Theoretical frameworks and representationsFeedback - Gráinne, Marcelo and Gemma 13th October, ASLD workshop, London
Themes• PROBLEMS and REASONS • Why hasn’t IMD LD worked?, not real perceived need, too technical, disconnected the real practice, lack of visual tools • Methodology and evaluation. ADDIE does not translate into LD- DBR better responds to LD (practice must be taken into account for any solution)
• SOLUTIONS • Support and training: what king of teacher training? Not limited to “courses”. Tools needed for training. A “believe” LD approach. How we share practice. • How to develop design expertise: ZPI, early adopters and techies. Design is part of teaching practice, teachers learn from practice and from others. • Represent practice (IMD LD not familiar to teachers). • How learning design can be represented. How can we use representation to support teachers design. Pedagogical patterns and pedagogical planners. • Designing in different context. • To what extent design taking into account the need for learner autonomy. LD granularity and avoiding “overscripting”.
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