DialogPlus toolkit


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  • DialogPlus toolkit

    1. 1. A Learning design toolkit for creating effective learning activities Gráinne Conole, Karen Fill and Chris Bailey University of Southampton Edmedia Conference, Montreal 27 th June – 2 nd July2005
    2. 2. Learning activity toolkit <ul><li>Gap between the </li></ul><ul><li>potential of the technologies </li></ul><ul><li>(confusion over how they can be used) </li></ul><ul><li>and </li></ul><ul><li>application of good pedagogical principles </li></ul><ul><ul><li>(confusion over which models to use) </li></ul></ul>Plethora of tools and resources Enormous potential but underused Wealth of knowledge about learning Didactic/behaviourists models predominate
    3. 3. Methodology <ul><li>Reviewed </li></ul><ul><ul><li>Learning theories and identified key elements of learning </li></ul></ul><ul><li>Definition of a learning activity </li></ul><ul><ul><li>Distil out Geographers’ implicit thinking </li></ul></ul><ul><ul><li>Definition of a learning activity and its components </li></ul></ul><ul><ul><li>Relationships between components </li></ul></ul><ul><ul><li>Mapping and reality check with real examples </li></ul></ul>
    4. 4. Learning Activity Toolkit <ul><li>Guides teachers through the process of articulating their information needs </li></ul><ul><li>Results in the production of a ‘lesson plan’ for a particular learning activity </li></ul><ul><li>Prompts and supports teachers as they create or modify learning activities, </li></ul><ul><ul><li>Which pedagogical approaches and </li></ul></ul><ul><ul><li>Which tools and resources </li></ul></ul>
    5. 5. Learning activity components <ul><li>Context </li></ul><ul><ul><li>Subject, level, learning outcomes, environment, etc </li></ul></ul><ul><li>Learning and teaching approaches </li></ul><ul><ul><li>Theories and models </li></ul></ul><ul><li>Tasks </li></ul><ul><ul><li>Type, techniques, tools, resources, interaction, roles </li></ul></ul><ul><li>Assessments </li></ul><ul><ul><li>Type, techniques </li></ul></ul>
    6. 15. 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
    7. 16. Making the link <ul><li>Pedagogical approach – didactic </li></ul><ul><li>Learning outcome – knowledge </li></ul><ul><li>Tasks – assimilative </li></ul><ul><li>Assessment - focusing on re-production of knowledge </li></ul><ul><ul><li>MCQs, drills, short answer, essays </li></ul></ul><ul><ul><li>Tutor feedback, tutor assessed </li></ul></ul>
    8. 17. Making the link <ul><li>Pedagogical approach – cognitive apprenticeship </li></ul><ul><li>Learning outcome – application </li></ul><ul><li>Tasks - experiential </li></ul><ul><li>Assessment - focusing on use of concepts in different contexts </li></ul><ul><ul><li>Report, field work, project </li></ul></ul><ul><ul><li>Tutor assessed; may be peer- or self-evaluated </li></ul></ul>
    9. 18. Making the link <ul><li>Pedagogical approach – problem-based </li></ul><ul><li>Learning outcome – analysis </li></ul><ul><li>Tasks – information handling </li></ul><ul><li>Assessment – focus on application of concepts to problems </li></ul><ul><ul><li>Exercise, practical, project </li></ul></ul><ul><ul><li>Tutor assessed or peer- or self-evaluated </li></ul></ul>
    10. 19. Making the link <ul><li>Pedagogical approach – dialogic </li></ul><ul><li>Learning outcome – evaluation </li></ul><ul><li>Tasks – communicative </li></ul><ul><li>Assessment - focus on critiquing and argument </li></ul><ul><ul><li>Group presentation </li></ul></ul><ul><ul><li>Peer-evaluated </li></ul></ul>
    11. 20. Uses <ul><li>Guidance </li></ul><ul><ul><li>On the development of learning activity </li></ul></ul><ul><ul><li>Mapping pedagogy to tools and resources </li></ul></ul><ul><li>Repurposing </li></ul><ul><ul><li>Query database of existing learning activities </li></ul></ul><ul><li>Research </li></ul><ul><ul><li>Development of new e-learning models </li></ul></ul><ul><li>Quality assurance </li></ul>
    12. 21. A Learning design toolkit for creating effective learning activities Gráinne Conole and Karen Fill University of Southampton Edmedia Conference, Montreal 27 th June – 2 nd July2005