2. SOME THEORIES/MODELS OF LEARNING
1.KOLB : Learning from experience.
4-stage cycle:
Experience;
reflection on it
Develop theory/understanding
/explanation
Plan future action to
test/implement it
3. Kolb
Core idea of learning:
It is a cycle of purposeful activities
crucially involving reflection,
feedback and response other than
learning as an imitation of a
sponge.
Being taught: is only one of a vast
number of possible experiences.
4. Bruner: Spiral curriculum
He adds to Kolb’s cyclical account, the
idea of progression, of upward
movement, of experiencing and making
sense of experience at successively more
sophisticated levels rather than going
around in cycles or becoming a larger and
fuller sponge.
5. Marton: Deep and surface learning.
Are approaches/orientation to learning rather than
skills, personality types/kinds of learning ;
- a deep approach involves an intention of
understanding.
- a surface approach involves an intention of
memorizing.
Many students can take either approach.
What affects their choice?
Their perception of the assessment they are likely to
face.
6. Entwistle: Strategic Approach
An intention to obtain highest grades
possible by whatever approach, deep or
surface, seems to the student to be
appropriate at the time.
7. Biggs Constructive alignment
What need to be aligned?
Learning Outcomes, Assessment
methods, Learning Activities, and
Learning resources.
Ultimate alignment
8. Bloom & Krathwohl: a taxonomy of
educational objectives( cognitive domains
Taxo/classification of intellectual
activities showing an explicit progression
from the lowest; remembering,
understanding, applying, analyzing,
evaluating and creating.
It is a valuable tool for analyzing learning
objective and proposed assessments task.
It encourages to raise aim for higher level
capabilities.
9. Piaget: Assimilation and accommodation
Our perceptions need to be shaken up
in order to fit something into our
existing mental framework
(integration and growth of our
knowledge, mental structure).
10. Thorndike’s law of effect
Responses that produce a
satisfying effect in particular
situation become more likely to
occur again in the same
situation.
11. C. Rogers: Student-centred learning
Powerful ideas on education:
A person cannot teach another person directly, A person can only facilitate
another’s learning,
A person learns significantly only this things that are perceived as beng
involved n the maintenance or enhancement of the structure of self.
Experience which if assimilated would involve a change n the organization
of self , tends to be resisted,
The structure and organization of self appear to become more rigid when
under threat and to relax its boundaries when completely free from
threats.
The educational situation which most effectively promotes significant
learning s one n which threats to the elf of the learner is reduced to
minimum and differentiated perception of the field is facilitated,
12. Pedagogy of learning
Learning is most effective when all the following
conditions are met:
A clear structure, framework commands, supports and informs
learning.
High standards are expected of learners and are made explicit.
Learners acknowledge and use their prior learning and their particular
approaches to learning
Learning is an active process
Learners spend lots of time in tasks, that is doing relevant things and
practising.
Learning is undertaken at least in part as a collaborate activity, both
among students and between students and staff.
Learners receive and use feedback on their work
13. Designing Blended Learning Course
Most of the effectiveness of BL comes
from the design of the course,
Everything you can do, starts with a
good course design.
The design phase aims to produce a
brand new Blended Learning course,
populated with content and learning
activities and tested by colleagues.
14. The architecture of the course
A. A clear description of the Intended Learning
Outcomes of the course
B. A breakdown of these outcomes (probably weekly/
by topics)
This breakdown shows the kind of work to be done
in order to meet the learning outcomes.
Associated with the outcomes are the activities
(Learning Activities) to undertake to achieve the
outcomes
The resources needed to complete each of these
Learning Activities
The Assessment to check if the Learning Outcome
has been achieved.
15. The architecture of the course
C. Course Guide (Course handbook ) : It is a
plan of what the students are going to do
as they study the course. It is a single
reference for students. A document
available online and downloadable. It is
also a principal learning resource for the
students. It follows the structure of the
Moodle site closely.
16. Learning Outcomes
Can be framed as follows:
At the end of the course, what students are
able to do? (Capabilities which make use of
the knowledge),
At the end of the course, who students
should be? (Values and attributes)
17. Learning Outcomes
Los are very important ,because they are the
basis to measure the value of your learning and
teaching materials (do they help the student to
achieve the Los?) and evidence of the students
success on the course (If they have mastered the
outcome).
Students and assessors need to know what the
outcomes are and how they can use and evidence
them and judge their attainment.
18. Storyboarding
It is a process of setting out a visual
representation of the course that you are
designing. It allows to see the progression
of the course.
The storyboard is a table whose rows
represent topics/subtopics, and
corresponding Learning Outcomes, Learning
Activities, Learning Resources, and
Assessment.
20. Learning Activities
Developing LA s the most important task in developing a BL course after
identifying the Los
They are of 2 kinds:
Las that support students learning (engage students n disciplinary knowledge)
Las to receive feedback from colleagues from these activities (engage collaborate
working).
They can be done in Solo, Small groups or large groups
From the start encourage students to work in public, in course forums where
they can share their work and thoughts, they can see and react to each other
post. They must learn to trust each other and you.
21. Learning Activities
Resources to support student learning
Should be selected to help students to
undertake appropriate LA. You have to
locate learning resources to support the
learning.
They are the servant of Las
Can be books, e-books/e-journals, web
resources, documents n different
formats, audio and video resources, etc.
22. Assessment
It is a formal business and must be done
rigorously and fairly as major consequences
follow for students and the University
reputation.
A good learning outcome provides strong basis
for assessment. The best way to assess a LO s
usually to ask students to do it. Example : Say
to students: Show that and how you have
achieved the Learning Outcome of the course.
23. An Example of Course Design (Java
Programming Language)
1. Learning Outcomes
At the end of this course the students
should be able to:
Develop Java programs at an
intermediate level
Justify the use and rationale of
components and structures in his
software
24. Java Course Storyboard
Number 1 2 3 4
Topic Introduction to
Java
Java Syntax Basic Constructs Java methods
Learning
Outcomes
Describe specific
characteristics
of Java
Explain the
syntax and
semantics of
java elements
and write simple
programs
Write programs
to manipulate
simple and
complex data
Write programs
using effective
and small
reusable building
blocs ( methods)
Learning
Activities
Watching video,
reading
document
uploaded,
posting in the
forum
Reading a text,
Following a
podcast, Quiz
F2F
Watching an
animated
PowerPoint
Presentation,
reading web
resources,
assignment
Watch video,
read web
resources,
Forum
F2F
Learning
Resources
Video, Document Online resource,
podcast
Animated online
PP presentation,
web resources
Video, web
resources
Assessment Describe Java
characteristics
Write simple
programs
Write programs
to process arrays
Write programs
using methods;
CAT1
