Debates (learning through social interactions, collaborative, challenging discussions e.g. f2f debates, online discussions)
Experiments (Learner manipulating the environment to test personal hypotheses e.g. lab work, workshops, computer simulations)
Creates (Creating something new, producing work e.g. essays, projects, etc.)
The Learning Events (cont’d)
Explores (Personal exploration by learner e.g. literature reviews, Internet searches, information handling)
Practices (Application of theory and its assessment, to include teacher feedback- e.g. Exam, quiz, exercises, work based learning.)
Imitates (Learning from observation and imitation e.g.: where the teacher models techniques, modeling/simulation, practicals)
Meta-learns (self reflection)
Sample Flash Card Views
1. Front side - number of visual / text cues to support user
2. Reverse side - annotated with suggested verbs for each role
3. Promoting reflection - precision of verbs supports deeper reflection
4. Tactile environment - promotes (subconscious) ongoing review and reflection of modelling process
Example of a Seminar Model
Paired Activity (2)
Revisit your learning activity from earlier.
Use the cards as a prompt to describe your practice using individual learning events.
To further explore the interaction between the teacher and learner examine each learning event individually and assign verbs to describe both the teacher and learner role (see flip side of cards as a prompt).
Record this on the A3 grid provided.
Discussion and review of the developed models
Review of the current programme requirements
What are your ideal principles and model of practice for the programme?
Paired Activity (3)
In pairs map out the ideal programme
Focus on the first 4 columns of the grid
Use the supporting reference sheets
to fill out your mapping grid to include further details
to plan potential tools that could be used/applied within your learning activity for each event
Group Discussion / Activity
The ideal programme
Compare, contrast and discuss possible solutions
Agree and map out optimal design in terms of interactions and verbs
Record this along with contextual information
Where we go from here
Overall programme designed in terms of learning events and activity verbs
Modelled and animated typical learning scenarios for presentation to students
Examples of animated modelled activities
Seminar (animation, grid )
Portfolio compilation (animation, grid )
Conclusions / Summing Up??
Bennett, S. (2005) University of Wollongong http://www.learningdesigns.uow.edu.au/
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
JISC: Planning and Evaluating Effective Practice with e-Learning (2006)
Leclercq, D. & Poumay, M. (2005) The 8 Learning Events Model and its principles. Release 2005-1. LabSET. University of Liège, available at http://www.labset.net/media/prod/8LEM.pdf
Masson, A., MacNeill, A. & Murphy, C. (Botturi, L. and Stubbs, T. eds.) (2006) Case study - University of Ulster, Northern Ireland. Handbook of visual languages for instructional design: Theories and practices Idea Group , Hershey, PA