A Learning design toolkit for creating effective learning activities Gráinne Conole, Karen Fill and Chris Bailey University of Southampton SSeLF workshop, Southampton 21 st July 2005

The problem… Gap between the potential of the technologies (confusion over how they can be used) and application of good pedagogical principles (confusion over which models to use) Plethora of tools and resources Enormous potential but underused Wealth of knowledge about learning Didactic/behaviourists models predominate

Gap between the

potential of the technologies

(confusion over how they can be used)

and

application of good pedagogical principles

(confusion over which models to use)

Methodology Reviewed Learning theories and identified key elements of learning Definition of a learning activity Distil out Geographers’ implicit thinking Definition of a learning activity and its components Relationships between components Mapping and reality check with real examples

Reviewed

Learning theories and identified key elements of learning

Definition of a learning activity

Distil out Geographers’ implicit thinking

Definition of a learning activity and its components

Relationships between components

Mapping and reality check with real examples

Learning Activity Toolkit Guides teachers through the process of articulating their information needs Results in the production of a ‘lesson plan’ for a particular learning activity Prompts and supports teachers as they create or modify learning activities, Which pedagogical approaches and Which tools and resources

Guides teachers through the process of articulating their information needs

Results in the production of a ‘lesson plan’ for a particular learning activity

Prompts and supports teachers as they create or modify learning activities,

Which pedagogical approaches and

Which tools and resources

Learning activity components Context Subject, level, learning outcomes, environment, etc Learning and teaching approaches Theories and models Tasks Type, techniques, tools, resources, interaction, roles Assessments Type, techniques

Context

Subject, level, learning outcomes, environment, etc

Learning and teaching approaches

Theories and models

Tasks

Type, techniques, tools, resources, interaction, roles

Assessments

Type, techniques

Experiential Practicing Mimicking Experiencing Productive Creating Producing Writing Drawing Composing Synthesising Communicative Discussing Presenting Debating Adaptive Modelling Simulation Info Handling Gathering Ordering Classifying Selecting Analysing Manipulating Not assessed Diagnostic Formative Summative Adaptive Simulation Modelling Virtual worlds Communicative Chat Chat Email Discussion boards Mailing lists Weblogs Productive Spreadsheets Databases Narrative Audio Image Text Video Web page Interactive Libraries Portals Search engines Indiv learner Group leader Coach Participant Mentor Supervisor Rapporteur Facilitator Deliverer Pair person Presenter Peer assessor Moderator 1 – many Group based Class based 1-1 S to S 1-1 S to T Individual Artefact Assignment Brainstorming Buzz words Defending Dissertation Drill & practice Essay Exercise Fishbowl Ice breaker MCQ Mindmaps Negotiating Pair dialogues Performance Portfolio Product Question & answer Resource-based Role play Rounds Short answer Snowball Debate Test Voting Assimilative Reading Viewing Listening Assessment Tools & Resources Roles Interaction Technique Type Types of learning activities

Making the link Pedagogical approach – didactic Learning outcome – knowledge Tasks – assimilative Assessment - focusing on re-production of knowledge MCQs, drills, short answer, essays Tutor feedback, tutor assessed

Pedagogical approach – didactic

Learning outcome – knowledge

Tasks – assimilative

Assessment - focusing on re-production of knowledge

MCQs, drills, short answer, essays

Tutor feedback, tutor assessed

Making the link Pedagogical approach – cognitive apprenticeship Learning outcome – application Tasks - experiential Assessment - focusing on use of concepts in different contexts Report, field work, project Tutor assessed; may be peer- or self-evaluated

Pedagogical approach – cognitive apprenticeship

Learning outcome – application

Tasks - experiential

Assessment - focusing on use of concepts in different contexts

Report, field work, project

Tutor assessed; may be peer- or self-evaluated

Making the link Pedagogical approach – problem-based Learning outcome – analysis Tasks – information handling Assessment – focus on application of concepts to problems Exercise, practical, project Tutor assessed or peer- or self-evaluated

Pedagogical approach – problem-based

Learning outcome – analysis

Tasks – information handling

Assessment – focus on application of concepts to problems

Exercise, practical, project

Tutor assessed or peer- or self-evaluated

Making the link Pedagogical approach – dialogic Learning outcome – evaluation Tasks – communicative Assessment - focus on critiquing and argument Group presentation Peer-evaluated

Pedagogical approach – dialogic

Learning outcome – evaluation

Tasks – communicative

Assessment - focus on critiquing and argument

Group presentation

Peer-evaluated

Uses Guidance On the development of learning activity Mapping pedagogy to tools and resources Repurposing Query database of existing learning activities Research Development of new e-learning models Quality assurance

Guidance

On the development of learning activity

Mapping pedagogy to tools and resources

Repurposing

Query database of existing learning activities

Research

Development of new e-learning models

Quality assurance

A Learning design toolkit for creating effective learning activities Gráinne Conole, Karen Fill and Chris Bailey University of Southampton SSeLF workshop, Southampton 21 st July 2005