design Process

6. Learning Episode is • not focused around the content to be covered • not just a learning activity • a learning process with a range of actions, chunks and resources, • multi-directional rather than strictly linear • designed around the desired outcome and a relevant context to give purpose and direction

7. Learning Episode • allows learner to decide how to proceed through the episode • makes the learning explicit (reflection) • addresses various learning styles • incorporates social learning, peer feedback • encourages and develops critical thinking, problem solving, communication skills

8. Design Tool - Matrix • Matrix to document design elements • Design process not linear – go backwards and forwards until design is complete • Ensure Elements, Assessments & Tasks align • Supports content-free design (incorporate research task into Learning Activities)

9. Design Tool - Mindmap • Reflects non-linear design process& arrangement of design elements • Suits visual thinkers/learners • Use to present learning episode & resources to learners

10. Implement the Design in Moodle • Elements of competency – upload Assessment Criteria or use Moodle web page/book or external wiki or direct link to NTIS • Assessment(s) – document or Moodle web page/book • Task/Episode Instructions – Moodle web page/book or external wiki, document, forum description… • Tutoring – forum, chat, IM, formative assessment feedback, email, web conference sessions, phone, f2f • Teamwork – wiki, forum, IM, mindmap, glossary, conference, f2f • Topics (Content) – weblinks, documents, bookmarks (learners can add to this), Moodle web page/book or external wiki • Tools – above • Reflection – personal or group blog, forum discussion, chat/conference

12. Learning Episode • Your task is to implement a simple learning design in Moodle for a class you are going to teach next term (task) • Discuss the learning episode in the handout with a partner and choose Moodle tools to use for each component (tutoring/teamwork) • Check with your Facilitator and/or discuss with other teams to see if your choices are OK (feedback/tutoring) • Add the tools in a Moodle course (task) • Show your Moodle course to the group and explain why you chose one of the tools (reflection) • Revise your Moodle course until you are happy with it then submit (assessment) • Resources: Learning episode matrix, Moodle Handout, Moodle Video

13. Discussion/Reflection • What are the challenges in using a learning-centred design approach? • What are the benefits for teachers/learners? • How might you apply it in your Moodle course development?