developing a pedagogical planner leanne cameron macquarie university
Post on 21-Dec-2015
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TRANSCRIPT
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?
The PP Projects:
• Phoebe (JISC-funded, Oxford)• Diana Laurillard + LAMS (JISC, LKL)• Compendium (Open University)• LearningMapR (Oxford, Waterloo
Canada)• Generic Templates (QUT)
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
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090
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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
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.
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.