1. Explanation of designs and testing for a ‘pedagogic planning tool’ A User-oriented Planner for Learning Analysis and Design - Detail Review meeting 23 January 2007

2. To template for ‘publishing’ to staff and students Learning Design Information Flow: Module Planner Link Learning Outcomes to Topics and Assessment Methods Resource Planning: Check assumptions Select and plan time on Teaching Methods Check learning experience, staff and student workloads Calendar Planning : Plan Topics by Week Check distribution of Learning Outcomes and Ass’t Methods Refine given definitions in terms of advice offered Generate known misconceptions To template for ‘publishing’ plan to staff for, workloads, assumptions, rationales Enter Module Outline data from given initial conditions Teaching Planning: Map Teaching Methods to weeks Check link between TMs and LOs Check staff and student workloads by week Checks all Los, AMs and Topics are linked Check workload for staff and students by week, and adjust if necessary Adjust parameters as necessary Link to Phoebe notes on: - Pre-requisites - Pre-existing skills and experience Link to Phoebe Wiki here to discuss plans across the team?

3. Module outline prototype

4. Links to resources on project website The project staff are collecting exemplars of definitions, case studies, learning objects, learning patterns, etc. that could be of use to project lecturers. Eventually we would hope to do a search of repositories and especially D4L outputs.

5. Adapt and implement a learning pattern in LAMS Output description to Word Select a Week to design, given Topics, LOs, AMs and TMs Learning Design Information Flow: Session Planner Critique learning pattern using theory Clarify learner needs Select & use learning theory Explanation of CF etc. Select learner needs Experience an existing learning activity in LAMS Publish and test in LAMS Adapt a learning pattern to Topic, LO, etc. Director-driven activity in LAMS Activity in Director Director-driven activity in LAMS and other media Activity in LAMS Learner data, research findings Select learning pattern

6. Week 2: Topics, Learning Outcomes Learners’ potential perceptions: (from Module Outline) Learners’ potential misconceptions: (from Module Outline) Make notes on the naïve, common, or historical conceptions that might be present among your students? What are the standard types of error, omission, or misconception that occur in assignments, exam answers, student presentations and discussions? Make notes on ways in which the internal logical structure of the main concepts can be distorted, over-simplified, over-generalised? Makes notes on which technical or special terms have everyday meanings that could lead to their misinterpretation? Make notes on which forms of representation used in this topic are difficult for students Linguistic Notational Diagrammatic Graphical Symbolic Iconic Numeric What does educational research say about learning needs in this field? Try entering your Topic keywords in Google Scholar and in education journals in your field. Make notes on key findings that would be helpful and record the source in Endnote for further reference. Clarify learner needs Lecturer’s input … Notes on nature of difficulties … Lecturer’s input Insert links to learner data, examiners’ reports, Google Scholar, and relevant education journals.

7. Select learner needs Select from the list below those that correspond most closely to your analysis, and select the approaches you believe would be most suitable: Likely learner needs  Understanding meaning of terms, special words  Understanding, explaining processes within a system  Understanding and applying a complex concept  Motivation to do thorough research  Understanding how properties of elements in a system relate to each other  Justifications for key principles or relationships  Seeing the familiar as problematic  Understanding the value of new concepts  Possible learning designs - from Mod4L? CETIS?  Provide a glossary online which can either display the matching terms and definitions, or display each term with all definitions and ask learner to select the matching one, and v.v.  Provide a concordance tool for a relevant document respository, set a task to use this to generate their own definition of a term, submit it, and ask student groups to debate whose is best, alongside existing expert definitions  Ask student groups to research and generate a ‘trivial pursuit’ style card on one term each, then challenge each other on the full set of terms  Develop a set of inappropriate uses in context of each term, taken from student assignments and exams, ask students to ‘mark’ them alongside expert uses in context, and discuss results. What taxonomy do we end up with for learning needs? - develop organically, via Wiki?

8. Lectures Tutorials Reading Computer-based tools Computer-based tools Interactive Computer-Marked Assignments (ICMAs) Interactive Computer-Marked Assignments (ICMAs) The mapping for Week 2 The mapping for Week 2 Summary Mapping Teaching Methods to (a) The Conversational Framework

9. Teacher/Lecturer Learner Other learner(s) Mapping Teaching Methods for Week 2 Teacher/Lecturer Learner Other learner(s) Questions Questions, ideas, answers Feedback Action Practice attempt Comment Practice attempt Comment Adapt actions Adapt a Task practice environment Reflect Hints Comments Model answers Concepts Questions Task goal Revisions This represents the parts of the Conversational Framework covered by the combination of all the Teaching Methods used in Week 2 (the current Week/Session): The coverage is good, but it may be worthwhile to consider how the remaining gaps could be addressed: Answers  CSCL environment  Synchronous online structured reading group  Collaborative lab/fieldwork project  Role-play simulation

10. Select learning pattern Select from the list below those that correspond most closely to your analysis, and select the approaches you believe would be most suitable: Likely learner needs  Understanding meaning of terms, special words  Understanding, explaining processes within a system  Understanding and applying a complex concept  Motivation to do thorough research  Understanding how properties of elements in a system relate to each other  Justifications for key principles or relationships  Seeing the familiar as problematic  Understanding the value of new concepts  These patterns would help students think through their initial thoughts for an unfamiliar area of study... Related learning patterns Related LAMS sequence Related learning objects, learning design tools in CETL Case study from CETL, JISC MLA, etc Reusable learning objects from MERLOT, JORUM, etc.Reusable learning objects from MERLOT, JORUM, etc - next stage for Director prototype

