design for learning – processes for active learning

Robin Graham – Christchurch Polytechnic Institute of Technology

Martin Jenkins – University of Gloucestershire

Overview

• definitions• relationship to active learning• considerations• checklist and planners• other models• issues• where to from here?

definitions

• “the process of designing, planning and orchestrating learning activities as part of a learning session or programme” (JISC, 2006)

• “ the process by which teachers – and others involved in the support of learning - arrive at a plan or structure or design for a learning situation” (Beetham and Sharpe, 2007)

• “the different ways in which learning experiences can be structured including the sequencing of activities and interaction” (Oliver, 1999)

it may include but is not limited to:

• learning resources and materials• learning environment• tools and equipment• learning activities• assessment activities

why learning design?

• Re-use and developmental tool• Evaluation tool• Product AND process• What will best meet users’ needs? • How can this be communicated?

• ….all these pedagogical activities require forethought and an explicit representation of what learners and teachers will do…make visible aspects of pedagogic practice …previously taken for granted…’(Beetham & Sharpe, 2007)

relationship to active learning

• ‘learners are no longer seen as passive recipients of knowledge and skills but as active participants in the learning process’ (Laurrillard, in Beetham & Sharpe, 2007, pxvii).

• ‘engagement, imagination and alignment is pivotal for the organisation of learning’ (Cousin & Deepwell, 2005, p63)

• ‘…learning arises from what students experience, not what teachers do or technology does ’(Boud & Prosser, 2002, p237)

considerations

• underpinned by constructivist view of learning (Cousin & Deepwell, 2005)

• focus on design as a holistic process (ibid)• intentional and systematic but also a

creative and responsive approach (ibid)• learning cannot be designed, it can only

be designed for – “There is an inherent uncertainty between design and its realisation in practice since practice is not the result of design but rather a response to it” (Wenger, 1998, p233)

why would you?

• paradigm shift – from content to activity• making what you do explicit and transparent• not just ‘what, but ‘how’ and ‘why’• constructive alignment (Biggs, 2003)• possibility of shared dialogue and practice • transparent focus on teaching and learning within

a disciplinary context• allows for approach appropriate to situation,

discipline, learning environment• active learner engagement central to education

process

uses for learning design

• reuse– inspirational designs – facilitate

understanding– running designs – provide information

for implementation

• development and evaluation– tools for dialogue– need different layers for different

purposes

ebl planner

• development focus• potential as means of facilitating

understanding and for evaluation and reflection

• three elements– checklist– pedagogic principles– temporal plan

ebl planner

• checklist– reflect on practice or intent

• pedagogic principles– reflection and planning

• temporal plan– means of representing activities,

support and resources and their inter-relationships

activity

• in small groups– 1 person to identify an activity that can

be reflected upon or one that is planned– others act as questioners

• complete checklist• produce temporal plan• 20 minutes

LAMS

• LAMS = Learning Activity Management System

• electronic learning system provides for planning and running activities– ‘running’ representation

issues

• use of technologies• threshold concepts• the ‘lived’ curriculum• re-design• learner ownership• scaffolding of activities• frameworks• reflection

and more issues

• role of staff development• communities of practice• locus of control• UoG ‘review’ process• scaffolding of learning• ‘inspirational’ designs and • ‘runnable’ designs (Falconer et al)• granularity

acknowledgement

• Maori.org.nz for images