A Learning design toolkit for creating effective learning

activitiesGráinne Conole, Karen Fill and

Chris BaileyUniversity of Southampton

SSeLF workshop, Southampton21st July 2005

The problem…

Plethora of tools and resourcesEnormous potential but underused

Wealth of knowledge about learningDidactic/behaviourists models predominate

Gap between thepotential of the technologies

(confusion over how they can be used)and

application of good pedagogical principles(confusion over which models to use)

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

Learning Activity Toolkit

• Guides 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

Learning activity components

• Context– Subject, level, learning outcomes,

environment, etc

• Learning and teaching approaches– Theories and models

• Tasks– Type, techniques, tools, resources, interaction,

roles

• Assessments– Type, techniques

Types of learning activitiesType Technique Interaction Roles Tools & Resources Assessment

AssimilativeReadingViewing Listening

ArtefactAssignmentBrainstormingBuzz wordsDefendingDissertationDrill & practiceEssayExerciseFishbowlIce breakerMCQMindmapsNegotiatingPair dialoguesPerformancePortfolioProductQuestion & answerResource-basedRole playRoundsShort answerSnowballDebateTestVoting

1 – manyGroup basedClass based1-1 S to S1-1 S to TIndividual

Indiv learnerGroup leaderCoachParticipantMentorSupervisorRapporteurFacilitatorDelivererPair personPresenterPeer assessor Moderator

AdaptiveSimulationModellingVirtual worldsCommunicativeChatChatEmail Discussion boardsMailing listsWeblogsProductiveSpreadsheetsDatabasesNarrativeAudio ImageTextVideoWeb pageInteractiveLibrariesPortalsSearch engines

Not assessedDiagnosticFormativeSummative

Info HandlingGatheringOrderingClassifyingSelecting AnalysingManipulating

AdaptiveModellingSimulation

CommunicativeDiscussingPresentingDebating

ProductiveCreatingProducingWritingDrawingComposingSynthesising

ExperientialPracticingMimickingExperiencing

Making the link

• Pedagogical approach – didactic• Learning outcome – knowledge• Tasks – assimilative• Assessment - focusing on re-

production of knowledge– MCQs, drills, short answer, essays– Tutor feedback, tutor assessed

Making the link

• Pedagogical 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

Making the link

• Pedagogical 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

Making the link

• Pedagogical approach – dialogic• Learning outcome – evaluation• Tasks – communicative• Assessment - focus on critiquing and

argument– Group presentation– Peer-evaluated

Uses

• Guidance– On the 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

A Learning design toolkit for creating effective learning

activitiesGráinne Conole, Karen Fill and

Chris BaileyUniversity of Southampton

SSeLF workshop, Southampton21st July 2005