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design for learning – processes for active learning

design for learning – processes for active learning. Robin Graham – Christchurch Polytechnic Institute of Technology Martin Jenkins – University of Gloucestershire. Overview. definitions relationship to active learning considerations checklist and planners other models issues

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design for learning – processes for active learning

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  1. design for learning – processes for active learning Robin Graham – Christchurch Polytechnic Institute of Technology Martin Jenkins – University of Gloucestershire

  2. Overview • definitions • relationship to active learning • considerations • checklist and planners • other models • issues • where to from here?

  3. definitions • “the process of designing, planning and orchestrating learning activities as part of a learning session or programme” (JISC, 2006) • “ the process by which teachers – and others involved in the support of learning - arrive at a plan or structure or design for a learning situation” (Beetham and Sharpe, 2007) • “the different ways in which learning experiences can be structured including the sequencing of activities and interaction” (Oliver, 1999)

  4. it may include but is not limited to: • learning resources and materials • learning environment • tools and equipment • learning activities • assessment activities

  5. why learning design? • Re-use and developmental tool • Evaluation tool • Product AND process • What will best meet users’ needs? • How can this be communicated? • ….all these pedagogical activities require forethought and an explicit representation of what learners and teachers will do…make visible aspects of pedagogic practice …previously taken for granted…’(Beetham & Sharpe, 2007)

  6. relationship to active learning • ‘learners are no longer seen as passive recipients of knowledge and skills but as active participants in the learning process’ (Laurrillard, in Beetham & Sharpe, 2007, pxvii). • ‘engagement, imagination and alignment is pivotal for the organisation of learning’ (Cousin & Deepwell, 2005, p63) • ‘…learning arises from what students experience, not what teachers do or technology does ’(Boud & Prosser, 2002, p237)

  7. considerations • underpinned by constructivist view of learning (Cousin & Deepwell, 2005) • focus on design as a holistic process (ibid) • intentional and systematic but also a creative and responsive approach (ibid) • learning cannot be designed, it can only be designed for – “There is an inherent uncertainty between design and its realisation in practice since practice is not the result of design but rather a response to it” (Wenger, 1998, p233)

  8. why would you? • paradigm shift – from content to activity • making what you do explicit and transparent • not just ‘what, but ‘how’ and ‘why’ • constructive alignment (Biggs, 2003) • possibility of shared dialogue and practice • transparent focus on teaching and learning within a disciplinary context • allows for approach appropriate to situation, discipline, learning environment • active learner engagement central to education process

  9. uses for learning design • reuse • inspirational designs – facilitate understanding • running designs – provide information for implementation • development and evaluation • tools for dialogue • need different layers for different purposes

  10. ebl planner • development focus • potential as means of facilitating understanding and for evaluation and reflection • three elements • checklist • pedagogic principles • temporal plan

  11. ebl planner • checklist • reflect on practice or intent • pedagogic principles • reflection and planning • temporal plan • means of representing activities, support and resources and their inter-relationships

  12. activity • in small groups • 1 person to identify an activity that can be reflected upon or one that is planned • others act as questioners • complete checklist • produce temporal plan • 20 minutes

  13. LAMS • LAMS = Learning Activity Management System • electronic learning system provides for planning and running activities • ‘running’ representation

  14. issues • use of technologies • threshold concepts • the ‘lived’ curriculum • re-design • learner ownership • scaffolding of activities • frameworks • reflection

  15. and more issues • role of staff development • communities of practice • locus of control • UoG ‘review’ process • scaffolding of learning • ‘inspirational’ designs and • ‘runnable’ designs (Falconer et al) • granularity

  16. acknowledgement • Maori.org.nz for images

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