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Leanne Cameron Macquarie University Leanne.Cameron@mq.au

Visualising Learning Design with Pre-Service Teachers. Leanne Cameron Macquarie University Leanne.Cameron@mq.edu.au. Encourage students to be thinkers, designers and life-long learners Select and model thoughtful and adaptive approaches to learning design

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Leanne Cameron Macquarie University Leanne.Cameron@mq.au

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  1. Visualising Learning Design with Pre-Service Teachers Leanne Cameron Macquarie University Leanne.Cameron@mq.edu.au

  2. Encourage students to be thinkers, designers and life-long learners Select and model thoughtful and adaptive approaches to learning design Realise the potential of Web 2.0 tools: Plan their integration and effective pedagogical use TEP Course Rationale:

  3. Demonstrate a clear relationship between theory, research and practice Support active participation and student engagement Encourage critical thinking and reflection Employ the collaborative investigation of problems Enable students to design, author and re-use their designs Provide opportunities for co-creation of resources We needed to design effective learning activities that:

  4. A LAMS Sequence- How to buy a mobile phone

  5. What is the point of writing a lesson plan?

  6. Ensures teachers are better prepared for instruction Enables them to consider different options Assists with evaluating the lesson Helps build-up their confidence (Marsh, 2004) Their textbook says:

  7. Does writing a “lesson plan” really make my lesson any better in the classroom? To them, written lesson plan = paperwork But LAMS = real lesson My Students ask:

  8. Why use LAMS?

  9. LAMS is an excellent scaffold for lesson design

  10. Allows students to “visualise” the activity mix

  11. Enables them to experience the lesson as a learner

  12. Creates a standardised template facilitating re-use

  13. Produces more than documentation so students will do it

  14. During these sessions collaboration, peer tutoring and workshopping of each others’ sequences was encouraged. Not only did this develop students’ ability to critically evaluate peer’s work, it also helped them reflect on the success of their own product. Learners as Designers

  15. Students who performed poorly in the formal written assignment, often achieved excellent marks and reported high levels of engagement and satisfaction with this (Reynolds). Increased Variety of Assignment

  16. Benefits of using LAMS with THEIR students:

  17. Take advantage of the internet - with control

  18. Sequence learning activities

  19. Allow students self-paced tasks

  20. Establish manageable group work

  21. Experience comprehensive class discussions

  22. Of most value is not the technical skills we incidentally teach but rather how we are teaching and how we are training our students to think about the implementation of technology in their own teaching Conclusion

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