Learning design学习设计Learning analytics学习分析数据Innovating pedagogy 创新教学法

Dr Kan Qian 阚茜School of Languages and Applied Linguistics, The Open University, UK

2

Contents

● Group activity – important areas of consideration when designing a

course (5 min)

● Instructional design vs Learning design & Learning analytics (20 min)

● FutureLearn learning design principles & how some of them are

facilitated by online tools (20 min)

● Group activity – explore one of the free tools for language learning

activities and create one language activity(30 min)

[10-minute Break at about 2:15pm]

● Learning activity types (15)

● Group work – discuss the language activities that work well for you and

match them with the activity types (15 min)

● Experiment (10 min)

● Innovating pedagogy (30 min)

Group activity

What are the important areas of

consideration when designing a course?

3

Instructional designvs

Learning design & Learning analytics

4

5

Instructional design

It focuses on the specifics of designing learning materials

that meet a given set of learning objectives. This is based on

cognitivist learning theories (see e.g. Dick and Carey, 1996;

Gagné, 1985)

Main considerations:

●Learning objectives/outcomes (why should learners take this

course?)

●Key concepts (any real life examples and scenarios to

reinforce the key concepts?)

●Learning activities (what should be included that give learners

the chance to practice what they are learning?)

●Assessment (How can I test my learners understanding of the

content?)

●Marking criteria (How can I reward the learners for their

achievements?)

6

Learning design

It emphases on applying knowledge of pedagogy and analytics

(Learning Analytics, ie learning data) to design effective online

courses (not the same as lesson planning). It is student-activity

based approach that puts the learning journey at the heart of the

design process. Theoretically, it stems from socio-cultural

educational research (Vygotsky, 1978; Engeström, 1987)

A particular Learning Design is like an educational recipe for a teacher - it describes

ingredients (content) and instructions (process).

Learning analytics and design

“The potential is emerging for a virtuous circle,

where inquiry into the learning process feeds into

learning design, which motivates learning analytics,

which motivate future inquiry and thus the

refinement of the design and analytics.”

Learning analytics

Analysis of

learning

Learning design

Learning activity

Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst,

T., and Gaved, M. (2013). Innovating Pedagogy 2013: Open University

Innovation Report 2. Milton Keynes: The Open University.7

When videos

last beyond 10

minutes,

learners leave

the course

Video Length

Exit

%

0 10 20 30

40

60

20

80

Video length / percentage leaving the course

Example of LD: How long should a video be?

8

Most active during the weeks leading up to submitting

assignments9

Critical points of learning when students are most active

Example of using learning analytics

to decide when peer mentoring

support on the Student forum is

needed

FutureLearn Learning Design Principles &

some examples

10

11

FutureLearn course vision: “Inspire the best learning

experiences by telling stories, provoking conversations and

celebrating progress”.

FutureLearn Learning Design principles

Open

Listen to our learners

Tell stories

Provoke conversation

Embrace massive

Create connections

Keep it simple

Learn from others

Celebrate progress

Embrace FutureLearners

12

Example of sharing and learn from

others – embedded in assessment

(MA in Translation)

13

An example of being open

Weeks

Activities

Steps

An example of creating connection

14

15

Sign up for a free account

https://www.mentimeter.com

An example of celebrating progress and

encouraging reflectionhttps://www.futurelearn.com/courses/english-for-academic-

purposes/3/steps/201319

https://www.typeform.com/

Free account with limited functionalities 16

An example of being open and

keep it simple

Provide immediate feedback using Google Form

17

Click here (http://movemeproject.eu)

18

19

Group work to explore one of the free tools & design one language

activity

Mentimeter; Typeform; Google Form

20

Learning activity types

21

Student learningWeek 1 Week 2 Week 30+

Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour, satisfaction and

performance: A cross-institutional comparison across 151 modules. Computers in Human Bevavior, 60, 333-341.

