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