Learning design 学习设计 Learning analytics学习分析数据 Innovating pedagogy 创新教学法 Dr Kan Qian 阚茜 School of Languages and Applied Linguistics, The Open University, UK
Learning design学习设计Learning analytics学习分析数据Innovating pedagogy 创新教学法
Dr Kan Qian 阚茜School of Languages and Applied Linguistics, The Open University, UK
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Contents
● Group activity – important areas of consideration when designing a
course (5 min)
● Instructional design vs Learning design & Learning analytics (20 min)
● FutureLearn learning design principles & how some of them are
facilitated by online tools (20 min)
● Group activity – explore one of the free tools for language learning
activities and create one language activity(30 min)
[10-minute Break at about 2:15pm]
● Learning activity types (15)
● Group work – discuss the language activities that work well for you and
match them with the activity types (15 min)
● Experiment (10 min)
● Innovating pedagogy (30 min)
Group activity
What are the important areas of
consideration when designing a course?
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Instructional designvs
Learning design & Learning analytics
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Instructional design
It focuses on the specifics of designing learning materials
that meet a given set of learning objectives. This is based on
cognitivist learning theories (see e.g. Dick and Carey, 1996;
Gagné, 1985)
Main considerations:
●Learning objectives/outcomes (why should learners take this
course?)
●Key concepts (any real life examples and scenarios to
reinforce the key concepts?)
●Learning activities (what should be included that give learners
the chance to practice what they are learning?)
●Assessment (How can I test my learners understanding of the
content?)
●Marking criteria (How can I reward the learners for their
achievements?)
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Learning design
It emphases on applying knowledge of pedagogy and analytics
(Learning Analytics, ie learning data) to design effective online
courses (not the same as lesson planning). It is student-activity
based approach that puts the learning journey at the heart of the
design process. Theoretically, it stems from socio-cultural
educational research (Vygotsky, 1978; Engeström, 1987)
A particular Learning Design is like an educational recipe for a teacher - it describes
ingredients (content) and instructions (process).
Learning analytics and design
“The potential is emerging for a virtuous circle,
where inquiry into the learning process feeds into
learning design, which motivates learning analytics,
which motivate future inquiry and thus the
refinement of the design and analytics.”
Learning analytics
Analysis of
learning
Learning design
Learning activity
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst,
T., and Gaved, M. (2013). Innovating Pedagogy 2013: Open University
Innovation Report 2. Milton Keynes: The Open University.7
When videos
last beyond 10
minutes,
learners leave
the course
Video Length
Exit
%
0 10 20 30
40
60
20
80
Video length / percentage leaving the course
Example of LD: How long should a video be?
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Most active during the weeks leading up to submitting
assignments9
Critical points of learning when students are most active
Example of using learning analytics
to decide when peer mentoring
support on the Student forum is
needed
FutureLearn Learning Design Principles &
some examples
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FutureLearn course vision: “Inspire the best learning
experiences by telling stories, provoking conversations and
celebrating progress”.
FutureLearn Learning Design principles
Open
Listen to our learners
Tell stories
Provoke conversation
Embrace massive
Create connections
Keep it simple
Learn from others
Celebrate progress
Embrace FutureLearners
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Example of sharing and learn from
others – embedded in assessment
(MA in Translation)
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An example of being open
Weeks
Activities
Steps
An example of creating connection
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Sign up for a free account
https://www.mentimeter.com
An example of celebrating progress and
encouraging reflectionhttps://www.futurelearn.com/courses/english-for-academic-
purposes/3/steps/201319
https://www.typeform.com/
Free account with limited functionalities 16
An example of being open and
keep it simple
Provide immediate feedback using Google Form
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Click here (http://movemeproject.eu)
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Group work to explore one of the free tools & design one language
activity
Mentimeter; Typeform; Google Form
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Learning activity types
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Student learningWeek 1 Week 2 Week 30+
Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour, satisfaction and
performance: A cross-institutional comparison across 151 modules. Computers in Human Bevavior, 60, 333-341.
