E-Learning Enhancement and Impact, University of Ulster Describing and disseminating practice in a transparent manner Dr Alan Masson Colette Murphy Aine MacNeill
Describing and disseminating practice in a transparent manner
Dec 24, 2014
Describing and disseminating practice in a transparent manner
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practice in a transparent manner
Dr Alan MassonColette Murphy
Aine MacNeill
Thursday 18th January 2007
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activist
theorist
pragmatist
reflector
visual
auditory
kinesthetic
knowledge
comprehensionapplicati
onanalysis
synthesis
evaluation
concrete experience
reflective observation
conceptualisation
constructivism
behaviourism
cognitivisim
Background
• Importance of describing and
disseminating effective practice
• Recognised challenges
• Learning Design models
• Pedagogical Models
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Aim
• Capture teaching and learning processes• Mapping/recording process
– Understandable– Generic– Reusable
• Aid reflection• Enhance Development• Disseminable outputs
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Model as a means of traversing the Learning Design continuum
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Interdependent relationship
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Roles
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Activity1. Think of a learning activity you have delivered
It maybe a practical, a tutorial exercise, an assignment, etc.
2. Break the activity into as few or as many learning events as you chose
Record the sequence of learning events that took place
3. For each event describe and record the sequence of activities for:
The Teacher using the selected verbs The Learner using the selected verbs
4. If useful - record details of the environment and the resources used to support the learning activity and the intended objectives for both the teacher and the learners
5. Complete the evaluation form of the process
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Potential benefits
1. Powerful tool for recording practice and processes in learning activities
2. Provides a rich reflective opportunity for practitioners to review their learning activities and their design and their interrelations with students.
3. Widely understood, plain English terminology. 4. Could be used to help design and refine lesson plans and learning
outcomes.5. Could form the basis for a conversational evaluation of practice
through the comparison of learner and teacher perspective models6. Provides simple check lists and complementary teaching learning
plans to assist in the adoption of the modelled practice7. Provides the basis for a learning design transcription ‘nexus’
between face-to-face and online and vice versa
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Thoughts?Questions?
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Contact Details
Name Email Telephone
Dr Alan MassonSenior Lecturer in Learning Technologies
+44 28 90366064
Colette MurphyStaff Development Officer
+44 28 90368617
Aine MacNeill
E-Learning Development Officer
ab.macneill @ulster.ac.uk
+44 28 90323202
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