Designing Technology Enhanced Learning activities PGCAPP U6 Workshop 3 Geraldine Jones...

Designing Technology Enhanced

Learning activities

PGCAPP U6 Workshop 3

Geraldine Jonesg.m.jones@bath.ac.uk

Outline

1. How do people learn? Review of the place of learning theory in activity design.

2. What helps people learn more effectively? Principles of effective pedagogic design.

3. What works in practice? – Case study analysis.4. What does the technology contribute? Typology of

technologies for learning. Examples Lecture Capture, Moodle for Peer assessment.

5. How can I approach the design of technology enabled activities? Design task with JISC effective practice planner.

1. How do people learn?Three approaches to understanding learning

Three (and a half) approaches to understanding learning

People learn by association: building ideas or skills step-by-step e.g. mnemonics, training drills, imitation, instruction associative learning leads to accurate reproduction or recall

People learn by constructing ideas and skills through active discovery e.g. exploration, experimentation, guided discovery, problem-solving, reflection constructive learning leads to integrated skills and deep understanding

People learn by constructing ideas and skills through dialogue e.g. discussion, debate, collaboration, shared knowledge-building social constructive learning also leads to integrated skills and deep

understanding

People learn by participating in communities of practice e.g. apprenticeship, work-based learning, legitimate peripheral participation situated practice leads to the development of habits, values and identities

Three broad approaches cont. All approaches emphasise:

Learner activity Constructive alignment of activities with desired outcomes The importance of feedback Opportunities for consolidation (practice) and integration

They differ in: The role and importance of other people The authenticity of the activity The formality of activity structures and sequences The emphasis on retention/reproduction or reflection/internalisation The locus of control

Further resources

Terry Mayes and Sara de Freitas (2004) Review of e-learning theories, frameworks and models

JISC Effective Practice in a Digital Age: pages 10-11

Theory into Practice database http://tip.psychology.org/theories.html

Theories of Learning – short paper from Oxford Brookeshttp://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html

2. What helps people learn more effectively?Principles of effective pedagogic design

Principles of effective learning design People learn more effectively when:

They are active They are motivated and engaged Their existing capabilities are brought into play They are appropriately challenged

zone of proximal development scaffolding differentiation

They have opportunities for dialogue (with tutors, mentors or peers)

They receive feedback (intrinsic or extrinsic) They have opportunities for consolidation and

integration

Outline of a learning activityIdentities: preferences, needs, motivations Competences: skills, knowledge, abilities

Roles: approaches and modes of participating

Tools, resources, artefacts Affordances of the physical and virtual environment for learning

learningenvironment

Other people involved and the specific role they play in the interaction e.g. support, mediate, challenge, guide

specific interaction of learner(s) with other(s), using specific tools and resources, oriented

towards specific outcomes

learner(s)

other people

learning activity

learning outcome(s)

New knowledge, skills and abilities Artefacts of the activity processFeedback (intrinsic or extrinsic)

Further resources

Effective Practice in a Digital Age: pages 12-13 Beetham, H. & Sharpe R. (2007) Rethinking

Pedagogy in a Digital Age. Oxon:Routledge

John Biggs (2003) Aligning teaching for constructive learning:available from the HE Academy resources database

Activity - 1

3. What works in practice?Case study analysis

Think about the following:

Which learning theories are relevant?

Which pedagogic principles are being used?

Which activities help learners achieve which outcomes?

How do the e-learning tools and resources support specific activities/outcomes? specific learners’ needs?

LearningActivity

ProblemsInvestigationsProjectsTasksRole plays

LearningResources

LearningSupports Modified after

Oliver &Herrington, 2001

Books, papers, Notes, web links, audio,Video, home study kits,Lectures, etc

Schedules, instructionsProcedures, announcements

individual group

Teams, collaboration,Tutorials, conferences,Buddies, mentors

Tutorials, quizzes,Simulations, worksheets

Elements in learning design

assessment

Further resources

Littlejohn, A. & Pegler, C. (2007) Preparing for blended e-learning. Oxon:Routledge.

Diana Laurillard (2003) Rethinking University Teaching 2nd Edition: Routledge

4. What does the technology contribute?

Typology of technologies for learning.

A typology of technologies for learning Based on Laurillard (1993, 2nd Edition 2003) Typology has been used to support design for learning

e.g. Conole (2004); Littlejohn (2004); Warren and Mayer (2000) Expresses how technologies are used for learning

Narrative = enabling representation of ideas Communicative = enabling dialogue between learners and others Interactive, Productive and Adaptive = enabling various forms of

interactivity between learner(s) and the learning system Integrative (added category) = enabling integration of learning

across activities

The typology can be used to… Choose a technology type

to support a specific learning activity or outcome

Choose specific technologies within a type to suit learners’ ICT capabilities and skills to offer learners’ choice and autonomy

e.g. over mode of access, approach to learning, medium used, adaptive technology…

to support collaborative and peer learning (if appropriate)

that is available, affordable and effectively supported

Focus on technologies

Lecture Capture Moodle tools for Peer Assessment

Further resources

Mason, R. & Rennie, F. (2008) E-learning and social networking handbook. Oxon:Routledge.

5. How can I approach the design of technology enabled activities?

Design task with JISC effective practice planner.

Tools for design

JISC Planner – detailed analysis of context Oliver and Herrington LDS – description of a

learning design.

Activity 2 - Have a go ……

Use the scenario provided or your own course to develop a technology enabled activity design.

Where next….

Research and evaluation methods, including ethical considerations: – 1/12/10.

Discuss your plans with your adviser Drafts of design proposal: 12/12/10