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Learning Design and Teacher Training


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A presentation about the use of Learning Design is teacher training. Part of the ALTC National Teaching Fellowship set of recorded workshops

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Learning Design and Teacher Training

  1. 1. Learning Design and Teacher Training James Dalziel Professor of Learning Technology & Director, Macquarie E-Learning Centre Of Excellence (MELCOE) Macquarie University, Sydney, Australia Recorded presentation for ALTC National Teaching Fellowship
  2. 2. Background • Recorded presentation to accompany main Learning Design workshop recordings for ALTC National Teaching Fellowship – See 3 Workshop recordings, and 2 Larnaca Declaration recordings at – Learning Design context and Larnaca Declaration • Reflections on Learning Design for Teacher Training – Undergraduate Teacher Training – Cameron, Kearney, Dobozy – Postgraduate Teacher Training – Generic sequences & Trans-discplinary pedagogical templates
  3. 3. Learning Design Learning Design Learning Design Conceptual Map (LD-CM) Learning Design Framework (LD-F) Learning Design Practice (LD-P) The Larnaca Declaration on Learning Design: New Definitions for the future of the field See for document
  4. 4. Challenge Creating learning experiences aligned to particular pedagogical approaches and learning objectives Teaching Cycle Educational Philosophy Level of Granularity All pedagogical approaches All disciplines Program Theories & Methodologies Module A range based on assumptions about the Learning Environment Session Learning Environment: Characteristics & Values Learning Activities External Agencies Institution Educator Learner Core Concepts of Learning Design Guidance Representation Sharing Implementation Tools Resources Learner Responses Feedback Assessment Learner Analytics Evaluation
  5. 5. LAMS Author – Activity tools from the left are dragged and dropped into workspace
  6. 6. Predict – Observe – Explain: Preview (student view)
  7. 7. Learning Design and Teacher Training • Learning Design approaches, using the LAMS software, have been implemented in a range of undergraduate teacher training programs – Focus on pedagogical decision making, not simply learning a new piece of software – For example, students create a LAMS sequence and provide the rationale for its design as an assessment task – Student whispered comment: “This is the first time I’ve really thought about how to plan a lesson” • Key examples include the work of Leanne Cameron and Matt Bower at Macquarie University, Matthew Kearney and colleagues at UTS, Eva Dobozy at ECU/Curtin and others
  8. 8. Learning Design and Teacher Training • From Dalziel 2008 summary of early implementations: • “Cameron (2008) provides a two year review of this implementation, including student survey data on the impact of LAMS and Learning Design on their course, as well as their willingness to continue to use this approach in their future lives as teachers. The overall results are very positive, including findings such as: – 93% of students would prefer using LAMS to create lesson plans (rather than writing/typing the plan) – 93% of students found that having the LAMS activity tools on the screen helped them choose the learning activities for their sequence – 98% of students thought that they might re-use their LAMS sequences in the future (given appropriate facilities)”
  9. 9. Learning Design and Teacher Training • From Dalziel 2008 summary of early implementations: • “In Cameron’s discussion, she draws out four key points from the student experience of authoring Learning Designs using LAMS: 1. LAMS helped students plan all aspects of their lesson 2. LAMS allowed the pre-service teachers to preview their lesson from the learner’s perspective 3. LAMS provides a visual overview of the lesson which can identify the learning styles addressed with the activities employed 4. LAMS creates a standardised template of activities that could be easily modified for future re-use
  10. 10. Learning Design and Teacher Training • “Perhaps most revealing are some of the general comments from students on the experience of using LAMS: – “The amount of detail did help me construct my lesson plan. The detail helped me to organise my ideas on how I wished the lesson to go, but also provided me with what kind of activities could be used.” – “Being able to view the sequence, you can see where you need to make changes. Whilst creating the sequence you are viewing it form an author’s perspective, whilst when you preview the sequence, you are seeing it from a learner’s perspective. After all, we are creating these sequences for learners to use. So this is vital.” – “It gives you a visual perspective of how your lesson varies and whether you might have too much of one activity or not enough of another. I think the colours are a really clear indicator of the structure of the lesson.” – “Yes, I would re-use it. I really liked the way my sequence turned out. It could be used in more than one way. With a minimum of adjustments I could use this sequence in a number of different ways.” • Cameron, L. (2008)
  11. 11. Learning Design and Teacher Training • For related research, see work by Kearney, Bower and Dobozy, including presentations by Cameron & Kearney’s students at LAMS conferences – Kearney: ney.pdf – Bower: pdf t.pdf – Dobozy: %201/volume_11_issue_01-03_article_01.pdf – Cameron & Kearney keynote including student designers:
  12. 12. Learning Design and Teacher Training • LAMS has also been used in a range of postgraduate teacher training programs • In addition to similar findings to undergraduate examples, a special focus of some postgraduate units has been on sharing and adaptation – Applying Open Education approaches to Learning Design • Many postgraduate students have commented on the challenges of taking a sequence from someone else, and adapting it to their own context – Sometimes can “infer” the underlying pedagogy: sometimes it needs to be made explicit – Expert vs Novice pedagogy in relation to LAMS
  13. 13. Learning Design and Teacher Training • Eva Dobozy has recently focused on “Transdisciplinary Pedagogical Templates (TPTs) – See: Dobozy, E., Dalziel, J., & Dalziel, B. (2013). Learning design and transdisciplinary pedagogical templates (TPTs). In C. Nygaard, J. Branch & C. Holtham (Eds.), Learning in university education – Contemporary standpoints (pp. 59-76). Farington, UK: Libri Publishing. • Related to work on Pedagogic Planners in UK (LDSE & Phoebe), and Activity Planner for LAMS • Key focus on capturing and sharing generic pedagogical methods
  14. 14. Learning Design and Teacher Training • Example: De Bono LAMS sequence series – – Able to re-use a simple sequence format (see below) for a range of sequences to engage higher order thinking – The template can be adapted to many different disciplines
  15. 15. Conclusion • Significant body of work on Learning Design (and use of LAMS) in teacher training, both in undergraduate and postgraduate contexts – Notable student responses – Students creating designs and providing a rationale for the design appear to be key to the learning process • Ongoing research on generic sequences/Transdisciplinary Pedagogical Templates – How best to encourage re-use and contextualisation