Introduction to 3 representations


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Introduction to 3 representations

  1. 1. Introduction to three design representations
  2. 2. Background to the Course map <ul><li>Course map: As part of our Learning Design/Course Business Models work we have been developing a number of views of a course. One is a Course Map (or at a glance) view, which represents the course in terms of four categories: </li></ul><ul><li>Content and Activities </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>Guidance and Support </li></ul><ul><li>Reflection and Demonstration </li></ul>
  3. 3. Course map view: Course title Course summary Level, credits, duration, key details Key words Descriptive key words for the pedagogic approach, special features Guidance and support How will students be supported physically and online? Do they have a guided learning pathway? Support resources? Human resources? Communication and Collaboration How will students communicate and collaborate (online, face to face)? Student/ tutor communication and collaboration? Peer communication and collaboration? Content and activities How is the course delivered (physical vs online)? Course team created vs student created content? Types of activity? Reflection and Demonstration Will this be online or paper based? Formative (including diagnostic) assessment strategy? Summative assessment strategy? Recorded reflection?
  4. 4. <ul><li>This representation is designed to help us communicate the different types of student activities across a course or sequence of learning events. The work derives from a learning activity taxonomy (Conole, 2007; Conole 2008) that characterises the types of tasks learners undertake into six types: </li></ul><ul><li>Assimilative (attending and understanding content), </li></ul><ul><li>Information handling (e.g. gathering and classifying resources or manipulating data), </li></ul><ul><li>Adaptive (use of modelling or simulation software), </li></ul><ul><li>Communicative (dialogic activities, e.g. pair dialogues or group-based discussions), </li></ul><ul><li>Productive (construction of an artefact such as a written essay, new chemical compound or a sculpture) and </li></ul><ul><li>Experiential (practising skills in a particular context or undertaking an investigation).  </li></ul><ul><li>In addition the tool looks at the spread of assessment across the course or sequence of learning activities </li></ul>Background to the Pedagogy profile
  5. 6. <ul><li>Learning outcomes view: This representation maps a learning design at the meso- (middle or intermediate) level. It provides a view which shows how the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course or module. This view is informed by John Biggs’ work on Constructive Alignment (Biggs, 1999). The premise behind constructive alignment is twofold: </li></ul>Background to the Learning Outcomes view <ul><ul><li>Students construct meaning from what they do to learn </li></ul></ul><ul><ul><li>The teacher aligns the planned learning activities with the learning outcomes </li></ul></ul>
  6. 8. <ul><li>Who might be interested in seeing these views? </li></ul><ul><li>How useful might it be to compare your designs with other course designs. What might this comparison tell you? </li></ul><ul><li>  At what point or points in the course design process do you think course teams should complete these visualisations? </li></ul><ul><li>(For support teams) How might this 'at a glance' representation support discussions with course teams about the resources, tools, advice and activities your unit offers? </li></ul>Discussion:
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