LATAR: A Framework for Paper Design and Lesson Planning

Carmel Haggerty

ANEC – November 2011

Whitireia main campus (Porirua) [20 minutes from centre of Wellington, NZ]

What is a LATAR?

• Developed from the OTARA eLearning instructional design framework (Moore & Hunt, 2005)

• Modified for use with the Seven principles of good teaching (Chickering & Gamson, 1987; Bangert, 2004)

• Utilised as a tool for curriculum alignment through paper development and lesson planning

SEVEN PRINCIPLES

• Encourages contact between students & faculty

• Develops reciprocity & cooperation among students

• Active Learning • Gives Prompt Feedback • Time on Task • Communicates High Expectations • Respects diverse talents and ways of learning

LATAR in action

L

Learning Outcomes

Approved from the curriculum -

L A

Learning Outcomes

Assessments

Approved from the curriculum

Summative Assessments that clearly measure learning outcomes Time on task Clarity of expectations Formative Processes that support student success built into the paper and allows for prompt feedback

L A T

Learning Outcomes

Assessments Topics

Approved from the curriculum

Summative Assessments Formative Processes

Need to Know The core content for the paper – must teach – include in list of contents for the paper and ensure this is covered. Nice to Know Any additional / optional content that can be available if time allows or students interested.

L A T A

Learning Outcomes

Assessments Topics Activities

Approved from the curriculum

Summative Assessments Formative Processes

Need to Know The core content for the paper – must teach Nice to Know Any additional / optional content

How will the paper be taught, what teaching learning processes will be utilised and are they inline with the curriculum philosophy Encourages contact between students & faculty Develops reciprocity & cooperation among students Active Learning Gives Prompt Feedback Time on Task Respects diverse talents and ways of learning

L A T A R

Learning Outcomes

Assessments Topics Activities Resources – overlaps with lesson

planning process

Approved from the curriculum

Summative Assessments Formative Processes

Need to Know The core content for the paper – must teach Nice to Know Any additional / optional content

How will the paper be taught: •Lectures •Tutorials •Groups •Clinical •TDL •SDL •Online

What resources are required? Hard copy / electronic Have they already been created? RLO’s / shared resources/ what is available from the last time it was taught Who needs to create them? Clarity of expectations re content and timeframes. Active Learning Gives Prompt Feedback Respects diverse talents and ways of learning

PPAPER DESIGN & PRE MODERATION

• Blank LATAR supplied to staff with additional information such as hours, credits, pre-requisites and paper aims included

• Assessments detail on a separate word doc • Approved within programme/strand and by

Programme Leader • Noted at Assessment & Moderation

Committee • All sent to Admin who generate a descriptor

PPAPER DESIGN & PRE MODERATION

L What LO’s for the overall paper does this lesson link to? What are the specific LO’s (or objectives) for this lesson? How will you know objectives for this lesson were achieved?

A How does this lesson link to the paper assessment/s?

T What specific topics/content will be covered in this lesson?

A What activities will be used to support the teaching and learning?

R What resources are required for this lesson?

EVALUATION

Post lesson delivery, review before storing for future use:

• How effective was the teaching and learning in this lesson?

• What changes need to be made for future delivery of this lesson?

BENEFITS

• Focus on learning hours not teaching hours

• Reduces the risk of curriculum creep

• Supports good teaching & learning practice

• Framework for staff development

• Supports Records Management Act requirements

REFERENCES

• Bangert, A. (2004). The seven principles of good practice: A framework for evaluating on-line teaching. The Internet and Higher Education, 7(3), 217-232.

• Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin. 39(7), 3-7.

• Moore, M. & Hunt, K, (2005). OTARA framework. Conference presentation. Available from http://www.efest.org.nz/2005/speakers/bio_moorehunt.html