Assimilative

Finding

information

Communicative

Productive

Learning Design

151 modules

Experiential

Interactive

Assessment

Student

Satisfaction

Student

retention

Student

success

Toetenel, L. and Rienties, B. (2016). Learning Design – creative design to visualise learning activities, Open Learning: The

Journal of Open, Distance and e-Learning, 31:3, 233-244

Seven learning types

22

Learning design and performance

●Learning design had a significant effect on student

satisfaction and performance

●Students showed higher satisfaction from courses with

assimilative and interactive learning

●There was higher retention from courses with

communicative learning

●There was lower success from courses with only

assimilative learning

23

24

http://www.open.ac.uk/blogs/OULDI/

Learning activity types

Assimilative (content)

e.g. Read, Watch, Listen, Think about, Access, Observe, Review

Information handling

e.g. List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather, Order, Classify, Select, Assess, Manipulate

Communicative e.g. Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, Question

Productive e.g. List, Create, Build, Make, Design, ConstructExperiential e.g. Practice, Apply, Mimic, Experience, Explore,

Investigate, Perform, EngageInteractive e.g. Explore, Experiment, Trial, Improve, Model,

SimulateAssessment Include summative (graded) assessment only here

e.g. Write, Present, Report, Demonstrate, Critique

25

27

Designing for learning activity

30

10

15

5

10 10

20

Intended mix of activity

Learning activity

Example of experiential learning type for

authentic communication – eTandem (L197)

http://seagull-tandem.eu/

28

Experiment (in pairs)

Each pair will reveal your result

30

31

https://gianfrancoconti.wordpress.com/2017/07/15/13-commonly-made-

mistakes-in-modern-language-instruction/amp/

13 commonly made mistakes in L2

teaching by Gianfranco Conti

32

13 commonly made mistakes in Modern Language

Instruction by Gianfranco Conti

https://gianfrancoconti.wordpress.com/2017/07/15/13-commonly-made-mistakes-in-

modern-language-instruction/amp/

33

Group work

- What vocabulary-building activities have you used

in your teaching that work well?

- How to use the seven activity types to guide your

vocabulary-building activities, bearing in mind the

experiment we just did?

34

Vocabulary-building

● Assimilative: provide a piece of reading materials that contain the new

vocabulary you want students to learn (but do not provide the meaning

for some of them)

● Finding the information: look online or work in groups to find out the

meaning of those words

● Communicative: tell each other or in small group the meaning of the

new words in target language (or mother tongue)

● Productive: make up sentences using them either in written or spoken

forms

● Experimental: writing an email to a Chinese friend using some of the

new words/phrases learnt

● Interactive: sending each other emails/text messages/social

media/Skype/WeChat posts using some of the phrases used; sending

the teacher a screen capture showing at least one exchange (involving

at least one other person) the use of the expressions as a piece of

homework.

● Assessment: dictation or test in class

Innovating pedagogyOU 2015 - 2017

Pedagogy that apply to L2 learning

35

Crossover learning

“Learning in informal settings, such as museums and

after-school clubs, can link educational content with

issues that matter to learners in their lives. These

connections work in both directions. Learning in

schools and colleges can be enriched by experiences

from everyday live; informal learning can be deepened

by adding questions and knowledge from the

classroom.” (p3, Innovating Pedagogy, 2015)

36

37

Incidental learning

Incidental learning is unplanned or unintentional learning.

It may occur while carrying out an activity that is

seemingly unrelated to what is learnt…. For many

people, mobile devices have been integrated into their

daily lives, providing many opportunities for technology-

supported incidental learning.” (p4, Innovating Pedagogy,

2015)

self-directed; may trigger self-reflection

Think about how you can embed informal and

incidental learning into your teaching

Productive failure

“Productive failure is a method of teaching that gives

students complex problems to solve and attempt to form

their own solutions before receiving direct instruction.

The aim is for students, working together, to use their

prior knowledge to consider possible solutions, then

evaluate and explain the best answer. By struggling and

sometimes failing to find a solution, the students gain a

deeper understanding of the structure of the problem and

its elements.” (Innovating Pedagogy, 2016:3)

38

39

Translanguaging

In a globalised world, many learners are studying in and

speaking a language that is not their mother tongue.

Translanguaging refers to moving flexibly and fluidly

between languages. Pedagogical strategies engage the

language abilities of bilingual students in teaching and

learning, for example by using bilingual partners,

organising international collaboration, searching the

internet in multiple languages and accessing a wide

range of online communities and resources.

