Developing Learning Materials What are the options? UFS Workshop 25 – 27 January 2006

Overview of workshop Deepen understanding of learning Day One – About learning and the use of learning materials Day Two – Plan and write a learning text Day Three – Review and refine a learning text Deepen understanding of learning Features of good learning materials Range of learning resources Plan learning materials as an integral part of course design

Successful learning Four factors seem to be needed for successful learning Wanting to learn (motivation) Learning by doing (experiential learning, practice) Feedback (finding out how the learning’s going) Digesting (making sense of what has been learned – understanding) Race, Phil, 1996, ‘Helping Students to Learn from Resources ‘in Brown, S & Smith, B, 1996, Resource-Based Learning, London: Kogan Page

Kolb’s learning cycle

An approach to the design of learning texts Challenge – build a learning pathway between Existing networks of knowledge and skill New domain knowledge and skills Existing networks New domain What is required - Designed learning text series of learning activities with developmental sequence, for learner to engage in practices Design principle Use ongoing process for designing a developmental learning text How achieve? Construct feedback to elicit critical reflection by learners on their own work

Initial phase of process Assumptions about learners’ prior learning in relation to the topic Content Learning activity Moment in the learning process in which the learner actively acquires new understanding Content of activity will have to engage prior knowledge Reflection on learning Text to operate as teacher - anticipate possible responses so text can facilitate critical thinking by learner to identify learning or misunderstanding Response to learning activity

Subsequent phases of the process Add question or content from what has been dealt with earlier to deepen understanding learner is in the process of acquiring Assumptions about learners’ prior learning in relation to the topic Content Learning activity Moment in the learning process in which the learner actively acquires new understanding Content of activity will have to engage prior knowledge Reflection on learning Text to operate as teacher - anticipate possible responses so text can facilitate critical thinking by learner to identify learning or misunderstanding Response to learning activity

Bloom’s taxonomy Evaluation Synthesis Analysis Application Knowledge List, name, define Comprehension Explain, summarise, predict Application Solve, apply, modify Analysis How does it apply/work? Compare and contrast Synthesis What predictions can you make based upon …? How would you investigate and solve the following problem? Evaluation What judgement can you make about …? Is it right to say… motivate your answer Bloom’s taxonomy From: Bloom, B.S. (ed., et.al.) (1956) Taxonomy of Education Objectives: Handbook 1, Cognitive Domain. New York: David McKay Co. Inc

Spread of outcomes and level of activities In a low level, practically oriented course, a good balance of outcomes using Blooms taxonomy would be: 20% at the knowledge level 30% at a comprehension level 50% at the application level [From Freeman, R. (2004) Planning and Implementing Open and Distance Learning Systems – A Handbook for Decision Makers, Commonwealth of Learning, Vancouver, Canada]

National education policy Course design model Conduct analysis of stakeholder needs Identify available resources National education policy National priorities National standards/ qualifications? Programme What do learners need to learn? Purpose of course? Outcomes of course? Learner Profile How will we know that the course has achieved its purpose? Evaluation How can we help them learn it? Learning and teaching strategies Learning materials Support to learners How will we know they have learned it? Assessment

Bloom’s taxonomy Evaluation Synthesis Analysis Application Knowledge List, name, define Comprehension Explain, summarise, predict Application Solve, apply, modify Analysis How does it apply/work? Compare and contrast Synthesis What predictions can you make based upon …? How would you investigate and solve the following problem? Evaluation What judgement can you make about …? Is it right to say… motivate your answer Bloom’s taxonomy From: Bloom, B.S. (ed., et.al.) (1956) Taxonomy of Education Objectives: Handbook 1, Cognitive Domain. New York: David McKay Co. Inc

Plenary – critical reflection Workshop process Session 1 (09h00 – 10h30) Plenary discussion Clarify and confirm issues on: Learning design (yrs 1, 2, 3) Assessment Delivery Session 2 (11h00 – 13h00) 1 2 3 4 Course teams (pairs) Session 3 13h45 – 15h00) Plenary – critical reflection Suggestions for improving New ideas Session 4 (15h00 – 17h00) Refine tasks New tasks Practical tasks