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Leanne CameronNo 1 Leanne Cameron Macquarie University Leanne.Cameron@mq.edu.au Visualising Learning Design with Pre-Service Teachers
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Leanne CameronNo 2 TEP Course Rationale: Encourage students to be thinkers, designers and life-long learners Select and model thoughtful and adaptive approaches to learning design Realise the potential of Web 2.0 tools: Plan their integration and effective pedagogical use
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Leanne CameronNo 3 We needed to design effective learning activities that: Demonstrate a clear relationship between theory, research and practice Support active participation and student engagement Encourage critical thinking and reflection Employ the collaborative investigation of problems Enable students to design, author and re-use their designs Provide opportunities for co-creation of resources
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Leanne CameronNo 4 A LAMS Sequence - How to buy a mobile phone
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Leanne CameronNo 15 What is the point of writing a lesson plan?
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Leanne CameronNo 16 Their textbook says: Ensures teachers are better prepared for instruction Enables them to consider different options Assists with evaluating the lesson Helps build-up their confidence (Marsh, 2004)
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Leanne CameronNo 17 My Students ask: Does writing a “lesson plan” really make my lesson any better in the classroom? To them, written lesson plan = paperwork But LAMS = real lesson
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Leanne CameronNo 18 Why use LAMS?
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Leanne CameronNo 19 LAMS is an excellent scaffold for lesson design
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Leanne CameronNo 20 Allows students to “visualise” the activity mix
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Leanne CameronNo 21 Enables them to experience the lesson as a learner
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Leanne CameronNo 22 Creates a standardised template facilitating re-use
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Leanne CameronNo 23 Produces more than documentation so students will do it
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Leanne CameronNo 24 Learners as Designers During these sessions collaboration, peer tutoring and workshopping of each others’ sequences was encouraged. Not only did this develop students’ ability to critically evaluate peer’s work, it also helped them reflect on the success of their own product.
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Leanne CameronNo 25 Increased Variety of Assignment Students who performed poorly in the formal written assignment, often achieved excellent marks and reported high levels of engagement and satisfaction with this (Reynolds).
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Leanne CameronNo 26 Benefits of using LAMS with THEIR students:
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Leanne CameronNo 27 Take advantage of the internet - with control
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Leanne CameronNo 28 Sequence learning activities
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Leanne CameronNo 29 Allow students self-paced tasks
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Leanne CameronNo 30 Establish manageable group work
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Leanne CameronNo 31 Experience comprehensive class discussions
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Leanne CameronNo 32 Conclusion Of most value is not the technical skills we incidentally teach but rather how we are teaching and how we are training our students to think about the implementation of technology in their own teaching
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