WED: Learning Acitivity Selector: a visual aid and tool for staff (Kiran Gawali)
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18 January 2016
This presentation will cover the workshop in which there will be a demo of the Learning activity selector, a multimodal resource constructed in Articulate Storyline. The project falls under the theme of implementation and will be included as part of a wider project in which the aim is to revamp some of a Dentistry School’s Post Graduate Programmes . The institution desires and have committed to these changes through strategic goals. Bearing in mind Salmon points on the need to communicate the reasons and benefits change can bring (2008), creating resources and staff workshops can be tricky. The teaching methods incorporating a student centeredness, openness and increased use of technology enhanced learning is yet to be fully implemented. It is thought that a chance of success is increased by using Learning Design as the method to achieve these wider attempts. Learning Design is defined by Conole (as cited in Mor, 2012):
‘A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of Learning Design resource, tools and activities.’
Beetham (2014) and Mor (2012) both argue for a close collaboration and visualisation of the learning design. The learning activity selector has to bespoke for this Dental School. However it may be useful to others in the industry and so by sharing in Open Studio, the OU conference, on the blog I hope it may inspire other institutions as well.
The resource also attempts to take the visualisation a step further and ease ‘non academics’ with low interest in pedagogy in its literal sense, to gain some understanding of the pedagogical approaches they are using. By providing some underlying pedagogical frameworks it is hoped that the gap between design and learning identified by many in the field of learning technology and learning design (Mor, 2012), is narrowed.