Teaching Course 1, Session 7, Day Two aura Engaged Excellence in Research & Teaching Practices Mood Monitor Learning Design Teaching Course 1, Session 7, Day Two

Session Learning Outcomes In this session, you will: Break down the process for creating a curriculum/learning session Identify the features of a curriculum, and construct curriculum features for the session’s scenario Create a session plan and devise appropriate learning outcomes, activities, and assessments for the session’s scenario Reflect on and conclude how your planning processes could be modified in the future (1 min)

Features of your Curriculum “The student learning experience is about more than their experience of the syllabus and the assessment strategy. It includes their experience of being supported and guided through a programme of study, and feeling part of a learning community”. (2 mins) Open University, Learning Design

Curriculum Session 1 Session 2 Session 3 Syllabus Learning Outcomes Activity Assessment Resources Session 2 Session 3 Syllabus (1 min)

Creating a curriculum/session learning design 1. Assess/ Evaluate 2. Design 3. Develop 4. Implement (2 mins)

Design Key questions to consider: What are the key features of the curriculum? What do I want learners to be able to do? Learning Outcomes What learning activities will be used to foster knowledge? How will we assess their knowledge and skills? What resources will be used? (1 min)

Learning Outcomes Focus on ‘What you are expected to do…’ Cognitive objectives: learning facts, theories, formulae, principles etc” Performance outcomes: learning how to carry out – processes, procedures, calculations… Affective outcomes: developing attitudes, professional values Should be SMART Specific Measurable (informs assessment activities) Achievable Relevant (Realistic) Time bound (1 min)

Bloom’s Taxonomy (1 min) Bloom B., Englehart, M., Furst E., Hill, W., & Krathwohl, D. (1956)

(2 mins)

A learning Outcome “As a result of participating in this session, learners will be expected to explain to their colleagues in a clear and concise manner how to apply the Harvard Referencing Standard to cite journal references in their assignments” (5 mins)

Learning Activities Conole, Fill (2005) define learning activities: Context Subject, level of difficulty, intended learning outcomes, the environment Learning and Teaching Approaches Theories and models Tasks Type of task, techniques used, associated tools and resources, interaction, roles, assessments (5 mins) Pedagogically effective learning activities, Conole and Fill (2005)

Types of learning activity Conole and Fill (2005) reported over 30 learning activities Educause (2005) – ‘Potential Learning Activities’ 43 learning activities Behavioural modelling Brainstorming Case Study Cognitive modelling (Reflection-In-Action) Discussion Essay Experiment Field trip Etc…. (3 mins)

Activity #1: Features of a curriculum/session LO: Create a session plan and devise appropriate learning outcomes, activities, and assessments for the session’s scenario Go through Open University ‘Curriculum feature cards’ Familiarise yourself with the features: Blue (1-28) – the features of the session Orange (29-49) – role of educator/student Purple (50-75) – assessment activities Green (76-96) – context (15 mins) (15 mins)

Activity#2: Define learning and assessment activities (40 mins)

Activity #3: Reflection (10 mins) Photo credit: sduvigneau

Session Learning Outcomes You should now be able to: Break down the process for creating a curriculum/session (module) Identify the features of a curriculum, and construct curriculum features for the session’s scenario Create a session plan and devise appropriate learning outcomes, activities, and assessments for the session’s scenario Reflect on and conclude how your planning processes could be modified in the future (1 min)

The content is authored by: Siobhan Duvigneau, AURA Programme Manager, Institute of Development Studies, S.Duvigneau@ids.ac.uk This work is licensed under a Creative Commons Attribution- Non-commercial ShareAlike 3.0