Translanguaging can expand and deepen students’

understanding and help them to gain broader

perspectives. (2017:5)

Spaced learning

We learn facts better in a series of short chunks with gaps

between them, rather than in a long teaching session such as

a lecture…. Recent research in neuroscience has uncovered

the detail of how we produce long-term memories. This has

led to a teaching method of spaced repetition that occurs in

the following order: (1) a teacher gives information for 20

minutes; (2) students take a break of 10 minutes to participate

in an unconnected practical activity such as aerobics or

modelling; (3) students are asked to recall key information for

20 minutes, followed by a 10-minute break; and (4) students

apply their new knowledge for a final 20 minutes. A study of

spaced learning shows a significant increase in learning

compared to a typical lesson. (2017)

40

Learning outcomes

43

44

Writing effective learning outcomes

Learning outcomes is a statement for the aimed

learners of what they will be able to do

on completion of the module/course/programme.

Example:

- Having completed this module you will be able to demonstrate that you can …

- This course helps you to …

Effective learning outcomes…

speak directly to the learner

- they tell the learner what to expect to learn

are clearly linked to learning and assessment

- the words used are the basis for student activities and

assessment tasks

the learner knows what they have to do to succeed

are set at the right level (e.g. Bloom’s taxonomies)

- too high and they become meaningless (learners lose

confidence)

- too low and leaners lose motivation to aim high

45

46

布鲁姆认知过程分类

47

Benefits

●learners with easily understandable and relatable

terms to describe the learning outcomes they can

expect from the course.

●learners with meaningful descriptions of outcomes that

match the vernacular and style expected in academic

and employment settings.

●educators with the flexibility to accurately express the

outcomes of their courses.

●educators with descriptive terms for the outcomes of a

course, that promote good practice in learning design.

48

Module design using Intended

Learning Outcomes

intended

learning

outcome

learning

activities

assessment

tasks

defines

incorporate

demonstrate

achievement

49

Example - FutureLearn ‘English for

Academic Purposes: a MOVE-Me Project

course’

50

Recommended verbs to use for

describing learning outcomes

(FutureLearn)

● Collect - describing acquisition and preparation of tools, materials, and texts

● Record - indicating what students do to certify information, materials, texts, etc.:

● classify, describe, identify - indicating characterization of the objects of

knowledge/materials

● calculate, solve – data processing

● explain, interpret

● Analyse, compare – cognitive activities

● experiment, explore, investigate, model – indicating enquiry

● synthesise, summarise – combine ideas

● design, develop – sense making

● apply, demonstrate, perform, produce – utilise materials

● engage, lead – executive function

● debate, justify – indicating engagement

● assess, evaluate

● report

● collaborate, contribute, discuss

● improve, modify, reflect - rethinking or reconstructing

Summary

51

52

Learning outcomes

Reflected on your experiences in course design

(activity design)

Analysed differences between ‘Instructional design’ vs

‘Learning design’ and th (examples); the concept of

Learning design and the classifications of seven

Learning activity types

Identified examples of language learning activities that

match the seven learning types

Explored innovating pedagogy that apply to L2 learning

Engaged in designing effective learning outcomes

Acknowledgement: Thanks to OU colleagues Professor Mike Sharples and Mark

Endean for their contributions to this presentation.

53

References

Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching

and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives.

Longman, New York.

Conole, G. (2013). Designing for learning in an open world. New York: Springer.

Dick, W. and Carey, L. (1996). The Systematic Design of Instruction. New York:

Harper Collins.

Engeström, Y. (1987). Learning by Expanding: An Activity-theoretical Approach to

Developmental Research. Orienta-Konsultit Oy.

Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart &

Winston.

Innovating Pedagogy. (2015), (2016) and (2017). Milton Keynes: The Open

University.

Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour,

satisfaction and performance: A cross-institutional comparison across 151

modules. Computers in Human Bevavior, 60, 333-341.

Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., and

Gaved, M. (2013). Innovating Pedagogy 2013: Open University Innovation

Report 2. Milton Keynes: The Open University.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes. Cambridge, Mass.: Harvard University Press.