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Describing and disseminating practice in a transparent manner

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Describing and disseminating practice in a transparent manner

Describing and disseminating practice in a transparent manner

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Describing and disseminating practice in a transparent manner Describing and disseminating practice in a transparent manner Presentation Transcript

  • Describing and disseminating practice in a transparent manner Dr Alan Masson Colette Murphy Aine MacNeill
  • Background
    • Importance of describing and disseminating effective practice
    • Recognised challenges
    • Learning Design models
    • Pedagogical Models
    activist theorist pragmatist reflector visual auditory kinesthetic knowledge comprehension application analysis synthesis evaluation concrete experience reflective observation conceptualisation constructivism behaviourism cognitivisim
  • Aim
    • Capture teaching and learning processes
    • Mapping/recording process
      • Understandable
      • Generic
      • Reusable
    • Aid reflection
    • Enhance Development
    • Disseminable outputs
  • Model as a means of traversing the Learning Design continuum
  •  
  • Interdependent relationship
  • Roles
  • A worked example
  • Activity
    • Think of a learning activity you have delivered
      • It maybe a practical, a tutorial exercise, an assignment, etc.
    • Break the activity into as few or as many learning events as you chose
      • Record the sequence of learning events that took place
    • For each event describe and record the sequence of activities for:
      • The Teacher using the selected verbs
      • The Learner using the selected verbs
    • If useful - record details of the environment and the resources used to support the learning activity and the intended objectives for both the teacher and the learners
    • Complete the evaluation form of the process
  • Potential benefits
    • Powerful tool for recording practice and processes in learning activities
    • Provides a rich reflective opportunity for practitioners to review their learning activities and their design and their interrelations with students.
    • Widely understood, plain English terminology.
    • Could be used to help design and refine lesson plans and learning outcomes.
    • Could form the basis for a conversational evaluation of practice through the comparison of learner and teacher perspective models
    • Provides simple check lists and complementary teaching learning plans to assist in the adoption of the modelled practice
    • Provides the basis for a learning design transcription ‘nexus’ between face-to-face and online and vice versa
  • Thoughts? Questions?
  • Contact Details +44 28 90323202 ab.macneill @ulster.ac.uk Aine MacNeill E-Learning Development Officer c.murphy1@ ulster.ac.uk aj.masson@ ulster.ac.uk Email +44 28 90368617 Colette Murphy Staff Development Officer Telephone Name +44 28 90366064 Dr Alan Masson Senior Lecturer in Learning Technologies