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Describing and disseminating practice in a transparent manner Dr Alan Masson Colette Murphy Aine MacNeill

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Background <ul><li>Importance of describing and disseminating effective practice </li></ul><ul><li>Recognised challenges </li></ul><ul><li>Learning Design models </li></ul><ul><li>Pedagogical Models </li></ul>activist theorist pragmatist reflector visual auditory kinesthetic knowledge comprehension application analysis synthesis evaluation concrete experience reflective observation conceptualisation constructivism behaviourism cognitivisim

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Aim <ul><li>Capture teaching and learning processes </li></ul><ul><li>Mapping/recording process </li></ul><ul><ul><li>Understandable </li></ul></ul><ul><ul><li>Generic </li></ul></ul><ul><ul><li>Reusable </li></ul></ul><ul><li>Aid reflection </li></ul><ul><li>Enhance Development </li></ul><ul><li>Disseminable outputs </li></ul>

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Model as a means of traversing the Learning Design continuum

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Interdependent relationship

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Roles

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A worked example

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Activity <ul><li>Think of a learning activity you have delivered </li></ul><ul><ul><li>It maybe a practical, a tutorial exercise, an assignment, etc. </li></ul></ul><ul><li>Break the activity into as few or as many learning events as you chose </li></ul><ul><ul><li>Record the sequence of learning events that took place </li></ul></ul><ul><li>For each event describe and record the sequence of activities for: </li></ul><ul><ul><li>The Teacher using the selected verbs </li></ul></ul><ul><ul><li>The Learner using the selected verbs </li></ul></ul><ul><li>If useful - record details of the environment and the resources used to support the learning activity and the intended objectives for both the teacher and the learners </li></ul><ul><li>Complete the evaluation form of the process </li></ul>

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Potential benefits <ul><li>Powerful tool for recording practice and processes in learning activities </li></ul><ul><li>Provides a rich reflective opportunity for practitioners to review their learning activities and their design and their interrelations with students. </li></ul><ul><li>Widely understood, plain English terminology. </li></ul><ul><li>Could be used to help design and refine lesson plans and learning outcomes. </li></ul><ul><li>Could form the basis for a conversational evaluation of practice through the comparison of learner and teacher perspective models </li></ul><ul><li>Provides simple check lists and complementary teaching learning plans to assist in the adoption of the modelled practice </li></ul><ul><li>Provides the basis for a learning design transcription ‘nexus’ between face-to-face and online and vice versa </li></ul>

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Thoughts? Questions?

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Contact Details +44 28 90323202 ab.macneill @ulster.ac.uk Aine MacNeill E-Learning Development Officer c.murphy1@ ulster.ac.uk aj.masson@ ulster.ac.uk Email +44 28 90368617 Colette Murphy Staff Development Officer Telephone Name +44 28 90366064 Dr Alan Masson Senior Lecturer in Learning Technologies