Mod4L: Representing Practice Models

1. Mod4L: Representing Practice Models By Dr Isobel falconer, i.j.falconer@dundee.ac.uk Prof Allison Littlejohn, University of Dundee a.littlejohn@dundee.ac.uk

2. Scenario 4 Working with: Scenario 3 Practitioner Focus Group Ron Oliver, Edith Cowan University, NSW Lori Lockyer, University of Wollongong, NSW Helen Beetham Heather Sanderson, TESEP

3. Scenario 4 Aims Scenario 3 to develop a range of practice models that can be used by practitioners in real life contexts to improve general teaching practice.

4. Scenario 4 What are practice models? Scenario 3 Generic approach to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices.

5. Scenario 4 To be effective: Practice models need to be: • representations of effective practice (signify successful instances of good practice), • effective representations of practice (have high impact on practice) Scenario 3

6. Scenario 4 Representing effective practice Grounded in authentic practice: • Case studies – from practitioners and existing collections, eg. JISC effective practice, JISC innovative practice, LADIE • Learning designs – from practitioners and existing collections, eg. LAMS, IMS, Smart Learning Designs Scenario 3

7. Scenario 4 Effective representations of practice Challenges: • Owned by the community – the focus of active collaboration and interaction • Different user communities find different types of representation meaningful – roles, level, discipline, etc • Construction of representations may be difficult – eg. richly contextualised vs. generic for sharing and reuse. Scenario 3

8. Scenario 4 Process Scenario 3

9. Plan4L: a pedagogic planner By Dr Isobel falconer, i.j.falconer@dundee.ac.uk Prof Allison Littlejohn, University of Dundee a.littlejohn@dundee.ac.uk

10. Scenario 4 LDLite Scenario 3

11. Scenario 4 Smart Learning Design www.learningdesigns.uow.edu.au