Assimilative
Finding
information
Communicative
Productive
Learning Design
151 modules
Experiential
Interactive
Assessment
Student
Satisfaction
Student
retention
Student
success
Toetenel, L. and Rienties, B. (2016). Learning Design – creative design to visualise learning activities, Open Learning: The
Journal of Open, Distance and e-Learning, 31:3, 233-244
Seven learning types
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Learning design and performance
●Learning design had a significant effect on student
satisfaction and performance
●Students showed higher satisfaction from courses with
assimilative and interactive learning
●There was higher retention from courses with
communicative learning
●There was lower success from courses with only
assimilative learning
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http://www.open.ac.uk/blogs/OULDI/
Learning activity types
Assimilative (content)
e.g. Read, Watch, Listen, Think about, Access, Observe, Review
Information handling
e.g. List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather, Order, Classify, Select, Assess, Manipulate
Communicative e.g. Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, Question
Productive e.g. List, Create, Build, Make, Design, ConstructExperiential e.g. Practice, Apply, Mimic, Experience, Explore,
Investigate, Perform, EngageInteractive e.g. Explore, Experiment, Trial, Improve, Model,
SimulateAssessment Include summative (graded) assessment only here
e.g. Write, Present, Report, Demonstrate, Critique
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Designing for learning activity
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10
15
5
10 10
20
Intended mix of activity
Learning activity
Example of experiential learning type for
authentic communication – eTandem (L197)
http://seagull-tandem.eu/
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Experiment (in pairs)
Each pair will reveal your result
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https://gianfrancoconti.wordpress.com/2017/07/15/13-commonly-made-
mistakes-in-modern-language-instruction/amp/
13 commonly made mistakes in L2
teaching by Gianfranco Conti
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13 commonly made mistakes in Modern Language
Instruction by Gianfranco Conti
https://gianfrancoconti.wordpress.com/2017/07/15/13-commonly-made-mistakes-in-
modern-language-instruction/amp/
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Group work
- What vocabulary-building activities have you used
in your teaching that work well?
- How to use the seven activity types to guide your
vocabulary-building activities, bearing in mind the
experiment we just did?
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Vocabulary-building
● Assimilative: provide a piece of reading materials that contain the new
vocabulary you want students to learn (but do not provide the meaning
for some of them)
● Finding the information: look online or work in groups to find out the
meaning of those words
● Communicative: tell each other or in small group the meaning of the
new words in target language (or mother tongue)
● Productive: make up sentences using them either in written or spoken
forms
● Experimental: writing an email to a Chinese friend using some of the
new words/phrases learnt
● Interactive: sending each other emails/text messages/social
media/Skype/WeChat posts using some of the phrases used; sending
the teacher a screen capture showing at least one exchange (involving
at least one other person) the use of the expressions as a piece of
homework.
● Assessment: dictation or test in class
Innovating pedagogyOU 2015 - 2017
Pedagogy that apply to L2 learning
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Crossover learning
“Learning in informal settings, such as museums and
after-school clubs, can link educational content with
issues that matter to learners in their lives. These
connections work in both directions. Learning in
schools and colleges can be enriched by experiences
from everyday live; informal learning can be deepened
by adding questions and knowledge from the
classroom.” (p3, Innovating Pedagogy, 2015)
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Incidental learning
Incidental learning is unplanned or unintentional learning.
It may occur while carrying out an activity that is
seemingly unrelated to what is learnt…. For many
people, mobile devices have been integrated into their
daily lives, providing many opportunities for technology-
supported incidental learning.” (p4, Innovating Pedagogy,
2015)
self-directed; may trigger self-reflection
Think about how you can embed informal and
incidental learning into your teaching
Productive failure
“Productive failure is a method of teaching that gives
students complex problems to solve and attempt to form
their own solutions before receiving direct instruction.
The aim is for students, working together, to use their
prior knowledge to consider possible solutions, then
evaluate and explain the best answer. By struggling and
sometimes failing to find a solution, the students gain a
deeper understanding of the structure of the problem and
its elements.” (Innovating Pedagogy, 2016:3)
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Translanguaging
In a globalised world, many learners are studying in and
speaking a language that is not their mother tongue.
Translanguaging refers to moving flexibly and fluidly
between languages. Pedagogical strategies engage the
language abilities of bilingual students in teaching and
learning, for example by using bilingual partners,
organising international collaboration, searching the
internet in multiple languages and accessing a wide
range of online communities and resources.
