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Hands-on Design of Effective University Learning Environments
Rob Phillips, Academic Consultant
Educational Design Project, School of Education, Curtin University, PerthAdjunct Associate Professor, School of Education, Murdoch University, Perth
My Background
• 1980s– Research scientist – theoretical chemistry and computer
science – Germany and Australia• 1990s
– Interactive multimedia designer and project manager• 2000s
– Educational designer• 2010s
– Learning and Teaching Policy work– Academic consultant – mentoring and educational design
Thesis Statement
• The traditional model of university teaching is inappropriate to meet the needs and pressures of the 21st century– It isn’t scalable in the face of funding cuts– It poorly adapts to increasing student diversity and
need for flexibility• Way forward:
– Build on research– Innovative unit design and clever use of educational
technology
Flipped Classroom
• Content is everywhere• No need to spend class time in delivering
content
• Engage with content before class• Class time is spent in discussion, practising…
Nothing new under the sun…
• Bligh, D. A. (1972). What's the Use of Lectures. Harmondsworth, UK: Penguin.
• Laurillard, D. M. (1993). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London: Routledge.– Second edition 2002
• Learning Environment, Process, Outcomes
Educational Context
Learning environments
Learning processes
Learning outcomes
Students Teachers
facilitate
designfacilitate
assess
lead todetermine
work within
engage in
demonstrate
interact with
The LEPO Framework
Educational Context
Learning environments
Learning processes
Learning outcomes
Students Teachers
Students
Students• Existing knowledge and abilities• Socioeconomic context• Expectations of success• Motivation to learn• Conceptions/ beliefs about
learning• Preferred approach to learning
Educational Context
Learning environments
Learning processes
Learning outcomes
Students Teachers
Teachers
Teachers• Conceptions/beliefs of
learning• Teaching expertise• Ability to motivate students• Deep contextual knowledge
Educational Context
Learning environments
Learning processes
Learning outcomes
Students Teachers
Learning Environment
Learning Environment• Curriculum
• what to learn• desired learning outcomes, content
• Learning design• how to learn• learning “tasks”
• Technology design• technical specifications
Curriculum Design
• Desired Learning Outcomes• Generic Learning Outcomes
– Graduate attributes– 21st century skills
• Bloom’s Taxonomy
Learning Domains
• Cognitive Domain• Psychomotor Domain
– physical skills• Affective Domain
– emotions• Conative Domain
– capacity to act, decide, and commit – motivation
Educational Context
Learning environments
Learning processes
Learning outcomes
Students Teachers
Learning Process
Learning Processes• Learning activity: an interaction between
a learner and an environment• Contextual learning processes –
studying• Cognitive learning processes
Educational Context
Learning environments
Learning processes
Learning outcomes
Students Teachers
Learning Outcomes
Learning Outcomes• Conceptual knowledge• Professional skills• Literacies• Learning skills• Societal beliefs and values• Lifelong learning skillsAssessment
Learning Design
• Learning tasks are what teachers set• Learning activities are what students do• Constructive alignment
What are Learning Tasks?
• Activities that students do to practice and consolidate their understanding
• E.g.– Read chapter 3…– Write a reflective journal entry– Work with your group to refine your project plan
Authentic Learning
• Authentic context• Authentic activity• Expert performances• Multiple perspectives• Collaboration• Reflection • Articulation• Coaching and scaffolding• Authentic assessment
(Herrington, Reeves & Oliver, 2010)
Critique
• Are there any disciplines that Authentic Learning is not suited for?
• Yes• but even if not, you can still use elements to make
it relevant
Section Conclusion
• As well as outcomes and content, think about learning tasks and assessment
• Try to be more authentic than the yellow brick road
• Focus on effective and efficient learning not effective and efficient teaching
Activities
• Analyse a current course in terms of outcomes, assessment and learning tasks
• Progressively refine the design– to make it more appropriate for your students
• Outcome: – Better understanding of effective learning
environments– An initial plan to refine a course
Educational Context
Learning environments
Learning processes
Learning outcomes
Students Teachers
Learning Outcomes
Learning Outcomes• Conceptual knowledge• Professional skills• Literacies• Learning skills• Societal beliefs and values• Lifelong learning skillsAssessment
Learning Domains
• Cognitive Domain• Psychomotor Domain
– physical skills• Affective Domain
– emotions• Conative Domain
– capacity to act, decide, and commit – motivation
Aims, Objectives and Outcomes
• Aim - what the teacher is going to do (archery competition)
• Objective - what the student should be able to do (the target)
• Outcome - what the student can do (shooting the arrow)
Learning OutcomesThree types of learning outcomes (Allan, 1996)• Subject-based outcomes
– subsume learning objectives– complex, discipline-based outcomes - capable of being assessed;
• Personal transferable outcomes– acting independently– working with others– using information technology– communicating effectively– metacognitive and self-efficacy skills
• Generic academic outcomes– making use of information– thinking creatively and critically– analysing and synthesising ideas and information
• Graduate Attributes or 21st Century Skills• Your students might already have some of these
– or they might not….
Task
• Do the Learning Outcomes, Assessments and Tasks match the profile of your students?
• Plenary discussion
How to Teach the Topic
• What (authentic) tasks can you develop to engage students?
• What classroom activities can you design to improve understanding?
Task
• Go to Column 2• Review Learning Outcomes and Assessment• Identify authentic tasks• Identify troublesome concepts• Propose solutions
Teaching Ideas
• If you can’t change the course, you can change how you teach it!
• Inspiring students• Relevance
Adult Learning Principles
• The subject matter is relevant to the personal interests of the adult learner
• Capitalise on the wealth of experience of participants• Adult learners must understand the rationale and purpose of
their learning• Need to be involved in the planning and evaluation of their
learning• Experience (including mistakes) can provide the basis for
learning activities • Interested in learning material that has immediate application• Problem centric rather than content specific
Jeremy Williams (2006) Journal of Online Learning and Teaching, 2 (1)
Open-Book Open-Web (OBOW) Exams
• Jeremy Williams (2009) The efficacy of the final examination: a comparative study of closed-book, invigilated exams and open-book, open-web exams (with Amy Wong), British Journal of Educational Technology, 40 (2), 227-236.
• Jeremy Williams (2007) E-xams: harnessing the power of ICTs to enhance authenticity, (with Wing Lam and Alton Chua), Educational Technology and Society, 10 (3), 209-221.
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