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Designing for  active learning Reflections on collaboration  Marg O’Connell & Umesh Sharma
The action model Module One Module Two Module Three Student Case Study Essay Group Presentation (F2F) Individual Activitie...
A scalable process Action moment:  e.g. develop reflectivity in students through a student case study. Overall iterative l...
Over to you… <ul><li>How can we systematise collaborative work so it is the norm rather than the exception? </li></ul><ul>...
Some references… <ul><li>Brookfield, S.  (1995). ‘The Getting of Wisdom: What Critically Reflective Teaching is and Why It...
Design for learning – thematic concerns <ul><li>Active learning </li></ul><ul><li>Reflective practice  </li></ul><ul><li>S...
Design for learning – thematic concerns <ul><li>Active learning </li></ul><ul><ul><li>Teacher’s role </li></ul></ul><ul><u...
Design for learning – thematic concerns <ul><li>Active learning </li></ul><ul><li>Reflective practice </li></ul><ul><ul><l...
Design for learning – thematic concerns <ul><li>Student centredness </li></ul><ul><ul><li>Shared understanding developed: ...
The action methodology <ul><li>How can we systematise  intangible  elements of the collaborative process? </li></ul><ul><l...
A collaborative process? <ul><li>What’s new? </li></ul><ul><ul><li>Experience </li></ul></ul><ul><ul><li>Learning </li></u...
A collaborative process? <ul><li>What’s new? </li></ul><ul><ul><li>Experience as outcome </li></ul></ul><ul><ul><ul><li>Ho...
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Designing For Learning

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Presentation at the 2005 Action Learning, Action Research, Process Management national conference, held at UTS, Sydney.

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  • Intro: Marg O’Connell, Educational Designer at CeLTS, Monash Uni. Dr Sharma, lecturer specialising in special and inclusive education, Faculty of Education. Working together almost 2 years on 1 (and a bit units)!! Masters unit in special and inclusive education. 20 students (25 originally enrolled) most female, half working, some travelling to be on-campus, although unit is delivered as a fully online unit. Three compulsory f2f sessions which take place at the start of the three modules that make up the unit. Modules include weekly topics. Unit is delivered online via MUSO, Vista. My talk today is two-fold. One, to outline the development process as being a focused collaborative effort between myself and Umesh, and two, what elements of collaboration make it successful? Finally, I’d like to throw open to you, the question, how can we systematise collaborative work so it is the norm rather than the exception? What do we need to do in order to make this happen?
  • Transcript of "Designing For Learning"

    1. 1. Designing for active learning Reflections on collaboration Marg O’Connell & Umesh Sharma
    2. 2. The action model Module One Module Two Module Three Student Case Study Essay Group Presentation (F2F) Individual Activities Reflection and Review Peer-Peer Review Group Activity Discussion and Interaction Student Case Study Report Summative Unit Feedback Orientation Individual Activities Discussion and Interaction L ED S Action cycle
    3. 3. A scalable process Action moment: e.g. develop reflectivity in students through a student case study. Overall iterative learning experience AHA! or learning moment: e.g. presenting a problematic for students to build into their student case study. Learning event
    4. 4. Over to you… <ul><li>How can we systematise collaborative work so it is the norm rather than the exception? </li></ul><ul><li>What do we need to do in order to make this happen? </li></ul>
    5. 5. Some references… <ul><li>Brookfield, S. (1995). ‘The Getting of Wisdom: What Critically Reflective Teaching is and Why It's Important.’ http://www.nl.edu/academics/cas/ace/facultypapers/StephenBrookfield_Wisdom.cfm </li></ul><ul><li>Kemmis, S. & McTaggart, R. 1988, The Action Research Planner , Deakin University Press, Melbourne. </li></ul><ul><li>McArdle, K. & Coutts, N. 2003, ‘A strong core of qualities – A model of the professional educator that moves beyond reflection’, Studies in Continuing Education , 25(2), pp. 225-237. </li></ul><ul><li>O’Connell, M. & Sharma, U. 2004, ‘Designing for active learning: A conversation’, Knowledge Tree Edition 6 , http://www.flexiblelearning.net.au/knowledgetree/edition06/download/oconnell_sharma.pdf </li></ul>
    6. 6. Design for learning – thematic concerns <ul><li>Active learning </li></ul><ul><li>Reflective practice </li></ul><ul><li>Student centredness </li></ul>
    7. 7. Design for learning – thematic concerns <ul><li>Active learning </li></ul><ul><ul><li>Teacher’s role </li></ul></ul><ul><ul><ul><li>“How do I engage my students more actively?” </li></ul></ul></ul><ul><ul><li>Educational designer’s role </li></ul></ul><ul><ul><ul><li>“What design factors encourage active learning?” </li></ul></ul></ul><ul><ul><li>Student activity </li></ul></ul><ul><ul><ul><li>“How will I be supported and encouraged online?” </li></ul></ul></ul>
    8. 8. Design for learning – thematic concerns <ul><li>Active learning </li></ul><ul><li>Reflective practice </li></ul><ul><ul><li>Teaching students to reflect </li></ul></ul><ul><ul><ul><li>Modelling and spotlighting ‘acts of good work’ </li></ul></ul></ul><ul><ul><ul><li>Activities and feedback </li></ul></ul></ul><ul><ul><ul><li>Mirrored Brookfield’s Getting of Wisdom (1995) </li></ul></ul></ul>
    9. 9. Design for learning – thematic concerns <ul><li>Student centredness </li></ul><ul><ul><li>Shared understanding developed: </li></ul></ul><ul><ul><ul><li>Central belief </li></ul></ul></ul><ul><ul><ul><li>Overarching aim </li></ul></ul></ul><ul><ul><li>Via </li></ul></ul><ul><ul><ul><li>Shared readings and theories </li></ul></ul></ul><ul><ul><ul><li>Regular meetings and discussion </li></ul></ul></ul><ul><ul><ul><li>Unit plan/outline – ‘living’ document </li></ul></ul></ul>
    10. 10. The action methodology <ul><li>How can we systematise intangible elements of the collaborative process? </li></ul><ul><li>Based on Kemmis and McTaggart’s model of action research (1988) </li></ul><ul><li>Apply cycle to </li></ul><ul><ul><li>Design </li></ul></ul><ul><ul><li>Delivery </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul>
    11. 11. A collaborative process? <ul><li>What’s new? </li></ul><ul><ul><li>Experience </li></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Online </li></ul></ul>
    12. 12. A collaborative process? <ul><li>What’s new? </li></ul><ul><ul><li>Experience as outcome </li></ul></ul><ul><ul><ul><li>How do we define experience? </li></ul></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><ul><li>How are students learning? </li></ul></ul></ul><ul><ul><li>Online </li></ul></ul><ul><ul><ul><li>What does this environment bring to learning experiences? </li></ul></ul></ul>
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