The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners. These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Designing Learning Resources’ and provides content which relates to learning design models – ADDIE, Kolb and Kemp’s models – and an introduction to the basics of material design and techniques. These slides are available in English, Finnish, German, Greek, Italian and Romanian.

1. Induction to Pedagogy
Design of Learning Resources
Introduction
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

2. • Introduction to learning design models
• Introduction to the skills and tools required to
be able to devise and design learning resources
Module Scope
Overview
• Introduction - Module Scope
• Unit I – Learning Design Models
• Unit II – Material Design & Techniques

3. Induction to Pedagogy
Design of Learning Resources
Unit I: Learning Design Models
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

4. The first part of this unit aims to introduce you to the
basic models of learning; which will help you to
understand the learning process prior to actually
designing a learning resource. The unit features
information on:
• The ADDIE systematic training model
• Kolb’s experiential learning cycle
• Kemp’s instructional design model
Scope

5. “The ADDIE model is a framework that lists generic
processes which instructional designers and training
developers use. It represents a descriptive guideline for
building effective training and performance support tools in
five phases.” These are:
• Analysis
• Design
• Development
• Implementation
• Evaluation
The ADDIE model

6. The ADDIE model (cont’d)
ADDIE Systematic Training Model
Analysis Ask questions. Identify how things are. Identify how things should
be. Find the performance gap
Design What is the most appropriate mode of delivery? Outline the
structure of the learning. Use modules to segment the learning
and to organise the content. Identify the objectives
Development Build the training curriculum and resources. Use learning aids.
Address all of the objectives
Implementation Present the learning resources developed. Follow a delivery
script. Adjust content in accordance with the feedback received.
Evaluation Evaluate learners. Did they achieve all learning resource
objectives? Get feedback. Revise the resources developed
accordingly.

7. “Learning is the process whereby knowledge is created
through the transformation of experience” (Kolb, 1984,
p. 38).
Kolb's experiential learning style theory is typically
represented by a four stage learning cycle, namely:
• Concrete Experience
• Reflective Observation
• Abstract Conceptualization
• Active Experimentation
Kolb’s Experiential Learning Cycle

8. Kolb’s Experiential Learning Cycle (cont’d)
New experience
or re-
interpretation
of experience
What is of
importance is
any
inconsistency
between
experience and
understanding
Reflection gives
rise to a new
ideas or a
modification of
an existing
abstract
concept
The learner
applies them to
the world
around them to
see the results
Active
Experimentation
Concrete
Experience
Abstract
Conceptualization
Reflective
Observation
All stages of this cycle have to be completed before true learning can take place.

9. • One of the implications of Kolb’s theory is that learning
is a continuous process, grounded in experience.
• All learning is, in a sense, re-learning as we
continuously modify our understanding and our
expectations.
• Learning involves wanting to learn, practicing new
material, making sense of new learning and learning
from effective feedback.
• Integrating learning into experiences helps embed
learning and helps transfer newly-learned skills.
Kolb’s Experiential Learning Cycle (cont’d)

10. The ‘Jerold Kemp’ instructional design method and
model defines nine different components of
instructional design and at the same time adopts a
continuous implementation/evaluation model. These
stages are as follows:
1. Identify instructional problems, and outline goals
for designing an instructional programme.
2. Examine learner characteristics that should receive
attention during planning.
3. Identify subject content, and analyse task
components related to stated goals and purposes.
Kemp’s Instructional Design Model

11. 4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for
logical learning.
6. Design instructional strategies so that each learner
can master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess
objectives.
9. Select resources to support instruction and learning
activities.
Kemp’s Instructional Design Model (cont)

12. • The ADDIE model is a descriptive guideline for
building effective training and performance support
tools
• Kolb’s learning cycle model puts forward the
importance of the experiential approach; something
to consider when delivering the learning resources
you produce
• Kemp’s instructional design model is based on a
continuous implementation and evaluation process;
a feedback loop that helps a trainer to adapt and
enrich his/her resources, whilst delivering training
Conclusion

13. Induction to Pedagogy
Design of Learning Resources
Unit II: Material Design & Techniques
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project

14. This unit will introduce two basic techniques used in
designing learning material; namely the use of Mind
Maps and subsequently the DACUM (Design a
Curriculum) systematic process for organising the ideas
recorded in the Mind-mapping phase.
• Mind Maps
• DACUM (Design A Curriculum)
Scope

15. • “A Mind Map is a diagram used to visually organise
information. A mind map is often created around a
single concept, drawn as an image in the center of a
blank landscape page, to which associated
representations of ideas such as images, words and
parts of words are added.
• Major ideas are connected directly to the central
concept and other ideas branch out from those.”
Mind Maps

16. A simple Mind Map for creating this mini module could
be something like this:
Mind Map Example
Design
Learning
Resources
Introduce the
subject
Learning
Design Models
Why
What
Objectives
Techniques
SYNERGY
staff
ADDIE, KOLB,
KEMP (basic
understanding)
Mind Maps, DACUM,
pick subject & create
example
Go through tools,
create mini module
Summarise
objectives

17. Apart from creating Mind Maps by hand or via
PowerPoint, there is a number of mind mapping
software tools out there which can either be accessed
as software downloads or online web applications.
Some examples are:
Bubbl.us
Coggle
iMindMap
Popplet
MindMap
SimpleMind
Mind Mapping Tools

18. • Pick a subject you know and create your Mind Map.
• The subject could be about one of your skills for
example; management, negotiation, sales, etc. Use this
as your main topic and create a mind map around it as
if you were trying to teach someone else.
• Make sure you go back to the learning design models
presented and fill your mind map with all the
important information. Try to keep it short and concise
as you will need it in the following phases. There is no
right or wrong way, so good luck!
Mind Map Exercise

19. The Design A CurriculUM (DACUM) is a systematic process
for organising the ideas recorded in the mind mapping
phase. The steps involved include:
• Identifying your individual sections and subjects
• Writing down your desired outcomes per section
• Elaborating on each subject
• Identifying appropriate headings for your subjects
• Organising into course sections, units and
modules.
Design a Curriculum

20. Our Mind Map after applying the DACUM process will
look something like this:
Design a Curriculum Chart
DesignLearningResources
Introduction
Overview of
sections
Elaborate on
Module scope
Phase I – Learning
Design Models
ADDIE
Definition of
ADDIE
Explain each of
the initials
Kolb
Kemp
Phase II - … …

21. • Remember the Mind Map you created? Now apply a
systematic approach to design your DACUM chart.
• Once again make sure you go back to the learning
design models presented and fill your DACUM chart
with all important information. Try to keep it short
and concise.
• This is a trial-and-error process so keep at it until you
create a chart that best satisfies your module’s
objectives!
Design a Curriculum Exercise

22. • The Mind-mapping technique helps you record your
thoughts for later processing.
• The DACUM systematic process helps you organise
and chart out your thoughts in order to sequence
module content and better deliver the learning
resources you will create.
Conclusion

23. Thank you for your interest and attention
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