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A learning design toolkit for creating effective learning activities
This document summarizes a learning design toolkit created by researchers to help teachers design effective learning activities. The toolkit addresses the gap between educational technology potential and how technologies are actually applied based on sound pedagogical principles. It involves reviewing learning theories, defining components of learning activities, and mapping them to real examples. The toolkit guides teachers through articulating information needs to produce lesson plans. It prompts them to consider pedagogical approaches, tasks, tools, and assessments when creating or modifying activities.
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A learning design toolkit for creating effective learning activities
- 1. A Learning designtoolkit for creating effective learning activities Gráinne Conole, Karen Fill and Chris Bailey University of Southampton SSeLF workshop, Southampton 21 st July 2005
- 2. The problem… Gap between the potential of the technologies (confusion over how they can be used) and application of good pedagogical principles (confusion over which models to use) Plethora of tools and resources Enormous potential but underused Wealth of knowledge about learning Didactic/behaviourists models predominate
- 3. Methodology Reviewed Learning theories and identified key elements of learning Definition of a learning activity Distil out Geographers’ implicit thinking Definition of a learning activity and its components Relationships between components Mapping and reality check with real examples
- 4. Learning Activity ToolkitGuides teachers through the process of articulating their information needs Results in the production of a ‘lesson plan’ for a particular learning activity Prompts and supports teachers as they create or modify learning activities, Which pedagogical approaches and Which tools and resources
- 5. Learning activity componentsContext Subject, level, learning outcomes, environment, etc Learning and teaching approaches Theories and models Tasks Type, techniques, tools, resources, interaction, roles Assessments Type, techniques
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- 15. Experiential Practicing MimickingExperiencing Productive Creating Producing Writing Drawing Composing Synthesising Communicative Discussing Presenting Debating Adaptive Modelling Simulation Info Handling Gathering Ordering Classifying Selecting Analysing Manipulating Not assessed Diagnostic Formative Summative Adaptive Simulation Modelling Virtual worlds Communicative Chat Chat Email Discussion boards Mailing lists Weblogs Productive Spreadsheets Databases Narrative Audio Image Text Video Web page Interactive Libraries Portals Search engines Indiv learner Group leader Coach Participant Mentor Supervisor Rapporteur Facilitator Deliverer Pair person Presenter Peer assessor Moderator 1 – many Group based Class based 1-1 S to S 1-1 S to T Individual Artefact Assignment Brainstorming Buzz words Defending Dissertation Drill & practice Essay Exercise Fishbowl Ice breaker MCQ Mindmaps Negotiating Pair dialogues Performance Portfolio Product Question & answer Resource-based Role play Rounds Short answer Snowball Debate Test Voting Assimilative Reading Viewing Listening Assessment Tools & Resources Roles Interaction Technique Type Types of learning activities
- 16. Making the linkPedagogical approach – didactic Learning outcome – knowledge Tasks – assimilative Assessment - focusing on re-production of knowledge MCQs, drills, short answer, essays Tutor feedback, tutor assessed
- 17. Making the linkPedagogical approach – cognitive apprenticeship Learning outcome – application Tasks - experiential Assessment - focusing on use of concepts in different contexts Report, field work, project Tutor assessed; may be peer- or self-evaluated
- 18. Making the linkPedagogical approach – problem-based Learning outcome – analysis Tasks – information handling Assessment – focus on application of concepts to problems Exercise, practical, project Tutor assessed or peer- or self-evaluated
- 19. Making the linkPedagogical approach – dialogic Learning outcome – evaluation Tasks – communicative Assessment - focus on critiquing and argument Group presentation Peer-evaluated
- 20. Uses Guidance Onthe development of learning activity Mapping pedagogy to tools and resources Repurposing Query database of existing learning activities Research Development of new e-learning models Quality assurance
- 21. A Learning designtoolkit for creating effective learning activities Gráinne Conole, Karen Fill and Chris Bailey University of Southampton SSeLF workshop, Southampton 21 st July 2005