11. Work through a learning activity sequence This sequence is designed to help learners think through their initial ideas for an unfamiliar field of study, and prepare for understanding the expert definitions and concepts. Work through the sequence, to see how you experience it as a learning process. “Start from a model that can be changed” “Keep it simple, but extensible - standard templates are good if they produce something”

12. Does it motivate learners to Access the teacher/expert concepts? Ask questions of the teacher or their peers? Offer their own idea to teacher or peers? Act to achieve a clear task goal? Use feedback to improve practice/actions ? Compare outputs with their peers? Reflect on that experience? Discuss/debate ideas with their peers? Articulate their ideas? Produce an output? Forum: here are the experts’ definitions - how would you sort using these? No - needs to be adapted Critique a learning activity sequence Q&A: Can you think of a property or description that applies to two but not to the third? Not explicitly stated Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you? Forum: propose your ideas to others, and compare your sorts - are they the same? No - needs to be adapted Forum: propose your ideas to others, and compare your sorts - are they the same? No - needs to be adapted “ a framework for thinking, offering reminders of what’s possible…”

13. Design principles  Start with what is recognisable to lecturers  Aim for optimal use of technology, tools and resources  Build on existing practice to define categories and needs  Link to existing exemplars and findings wherever possible  Provide defaults and customisation  Rapid prototypes for rapid testing  Aim to implement as database with web front-end  Focus on planning learning and teaching, not logistics  Take lecturers to the point of analysing their ideas, then select an example from a provided list  Scaffold lecturers in the gradual use of terminology of LD  Record decisions, notes, designs in lecturer’s portfolio file

14. Database design built from Module and Session Planner prototypes

15. Future plans Implement tested prototypes as database with Web front-end Link plans to Phoebe project - cross-refer, and share test-beds - develop joint spec for mainstream application and sustainability Create direct supported links from LAMS design, and Ped Planner tool to contributions to LAMS community and Phoebe Wiki Build closer links with Sharing the Load, ELIDA, SLED Build in outputs from Mod4L, CETIS and other projects Develop spec for the full range of users in FE, HE, ACL, WBL, and full range of content, functionality, and forms of design support Begin testing with lecturers who are not currently engaged in e-learning Begin looking at advice on logistics - could we build this in? Implement glossary - global edit function, and link to a user-constructed ontology site Initiate, articulate and disseminate a new way of conceptualising learning design in terms of outcomes and patterns of activity, and internal analysis of learning tasks, layers of learning

16. One obvious way is to connect the two levels - to put theory into practice, with each learner using what they know to adapt their actions to achieve the task goal, so they can share actions and ideas with other learners… Teacher/Lecturer Learner Other learner(s) Linking Learning Outcomes and Teaching Methods (4) Teacher/Lecturer Learner Other learner(s) Concepts Answers Questions Productions Ideas Comments Task goal Feedback Actions Revisions Trial actions Teachers have to do the same - adapt the Task Goals to those needed to help each learner put their understanding into practice Adapt actions Adapt actions Adapt the Task practice environment But there should also be a connection in the reverse direction, from practice to theory… Trial actions Discursive level Experiential level

17. The connection back from practice to theory describes learning from experience, reflecting on how the practice makes sense of the theory, enabling each learner to share their reflections with other learners… Linking Learning Outcomes and Teaching Methods (5) Reflect And again, teachers and lecturers have to do the same - reflecting on their learners’ performance in the Task environment so they can offer more elaborate or clearer descriptions of theory, or answers to questions Teacher/Lecturer Learner Other learner(s) Teacher/Lecturer Learner Other learner(s) Concepts Answers Ideas Comments Actions Revisions Adapt actions Adapt actions Adapt the Task practice environment Action ideas Reflect

18. This is the complete Conversational Framework: Linking Learning Outcomes and Teaching Methods (6) It is designed to describe the minimal requirements for supporting learning in education. It means that, if the learning outcome is understanding, or mastery, the teaching methods should cover the whole Framework, motivating the learner to go through all these different cognitive activities. So the Conversational Framework provides a way of checking that a teaching design motivates what it takes for students to learn. Teacher/Lecturer Learner Other learner(s) Teacher/Lecturer Learner Other learner(s) Concepts Answers Questions Productions Ideas Comments Task goal Feedback Actions Revisions Action ideas Adapt actions Adapt actions Adapt the Task practice environment Reflect

19. 1. access explanations and presentations of the theory, ideas or concepts? 2. ask questions about their understanding of the theory, etc, by providing the opportunity for answers from (I) the teacher, or (ii) their peers? 3. offer their own ideas and conceptual understanding, by providing comment on them from (I) the teacher, or (ii) their peers? 4. use their theoretical understanding to achieve a clear task goal by adapting their actions in the light of their understanding, or in response to comments or feedback? 5. repeat practice, by providing feedback on actions that enables them to improve performance? 6. repeat practice,by enabling them to share their trial actions with peers, for comparison and comment? 7. reflect on the experience of the goal-action-feedback cycle, by offering repeated practice at achieving the task goal? 8. discuss and debate their ideas with other learners? 9. reflect on their experience, by having to articulate or produce their ideas, reports, designs, performances, etc. for presentation to their peers? 10. reflect on their experience, by having to articulate or produce their ideas, reports, designs, performances, etc. for presentation to their teachers? This list will be available for consultation throughout the Session Planning process. The Conversational Framework - A Summary The Conversational Framework poses the following questions to the Teaching Methods planned for a Session/Week. Do they motivate students to: