An Approach to Learning Activity Design

Statement of Purpose

The aim of this presentation is to help you understand:a) The different components of a learning activity.b) The different considerations to be kept in mind while engaging in

learning activity design using digital technology.

Designing for Learning Outcomes

A learning outcome is some identifiable change anticipated in the learner.

Learning outcomes could be manifested as follows: Performance of new skill or expression of a new concept Evidence of new understanding Ability to take part in new situations or perform a more expert role

Criticisms for an outcome-based approach:

Fosters a strategic approach in which learners learn and teachers teach solely to the outcomes

Leads to focus on learning that can easily be assessed rather than wider and ‘softer’ skills such as values, capacity to learn

These issues can be worked around.

Designing for Learners

The outcomes-based approach assumes that all learners learn in the same way and demonstrate learning in the same way. Learner differences not related to task performance are ignored.

This is in contrast with the current focus on ‘learner-centredness’

Challenges in learner-centredness:

Knowing the differences between learners Dealing with these differences in ways that support the learners.

Depending on the task and context, one must consider learners differences in:

Needs Motives for learning Social and interpersonal skills Confidence and competence in the use of ICT

Learning Environment

The learning environment is taken to include available resources and tools, as well as other features that have a capacity to support learning.

Key TermsArtefacts- The devices and technologies available within the learning environment. E.g.- electronic whiteboards, mobile devices, etc.Resources-The means designed to deliver specific content. They may be provided by the teacher or discovered by the learner.

Medium

The medium used can have a profound effect on how content is assimilated and  remembered

Also different learners have different capacities with differentmedia.

A choice of medium, or the opportunity to experience two media in parallel – for example a spoken text and a visual diagram –have been shown to be  particularly effective for learning .

Artefacts can be used to enable learners to- Create –a) Individual representations- PPTs, digital cameras, video editors, web

editors, etc.b) Collaborative representations- wikis (online), e-whiteboard (offline) Communicate

Designing for Interaction with Others

Learning involves interaction with-a) More expert other (Teacher)b) Peers

Computer Mediated Communication (CMC)

Some or all of these interactions can now take place through CMC systems.

Implications of the use of CMC- Ability to participate with a much wider group of people at a place and

time convenient to the learner. Expertise more equitably distributed

Conclusion

In real-world activities, the four elements are mutually inter-dependent. The task given, the roles played by participants, the ways in which tools and resources are used, and the outcomes produced – all these emerge in the course of the activity itself. However, when planning or evaluating learning activities, it can be helpful to consider these elements separately.

The incorporation of technology into the learning activity can both, enhance the activity, and also raise new concerns.

Implications for pedagogy

Thank You!