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Induction to Pedagogy
Design of Learning Resources
Introduction
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
• 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
Induction to Pedagogy
Design of Learning Resources
Unit I: Learning Design Models
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
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
“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
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.
“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
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.
• 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)
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
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)
• 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
Induction to Pedagogy
Design of Learning Resources
Unit II: Material Design & Techniques
SYNERGY Exchange (http://synergyexchange.eu/)
Created for “SYNERGY”, an ERASMUS+ project
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
• “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
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
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
• 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
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
Our Mind Map after applying the DACUM process will look something like this:
Design a Curriculum Chart
De
sign
Le
arn
ing
Re
sou
rce
s
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 - … …
• 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
• 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
Thank you for your interest and attention
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