developing a pedagogical planner leanne cameron macquarie university

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Developing a Pedagogical Planner Leanne Cameron Macquarie University

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Developing a Pedagogical Planner

Leanne CameronMacquarie University

What is a pedagogical planner?

The case for a pedagogical planner

Other planner projects

Our prototype

What is a pedagogical planner?

• A course builder? • A lesson facilitator?• An activity planner?• An educational tool?• A tool to shortcut the learning

design process?

My intention

A scaffold to create a runnable lesson that provides novice or untrained tutors with ideas, suggestions and activities that will often naturally occur to an experienced practitioner.

The Facts:

• Many university lecturers have no formal teacher training• For some university lecturers teaching is not their highest priority• Lecturers are being asked to improve

the quality of their teaching• e-learning is being increasingly encouraged

All these conditions often lead to:

• Teacher-centric lessons• Mundane teaching approaches• Disengaged students• Disaffected lecturers

The central problem:

For those without formal training, how do lecturers go about improving their teaching?

Even for those WITH formal training, how do they go about introducing pedagogically sound e-learning teaching strategies?

Pedagogical Planners -

A possible solution?

In the beginning: LAMS Express

LAMS Express cont.

The PP Projects:

• Phoebe (JISC-funded, Oxford)• Diana Laurillard + LAMS (JISC, LKL)• Compendium (Open University)• LearningMapR (Oxford, Waterloo

Canada)• Generic Templates (QUT)

Phoebehttp://phoebe-app.conted.ox.ac.uk

Phoebe cont.

BACK

Diana Lauillardhttp://saturn.melcoe.mq.edu.au/presentations/LAMS-DL.swf

http://saturn.melcoe.mq.edu.au/presentations/LAMS-DL.swf

Teaching Methods - Define reuse of materialsOptional - Calculations of staff time needed for the Module will use the default estimatesRollover to see definition and links to examples

Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . . . . . .Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .

Total student hours

Decide what % of each Teaching Method will reuse materials.% Reused

Default estimates for reuse assume that preparation time can be reduced, on average, to around 20-25% of the time taken to prepare new materials. With reuse, the preparation time is spent on research, selection, evaluation and adaptation, instead of design and development.

You can edit the approximate % of reuse for each Teaching Method (the default is zero).

BACK

20102010105030203030105010

8090

080

090

1001080

050

0100

Display Teaching Methods

Define maximum group size

Estimate preparation time

Define reuse of materials

Estimate presentation time

Distribute learner time over TMs

Define ratio of cognitive activities

Intended pedagogic value…• Promotes the idea of more reuse of materials• Demonstrates the value of reuse• Motivates the opportunity to link to materials that would help to reduce staff time

Compendiumhttp://kn.open.ac.uk/public/document.cfm?docid=9671

BACK

LearningMapRhttp://lt3.uwaterloo.ca/innovation/lmr/lmr.html

LearningMapR cont.

LearningMapR cont.

BACK

PP Continuum

Design Scaffold Generic Templates

Did WE really meanan activity planner?

How to use our planner …

You will be facilitating a tutorial of 20 students.

Have you considered any of the following?:

Exploring Alternative PerspectivesThe emphasis of the learning design is interacting and

collaborating with peers to facilitate the discovery of differing perspectives

Problem-based LearningThe emphasis of the learning design is on the process of

students solving a real world problem presented to them.

Project/Case Study FocusThe emphasis of the learning design is to create a product or

artefact. The "learning by doing" process may be supported by case materials from which the learner can distil/abstract lessons learnt to apply in a new project situation.

Role Play FocusThe emphasis of the learning design is subrogation: "walking

in the shoes of others”

Role Play Scaffold

• What is a role play?• How would I use it?• What are the educational

benefits of using a role play?• Show me examples of other role

plays• Step me through the procedure

Steps in a Role Play• Describe the activity • Allocate/choose roles • Each student researches individual role • Upload completed profile summaries• Read others’ profiles• View scenario/s presented as video/ audio

or read f2f• Establish alliances • Determining plan of action • Each group uploads reports • Everyone reviews all reports• Whole group discussion• Submit individual written reflection

Information needed to run your own Role Play

• Purpose of the activity (Outcomes).• Assignment requirements (?).• How many roles? Name them.• Selected/random groups? • Nominate them.• Outline scenario.

A generic Role Play sequence in LAMS

Our prototype

Your Help?

• We want to build an authentic HE model/s for authentic users.

• It must model good practice in both f2f and e-learning environments.

• Your expertise in both HE teaching & learning pedagogies and e-learning will be invaluable to the quality of the end-product.

"Teachers need to feel they are trusted.  

They must be allowed some leeway to use their imagination,

otherwise teaching loses all sense of wonder and excitement.“

Alan Bennett (2007),

author of the History Boys