Phoebe home Start a new design Edit an existing design Explore the guidance A practitioner-focused environment to support design for learning ¶ ¶ Phoebe is a prototype online tool designed to encourage teachers in colleges and universities to explore new approaches and tools in their pedagogy. Why “design for learning?” “Design for learning” is an alternative perspective on practices traditionally referred to as course and lesson planning. It lays emphasis not only on the role of technology in learning, but also on effectiveness: creating designs for experiences that are motivating, enjoyable and productive for students and teaching staff alike. Phoebe brings together the key components of a learning design, prompts your thinking, allows you to record ideas and requirements, and makes it easy to cross-reference components as you design the activities that make up an individual learning experience, or session.

Phoebe guidance Contextual Information:Contextual Information: The what, who, when and where of this learning session. >> Title and author | Course | Timetabling | Staff | Location | Health and SafetyTitle and authorCourseTimetablingStaffLocationHealth and Safety Curriculum Aspects:Curriculum Aspects: What is the purpose of this learning session? >> Aims and objectives | Learning outcomes | Typical misconceptions | Assessment | Prerequisites | Preparation by students | Teaching resources | Curriculum documentationAims and objectivesLearning outcomesTypical misconceptionsAssessmentPrerequisitesPreparation by studentsTeaching resourcesCurriculum documentation The Students:The Students: How many? What are their particular characteristics? >> Numbers | Learning styles | Independence | Differentiation | Linguistic competence | Accessibility | Social skills | ICT skills | Transferable experienceNumbersLearning stylesIndependenceDifferentiationLinguistic competence AccessibilitySocial skillsICT skillsTransferable experience Your Teaching Approach:Your Teaching Approach: What approach(es) are you going to take in this session? Learning Activities:Learning Activities: What are the students going to do? >> Find out about learning activities and sequences. >> Design the activities: Preparation by students | Main sequence | Assessment activities | Follow-up activities | Additional/alternative activitieslearning activities and sequencesPreparation by studentsMain sequenceAssessment activitiesFollow-up activities Additional/alternative activities The E-learning Advantage:The E-learning Advantage: Find out how technology can enhance different forms of learning activity. >> What technology can I use for a particular activity? >> What can I do with a particular tool?What technology can I use for a particular activity?What can I do with a particular tool? Contingency Plan:Contingency Plan: What will you do if things don’t go as expected? Reflections on the Learning Session:Reflections on the Learning Session: What went well? How did the students react? What do you want to change? >> Personal impressions | Outcome for students | Quality of learning designPersonal impressionsOutcome for studentsQuality of learning design Links to Resources:Links to Resources: A glossary of terms, links to the Phoebe user documentation, a gallery of further examples and case studies, and a “portal” to a number of e-learning repositories and resource sites that you can search for yourself. Start or edit a design

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Design A Title edit/delete/help Author edit/delete/help Location edit/delete/help Tags Clicked Help Option 1 Context: Location ¶ ¶ “The environment can affect what can be done in a session e.g. availability of breakout rooms, space for group work etc.” (FE teacher) Possible locations include: Face-to-face: Class/seminar room, laboratory, lecture theatre, field trip, workplace Online/distance: Audio, video, computer, simulator Mobile: Anywhere! (e.g. train, stationary car, airport lounge, in the field) If face-to-face meetings are involved (i.e. in a classroom, lab etc.): ¶ ¶ Where is the class to meet for the face-to-face sessions? Does the room need to be booked? Do you need any particular technology in that room? (See Resources in the Curriculum section for a list of technologies.)Resources Does the technology need to be booked (and, if so, how long in advance)? Do you need to carry out a risk assessment? If online/distance or mobile learning is involved: ¶ ¶ What technology do students need? Do you need to inform them of these requirements? When? How? Do you need to make equipment available to students who don’t have their own? What is the procedure for doing this? Title and authorTitle and author | Course | Timetabling | Staff | Health and Safety | Contents pageCourseTimetablingStaffHealth and SafetyContents page

Clicked Help Option 2 Context: Location ¶ ¶ “The environment can affect what can be done in a session e.g. availability of breakout rooms, space for group work etc.” (FE teacher) Possible locations include: Face-to-face: Class/seminar room, laboratory, lecture theatre, field trip, workplace Online/distance: Audio, video, computer, simulator Mobile: Anywhere! (e.g. train, stationary car, airport lounge, in the field) If face-to-face meetings are involved (i.e. in a classroom, lab etc.): ¶ ¶ Where is the class to meet for the face-to-face sessions? Does the room need to be booked? Do you need any particular technology in that room? (See Resources in the Curriculum section for a list of technologies.)Resources Does the technology need to be booked (and, if so, how long in advance)? Do you need to carry out a risk assessment? If online/distance or mobile learning is involved: ¶ ¶ What technology do students need? Do you need to inform them of these requirements? When? How? Do you need to make equipment available to students who don’t have their own? What is the procedure for doing this? Title and authorTitle and author | Course | Timetabling | Staff | Health and Safety | Contents pageCourseTimetablingStaffHealth and SafetyContents page Title edit/delete/help Author edit/delete/help Location edit/delete/help Tags Full screen