Translanguaging can expand and deepen students’
understanding and help them to gain broader
perspectives. (2017:5)
Spaced learning
We learn facts better in a series of short chunks with gaps
between them, rather than in a long teaching session such as
a lecture…. Recent research in neuroscience has uncovered
the detail of how we produce long-term memories. This has
led to a teaching method of spaced repetition that occurs in
the following order: (1) a teacher gives information for 20
minutes; (2) students take a break of 10 minutes to participate
in an unconnected practical activity such as aerobics or
modelling; (3) students are asked to recall key information for
20 minutes, followed by a 10-minute break; and (4) students
apply their new knowledge for a final 20 minutes. A study of
spaced learning shows a significant increase in learning
compared to a typical lesson. (2017)
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Learning outcomes
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Writing effective learning outcomes
Learning outcomes is a statement for the aimed
learners of what they will be able to do
on completion of the module/course/programme.
Example:
- Having completed this module you will be able to demonstrate that you can …
- This course helps you to …
Effective learning outcomes…
speak directly to the learner
- they tell the learner what to expect to learn
are clearly linked to learning and assessment
- the words used are the basis for student activities and
assessment tasks
the learner knows what they have to do to succeed
are set at the right level (e.g. Bloom’s taxonomies)
- too high and they become meaningless (learners lose
confidence)
- too low and leaners lose motivation to aim high
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布鲁姆认知过程分类
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Benefits
●learners with easily understandable and relatable
terms to describe the learning outcomes they can
expect from the course.
●learners with meaningful descriptions of outcomes that
match the vernacular and style expected in academic
and employment settings.
●educators with the flexibility to accurately express the
outcomes of their courses.
●educators with descriptive terms for the outcomes of a
course, that promote good practice in learning design.
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Module design using Intended
Learning Outcomes
intended
learning
outcome
learning
activities
assessment
tasks
defines
incorporate
demonstrate
achievement
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Example - FutureLearn ‘English for
Academic Purposes: a MOVE-Me Project
course’
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Recommended verbs to use for
describing learning outcomes
(FutureLearn)
● Collect - describing acquisition and preparation of tools, materials, and texts
● Record - indicating what students do to certify information, materials, texts, etc.:
● classify, describe, identify - indicating characterization of the objects of
knowledge/materials
● calculate, solve – data processing
● explain, interpret
● Analyse, compare – cognitive activities
● experiment, explore, investigate, model – indicating enquiry
● synthesise, summarise – combine ideas
● design, develop – sense making
● apply, demonstrate, perform, produce – utilise materials
● engage, lead – executive function
● debate, justify – indicating engagement
● assess, evaluate
● report
● collaborate, contribute, discuss
● improve, modify, reflect - rethinking or reconstructing
Summary
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Learning outcomes
Reflected on your experiences in course design
(activity design)
Analysed differences between ‘Instructional design’ vs
‘Learning design’ and th (examples); the concept of
Learning design and the classifications of seven
Learning activity types
Identified examples of language learning activities that
match the seven learning types
Explored innovating pedagogy that apply to L2 learning
Engaged in designing effective learning outcomes
Acknowledgement: Thanks to OU colleagues Professor Mike Sharples and Mark
Endean for their contributions to this presentation.
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References
Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching
and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives.
Longman, New York.
Conole, G. (2013). Designing for learning in an open world. New York: Springer.
Dick, W. and Carey, L. (1996). The Systematic Design of Instruction. New York:
Harper Collins.
Engeström, Y. (1987). Learning by Expanding: An Activity-theoretical Approach to
Developmental Research. Orienta-Konsultit Oy.
Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart &
Winston.
Innovating Pedagogy. (2015), (2016) and (2017). Milton Keynes: The Open
University.
Rienties, B., Toetenel, L. (2016). “The impact of learning design on student behaviour,
satisfaction and performance: A cross-institutional comparison across 151
modules. Computers in Human Bevavior, 60, 333-341.
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., FitzGerald, E., Hirst, T., and
Gaved, M. (2013). Innovating Pedagogy 2013: Open University Innovation
Report 2. Milton Keynes: The Open University.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, Mass.: Harvard University Press.