1. design for learning – processes for active learning Robin Graham – Christchurch Polytechnic Institute of Technology Martin Jenkins – University of Gloucestershire

2. Overview definitions relationship to active learning considerations checklist and planners other models issues where to from here?

3. definitions “the process of designing, planning and orchestrating learning activities as part of a learning session or programme” (JISC, 2006) “ the process by which teachers – and others involved in the support of learning - arrive at a plan or structure or design for a learning situation” (Beetham and Sharpe, 2007) “the different ways in which learning experiences can be structured including the sequencing of activities and interaction” (Oliver, 1999)

4. it may include but is not limited to: learning resources and materials learning environment tools and equipment learning activities assessment activities

5. why learning design? Re-use and developmental tool Evaluation tool Product AND process What will best meet users’ needs? How can this be communicated? ….all these pedagogical activities require forethought and an explicit representation of what learners and teachers will do…make visible aspects of pedagogic practice …previously taken for granted…’(Beetham & Sharpe, 2007)

6. relationship to active learning ‘ learners are no longer seen as passive recipients of knowledge and skills but as active participants in the learning process’ (Laurrillard, in Beetham & Sharpe, 2007, pxvii). ‘engagement, imagination and alignment is pivotal for the organisation of learning’ ( Cousin & Deepwell, 2005, p63 ) ‘…learning arises from what students experience, not what teachers do or technology does ’( Boud & Prosser, 2002, p237)

7. considerations underpinned by constructivist view of learning ( Cousin & Deepwell, 2005 ) focus on design as a holistic process ( ibid ) intentional and systematic but also a creative and responsive approach (ibid ) learning cannot be designed, it can only be designed for – “There is an inherent uncertainty between design and its realisation in practice since practice is not the result of design but rather a response to it” ( Wenger, 1998, p233 )

8. why would you? paradigm shift – from content to activity making what you do explicit and transparent not just ‘what, but ‘how’ and ‘why’ constructive alignment ( Biggs, 2003 ) possibility of shared dialogue and practice transparent focus on teaching and learning within a disciplinary context allows for approach appropriate to situation, discipline, learning environment active learner engagement central to education process

9. uses for learning design reuse –inspirational designs – facilitate understanding –running designs – provide information for implementation development and evaluation –tools for dialogue –need different layers for different purposes

10. ebl planner development focus potential as means of facilitating understanding and for evaluation and reflection three elements –checklist –pedagogic principles –temporal plan

11. ebl planner checklist –reflect on practice or intent pedagogic principles –reflection and planning temporal plan –means of representing activities, support and resources and their inter-relationships

12. activity in small groups –1 person to identify an activity that can be reflected upon or one that is planned –others act as questioners complete checklist produce temporal plan 20 minutes

14. LAMS LAMS = Learning Activity Management System electronic learning system provides for planning and running activities –‘running’ representation

16. issues use of technologies threshold concepts the ‘lived’ curriculum re-design learner ownership scaffolding of activities frameworks reflection

17. and more issues role of staff development communities of practice locus of control UoG ‘review’ process scaffolding of learning ‘inspirational’ designs and ‘runnable’ designs ( Falconer et al ) granularity

18. acknowledgement Maori.org.nz for images