Pedagogical design summit
Key challenges in learning design research
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8 December 2008
Some of the ideas and discussions from the Pedagogial Design Summit, 8th Dec 08, Sydney
Problematising the areas, three key themes
- Levels approach to thinking. The level at which you apply the planner – scale and process LAMS mainly at class level in terms of a sequence, not a 2min activity neither at level of whole course or whole degree. PBL might be a commitment of a whole medical faculty and can then drill down at different levels
- Time. What level of effort do teachers have to put in before they see benefit. LPP captures how much there is in terms of thinking about planning a design. Effective where there are course in process of major redesign. Contrast with opposite where lecturers have no time – can they have something small and quick and effective. Context and readiness of lectures.
- Patterns. Provide people with some advice and proposed solutions – they are still at a level of generality – still need to contextualise and add some level of creativity.
Use of a visual representation adapted from Ron Oliver's work -
in terms of Tasks, Resources and Support
In-depth studies of teachers' design processes
- Major influences - their discipline, and what they know or think about students
- Mainly get their ideas from different teachers
- Support units mainly useful in their early years of teaching
Learning designs as practice
- Not templates or recipes
- Are patterns or sequences which captur the design logic
- Should be adaptable and customisable (reusable)
- Not limited to IT-based support systems or IT-supported learning experiences
- Mapping LAMS activities to the conversational framework
- To what extent can we represent the pedagogic structure and rationale of a
- learning design in a way that can be compared computationally with other
- designs, formal theories and learner experience?