Ensuring Technological Plurality through effective Learning Design
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A BETT 2017 Presentation delivered 25th January 2017
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Ensuring Technological Plurality through effective Learning Design
- 1. Ensuring Technological Plurality through effective Learning Design Simon Paul Atkinson Associate Dean for Teaching Enhancement, Scholarship and Research BPP University https://goo.gl/WpvQBl
- 2. ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation History Victoria University of Wellington - NZ (1998-2001) Open University – UK (2001-2003) University of Hull (2003-2008) Massey University –NZ (2008-2010) LSE (2010-2011) BPP University (2011-) https://goo.gl/WpvQBl
- 3. ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: modules and programmes in higher education contexts OrientationOrientation Personal ContextPersonal Context Social ContextSocial Context Discipline ContextDiscipline Context
- 4. Familiarity with technology Modeling and developing skills Assumptions about knowledge media Enabling Outcomes StudentsStudents Graduate / Professional Needs Graduate / Professional Needs Contextual FactorsContextual Factors ContentContent Staff LiteracyStaff Literacy InfrastructureInfrastructure ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: media landscape OrientationOrientation Personal ContextPersonal Context Social ContextSocial Context Discipline ContextDiscipline Context
- 5. Student ContextStudent Context Discipline ContextDiscipline Context Media ContextMedia Context ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: constructive alignment Assessment Teaching & Learning Activity Intended Learning Outcomes
- 6. Teaching & Learning Activities Activities designed to generate, enable or elicit the active VERBS articulated in the Intended Learning Outcome Activities performed as most appropriate to context and the ILO: •Teacher-led •Peer-enabled •Self-managed Assessment Tasks Tasks formatted to enable student to demonstrate the Active VERBS articulated in the Intended Learning Outcome Tasks specified using criteria allowing judgment to be made on the level of student performance. Intended Learning Outcomes (ILO) Specify VERBS that students must enact Verbs suggest progressively higher order thinking skills according to level. Uni-structural Multi-structural Relational Extended Abstract Simon Atkinson adapted from Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press. Constructive Alignment
- 7. Biggs & Collis SOLO Taxonomy: Structure of the Observed Learning Outcome Biggs, J., & Collis, K. F. (1982). Evaluating the Quality of Learning: Structure of the Observed Learning Outcome Taxonomy. New York: Academic Press Inc.
- 8. Representations of Taxonomies of Educational Objectives) COGNITIVE DOMAIN (Original) Bloom, B. S. (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay
- 9. Circular Structures of Taxonomies https://goo.gl/WpvQBl
- 10. Taxonomy of Educational Objectives (1/5) Cognitive Domain December 2016 Cognitive Domain
- 11. Taxonomy of Educational Objectives (2/5) Affective Domain March 2015 AffectiveDomain
- 13. Taxonomy of Educational Objectives (4/5) Knowledge Domain December 2014 Knowledge Domain
- 15. Mapping Visualisations across 5 domains
- 16. Progressive ILOs across Modules
- 17. Tutor Contact TutorFacilitation Peermoderation Social/Professional Context Personal Context Reflection Assessm ent Assessm ent FeedbackLearningMaterials Connect Engage CollaborateContextualise Personalise Reflect Assess Assess Feedback Inform SOLEmodel.org Graduate Attributes Programme ILOs Module ILOs
- 19. Week / Topic View
- 20. Topic Details
- 21. Dashboards
- 22. Spaces Dashboard
- 23. ContextsContexts Student ProfileStudent Profile Learning Outcomes Learning Outcomes Media ChoicesMedia Choices Assessment Design Assessment Design (TLA) Activity Design (TLA) Activity Design EvaluationEvaluation Learning Design Process: visualisation