2 planning effective practice
•Download as PPTX, PDF•
1 like•450 views
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.
Recommended
More Related Content
What's hot
What's hot (12)
Similar to 2 planning effective practice
Similar to 2 planning effective practice (20)
More from Angelica Risquez
More from Angelica Risquez (16)
Recently uploaded
Recently uploaded (20)
2 planning effective practice
- 1. Planning effective practice in technology enhanced learning
- 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. ‘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)
- 5. ADDIE model of instructional design
- 7. 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
- 9. Adapted form Conole (2012): The 7Cs of Learning Design: a toolkit for designing TEL
- 11. • 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
- 12. 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’?
- 14. 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?
- 15. Storyboarding
- 17. 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
- 20. 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.
Editor's Notes
- As an example of a pedagogic model that brings together both open practice and open educational resources, Laurillard’s approach to learning design is useful and could be considered an example of an open pedagogic model. She (2012) advocates a shift from the individual design of learning to the co-design of learning where teachers are part of an innovative, professional learning community. In her book (ibid.) she reconceptualises 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. Drawing a comparison between the processes of research and teaching Laurillard et al. (2013:18) commented: …an improving knowledge and practice of learning design may only ever be developed as a natural and ongoing part of the process of teaching. 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 (2012) and her colleagues have developed a design tool (The Learning Design Support Environment) which is a software interface to help teachers to: • articulate their effective teaching ideas for others to adopt; • to adopt ‘pedagogical patterns’ of good teaching and open resources; and • to model pedagogical and logistical benefits/disadvantages. The Learning Designer has a ‘pedagogical patterns collector’ tool for capturing and articulating good pedagogy and a ‘learning design support tool’ for teachers to find, adopt, adapt, analyse, experiment, trial in practice, redesign, and share designs. The importance of open educational resources (OER) in learning design is highlighted. Her work is grounded in a theory-based framework of the learner learning and based on earlier analyses of how students learn, from which she developed her ‘conversational framework’ (Figure 5) (Laurillard, 2002). The purpose of the framework is to assess if the environment can foster all aspects of the learning process (acquisition/instruction; inquiry; practice (with meaningful intrinsic feedback); production; discussion; and collaboration). It can also be used to assess and evaluate whether educational media, including OER, support the learning process. Figure 5 Laurillard's Conversational Framework Source: Laurillard (2002) A lot more could be said about Laurillard’s learning design framework. The purpose of including it here is to situate the discussion on open educational resources within open educational practice and to provide an example of a pedagogic model that brings open practice and open educational resources together in a meaningful way.
- Drawing a comparison between the processes of research and teaching Laurillard et al. (2013:18) commented:
- Laurillard proposes a theoretical framework to guide the learning design process (conversational theory), but it is highly complex. I find rather more intuitive the widely adopted ADDIE model, although there is a good number of them available. Within this model, instructional design represents the planning process for designing instructional events. It is the systematic approach to course development and involves an iterative process which requires ongoing evaluation and feedback. Although many models exist, a typical instructional design model and the easiest to use is ADDIE, where each step has an outcome that feeds into the next step in the sequence. These phases work in a loop and should be continuously repeated to identify further improvements. Most instructional design models have been derived from ADDIE, and it is even more useful when designing in a blended environment, distance education or e-learning. All the phases of the model must be reflected in the report that will accompany your TEL prototype. During ANALYSIS, the designer identifies the learning problem, the goals and objectives, the learners need, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project. This way, a plan for developing instruction is formed during the DESIGN phase which leads to a systematic process of specifying learning objectives. Detailed storyboards are often made, and the content and learning activities are determined here. This is what we will be focusing on today. Based on the design phase, the rest of your task is focused on DEVELOPMENT, this is, the actual production or creation of the instructional activities, content and learning materials in a prototype that can be tested. Ideally, if we had more time the next logical step would be IMPLEMENTATION and EVALUATION, and I would be asking you to go to your class and put the prototype to work with your students or amongst yourselves. Given the timeframe this is not really possible, but it would be at least expected that you reflect in your report what your implementation and evaluation plan would be: when and how it would be implemented, how the learner performance and effectiveness of the design will be assessed (with both formative and summative evaluation).
- Predict what your module's pedagogy profile will look like. Doing this before you embark on more detailed profiling will allow you to compare what you thought/ hoped might be the case and what actually is. This prediction is at the top level, so covers the contact/teaching hours, directed study hours and self-directed work conducive to assessment for the whole course or module. Estimate the number of hours you think learners spend on each activity type. This activity is also an opportunity to consider your learners workload. The total estimate should correlate with the number of credits for the module (25 hours of total student work per credit).
- Decide a series of discrete topics and write each in a box. (Use one colour of post-it notes, e.g. orange). Use a different colour post-it note to represent assessment (e.g. yellow). If assessment only occurs at the end of the module, you should just have a single yellow post-it with a description of this, at the end of the storyboard. If assessment instances occur during the module, please use post-its throughout to represent that. Rewrite and move around the post-it notes until you are satisfied. Add possible learning activities (or e-tivities) appropriate to each section using a third colour post-it note (e.g. green). Use one green post-it note for each e-tivity you identify. Stick these post-it notes in the appropriate section of the storyboard. On each post-it note, at this stage, simply write the purpose of each e-tivity.