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2 planning effective practice

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As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.

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2 planning effective practice

  1. 1. Planning effective practice in technology enhanced learning
  2. 2. Open pedagogic model (Laurillard, 2012) • Shift from individual design of learning to co-design within an innovative, professional learning community. • Teaching as a ‘design science’ where teachers: – build on the designs of others; – articulate their pedagogy; – adopt, adapt, test and improve learning designs; and – co-create and share learning designs.
  3. 3. ‘It could be similar to the development of knowledge and practice in the context of research, where academics are familiar with the requirements of knowledge-building: to build on the work of others (from a literature search), to develop and test their own ideas (through experiment or debate), and to share their results (through publishing). Could the knowledge-building process for conventional and digital pedagogies work in a similar way. Could we support academics as ‘teacher-designers’… with respect to their role in creating and designing learning activities’. Laurillard et al. (2013:18)
  4. 4. Source: https://youtu.be/b8_NmiPqMiE
  5. 5. ADDIE model of instructional design
  6. 6. Conole (2012) Category Process outcomes (learners will...) Assimilative e.g. Read, Watch, Listen, Think about, Access, Observe, Review, Study Finding&handling information e.g. List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather, Order, Classify, Select, Assess, Manipulate Communication e.g. Communicate, Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, Question Productive e.g. List, Create, Build, Make, Design, Construct, Contribute, Complete, Produce, Write, Draw, Refine, Compose, Synthesize, Remix Experiential e.g. Practice, Apply, Mimic, Experience, Explore, Investigate, Perform, Engage Interactive/ Adaptive e.g. Explore, Experiment, Trial, Improve, Model, Simulate Assessment Include summative (graded) assessment only here e.g. Write, Present, Report, Demonstrate, Critique
  7. 7. Your pedagogy profile
  8. 8. Adapted form Conole (2012): The 7Cs of Learning Design: a toolkit for designing TEL
  9. 9. • See feedforward provided for your ‘Teaching innovation’ assignment as part of TL5101 - BLENDED LEARNING • Revisit your submission, and consider: – What elements of the feedback do you agree/disagree with? – What are the strengths of the design that must be preserve? – What could be improved in order to enhance/compensate for/justify any issue raised? Personal reflection
  10. 10. 28/02/2018 | slide 12 Effective practice planner (Jisc) Detailed account of decisions to be made about desired outcomes, learning activities, tools, resources and interactions needed to support learners. For reflection: How does the feedback received inform your next decisions about your teaching innovation in each of the elements outlined in the ‘Effective practice planner’?
  11. 11. Activity • In pairs, brief your colleague about the teaching innovation idea that you submitted as part of TL5101 - BLENDED LEARNING and the feedback that you received (10 mins each) • Then, comment on your colleagues feedback (5 min) – What elements of the feedback do you agree/disagree with? – What are the strengths of the design that must be preserve? – What could be improved in order to enhance/compensate for/justify any issue raised?
  12. 12. Storyboarding
  13. 13. http://prezi.com/jyep5sqf-ngq/?utm_campaign=share&utm_medium=copy
  14. 14. E-tivities ‘Designed to engage online students in meaningful work that captures their imagination and challenges them to grow’ (Salmon, 2002). Structured as: • Spark: first short presentation of the problem • Task: the moderator asks participants to do an activity online • Timeline: deadline to do the activity • Respond: comment on others’ work through constructive criticism
  15. 15. AssessmentLearning activityContent Activity
  16. 16. References • Conole(2012): The 7Cs of Learning Design: a toolkit for designing TEL. Available in https://www2.le.ac.uk/projects/oer/oers/beyond-distance- research-alliance/7Cs-toolkit/how-to-use-the-7cs-of-learning-design- toolkit-for-designing-technology-enhanced-learning • Laurillard, D. (2012). Teaching as a design science: building pedagogical patterns for learning and technology. Routledge, London. • Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., Masterman, E., Pujadas, R., Whitley, E.A., Whittlestone, K. (2013) A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, 29 (1) 15-30. • Salmon, G (2007) E-tivities: The Key to Active On-line Learning. Oxon: RoutledgeFalmer.

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