Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Ensuring Technological Plurality through effective Learning Design

3,596 views

Published on

A BETT 2017 Presentation delivered 25th January 2017

Published in: Education
  • Be the first to comment

  • Be the first to like this

Ensuring Technological Plurality through effective Learning Design

  1. 1. Ensuring Technological Plurality through effective Learning Design Simon Paul Atkinson Associate Dean for Teaching Enhancement, Scholarship and Research BPP University https://goo.gl/WpvQBl
  2. 2. ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation History Victoria University of Wellington - NZ (1998-2001) Open University – UK (2001-2003) University of Hull (2003-2008) Massey University –NZ (2008-2010) LSE (2010-2011) BPP University (2011-) https://goo.gl/WpvQBl
  3. 3. ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: modules and programmes in higher education contexts OrientationOrientation Personal ContextPersonal Context Social ContextSocial Context Discipline ContextDiscipline Context
  4. 4. Familiarity with technology Modeling and developing skills Assumptions about knowledge media Enabling Outcomes StudentsStudents Graduate / Professional Needs Graduate / Professional Needs Contextual FactorsContextual Factors ContentContent Staff LiteracyStaff Literacy InfrastructureInfrastructure ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: media landscape OrientationOrientation Personal ContextPersonal Context Social ContextSocial Context Discipline ContextDiscipline Context
  5. 5. Student ContextStudent Context Discipline ContextDiscipline Context Media ContextMedia Context ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: constructive alignment Assessment Teaching & Learning Activity Intended Learning Outcomes
  6. 6. Teaching & Learning Activities Activities designed to generate, enable or elicit the active VERBS articulated in the Intended Learning Outcome Activities performed as most appropriate to context and the ILO: •Teacher-led •Peer-enabled •Self-managed Assessment Tasks Tasks formatted to enable student to demonstrate the Active VERBS articulated in the Intended Learning Outcome Tasks specified using criteria allowing judgment to be made on the level of student performance. Intended Learning Outcomes (ILO) Specify VERBS that students must enact Verbs suggest progressively higher order thinking skills according to level. Uni-structural Multi-structural Relational Extended Abstract Simon Atkinson adapted from Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press. Constructive Alignment
  7. 7. Biggs & Collis SOLO Taxonomy: Structure of the Observed Learning Outcome Biggs, J., & Collis, K. F. (1982). Evaluating the Quality of Learning: Structure of the Observed Learning Outcome Taxonomy. New York: Academic Press Inc.
  8. 8. Representations of Taxonomies of Educational Objectives) COGNITIVE DOMAIN (Original) Bloom, B. S. (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay
  9. 9. Circular Structures of Taxonomies https://goo.gl/WpvQBl
  10. 10. Taxonomy of Educational Objectives (1/5) Cognitive Domain December 2016 Cognitive Domain
  11. 11. Taxonomy of Educational Objectives (2/5) Affective Domain March 2015 AffectiveDomain
  12. 12. Psychomotor Domain
  13. 13. Taxonomy of Educational Objectives (4/5) Knowledge Domain December 2014 Knowledge Domain
  14. 14. Interpersonal Domain
  15. 15. Mapping Visualisations across 5 domains
  16. 16. Progressive ILOs across Modules
  17. 17. Tutor Contact TutorFacilitation Peermoderation Social/Professional Context Personal Context Reflection Assessm ent Assessm ent FeedbackLearningMaterials Connect Engage CollaborateContextualise Personalise Reflect Assess Assess Feedback Inform SOLEmodel.org Graduate Attributes Programme ILOs Module ILOs
  18. 18. SOLE Toolkit Overview
  19. 19. Week / Topic View
  20. 20. Topic Details
  21. 21. Dashboards
  22. 22. Spaces Dashboard
  23. 23. ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: visualisation
  24. 24. Closing Slide http://spatkinson.wordpress.com http://solemodel.org 2) Download Taxonomies and SOLE Toolkit and enhance! 1) M.I.T: Anticipate, plan and use technology in pursuit  of learning (outcomes) SimonAtkinson@bpp.com simonpaulatkinson@gmail.com

×