ensuring technological plurality through effective learning design
TRANSCRIPT
Ensuring Technological Plurality through effective Learning Design
Simon Paul AtkinsonAssociate Dean for Teaching Enhancement, Scholarship and Research
BPP University
https://goo.gl/WpvQBl
Contexts
Student Profile
Learning Outcomes
Media Choices
Assessment Design
(TLA) Activity Design
Evaluation
History
Victoria University of Wellington - NZ
(1998-2001)Open University – UK
(2001-2003)University of Hull
(2003-2008)Massey University –NZ
(2008-2010)LSE
(2010-2011)BPP University
(2011-)
https://goo.gl/WpvQBl
Contexts
Student Profile
Learning Outcomes
Media Choices
Assessment Design
(TLA) Activity Design
Evaluation
Learning Design Process: modules and programmes in higher education contexts
Orientation
Personal Context
Social ContextDiscipline Context
Familiarity with technology
Modeling and developing skills
Assumptions about knowledge media Enabling Outcomes
StudentsStudentsGraduate /
Professional Needs
Contextual Factors
Content Staff Literacy Infrastructure
Contexts
Student Profile
Learning Outcomes
Media Choices
Assessment Design
(TLA) Activity Design
Evaluation
Learning Design Process: media landscape
Orientation
Personal Context
Social ContextDiscipline Context
Student Context
Discipline Context
Media Context
Contexts
Student Profile
Learning Outcomes
Media Choices
Assessment Design
(TLA) Activity Design
Evaluation
Learning Design Process: constructive alignment
AssessmentTeaching &
Learning Activity
Intended Learning
Outcomes
Teaching & LearningActivities
Activities designed to generate, enable or elicit the active VERBS articulated in the Intended Learning Outcome
Activities performed as most appropriate to context and the ILO:•Teacher-led•Peer-enabled•Self-managed
AssessmentTasks
Tasks formatted to enable student to demonstrate the Active VERBS articulated in
the Intended Learning Outcome
Tasks specified using criteria allowing judgment to be
made on the level of student performance.
Intended LearningOutcomes (ILO)
Specify VERBS that students must enactVerbs suggest progressively higher order thinking skills according to level.
Uni-structural
Multi-structural
Relational
Extended Abstract
Simon Atkinson adapted from Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press.
Constructive Alignment
Biggs & Collis SOLO Taxonomy: Structure of the Observed Learning Outcome
Biggs, J., & Collis, K. F. (1982). Evaluating the Quality of Learning: Structure of the Observed Learning Outcome Taxonomy. New York: Academic Press Inc.
Representations of Taxonomies of Educational Objectives)
COGNITIVE DOMAIN (Original)Bloom, B. S. (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay
Circular Structures of Taxonomies
https://goo.gl/WpvQBl
Taxonomy of Educational Objectives (1/5)Cognitive DomainDecember 2016
Cognitive Domain
Taxonomy of Educational Objectives (2/5)Affective DomainMarch 2015
Affective Domain
Psychomotor Domain
Taxonomy of Educational Objectives (4/5)Knowledge DomainDecember 2014
Knowledge Domain
Interpersonal Domain
Mapping Visualisations across 5 domains
Progressive ILOs across Modules
Tutor Contact Tutor Facilitation
Peer moderation
Social/Professional C
ontext
Personal
Context
Reflection
Assessment
Assessment
Feedback
Lear
ning
M
ater
ials
Connect Engage CollaborateC
ontextualise
Personalise
Reflect
Assess
Assess
Feedback
Info
rm
SOLEmodel.org
GraduateAttributes
ProgrammeILOs
ModuleILOs
SOLE Toolkit Overview
Week / Topic View
Topic Details
Dashboards
Spaces Dashboard
Contexts
Student Profile
Learning Outcomes
Media Choices
Assessment Design
(TLA) Activity Design
Evaluation
Learning Design Process: visualisation
Closing Slide
http://spatkinson.wordpress.com http://solemodel.org
2) Download Taxonomies and SOLE Toolkit and enhance!
1) M.I.T: Anticipate, plan and use technology in pursuit of learning (outcomes)
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