Developing Learning Materials What are the options?

1. Developing Learning Materials What are the options? UFS Workshop 25 – 27 January 2006

2. Day One – About learning and the use of learning materials • Deepen understanding of learning • Features of good learning materials • Range of learning resources • Plan learning materials as an integral part of course design Day Two – Plan and write a learning text Day Three – Review and refine a learning text Overview of workshop

3. Wanting to learn (motivation) • Learning by doing (experiential learning, practice) • Feedback (finding out how the learning’s going) • Digesting (making sense of what has been • learned – understanding) Successful learning Four factors seem to be needed for successful learning Race, Phil, 1996, ‘Helping Students to Learn from Resources ‘in Brown, S & Smith, B, 1996, Resource-Based Learning, London: Kogan Page

4. Kolb’s learning cycle

5. Challenge – build a learning pathway between • Existing networks of knowledge and skill • New domain knowledge and skills • What is required - Designed learning text • series of learning activities with developmental sequence, for • learner to engage in practices Existing networks New domain • How achieve? • Construct feedback to elicit critical reflection by learners on their own work Design principle Use ongoing process for designing a developmental learning text An approach to the design of learning texts

6. Assumptions about learners’ prior learning in relation to the topic Content Learning activity Reflection on learning Content of activity will have to engage prior knowledge Text to operate as teacher - anticipate possible responses so text can facilitate critical thinking by learner to identify learning or misunderstanding Response to learning activity Moment in the learning process in which the learner actively acquires new understanding Initial phase of process

7. Assumptions about learners’ prior learning in relation to the topic Add question or content from what has been dealt with earlier to deepen understanding learner is in the process of acquiring Content Learning activity Reflection on learning Content of activity will have to engage prior knowledge Text to operate as teacher - anticipate possible responses so text can facilitate critical thinking by learner to identify learning or misunderstanding Response to learning activity Moment in the learning process in which the learner actively acquires new understanding Subsequent phases of the process

8. Bloom’s taxonomy Evaluation What judgement can you make about …? Is it right to say… motivate your answer Synthesis What predictions can you make based upon …? How would you investigate and solve the following problem? Analysis How does it apply/work? Compare and contrast Application Solve, apply, modify Comprehension Explain, summarise, predict Knowledge List, name, define From: Bloom, B.S. (ed., et.al.) (1956) Taxonomy of Education Objectives: Handbook 1, Cognitive Domain. New York: David McKay Co. Inc

9. Spread of outcomes and level of activities In a low level, practically oriented course, a good balance of outcomes using Blooms taxonomy would be: • 20% at the knowledge level • 30% at a comprehension level • 50% at the application level [From Freeman, R. (2004) Planning and Implementing Open and Distance Learning Systems – A Handbook for Decision Makers, Commonwealth of Learning, Vancouver, Canada]

10. Course design model National education policy National priorities National standards/ qualifications? Programme • Conduct analysis of stakeholder needs • Identify available resources • What do learners need to learn? • Purpose of course? • Outcomes of course? • Learner Profile • How can we help them learn it? • Learning and teaching strategies • Learning materials • Support to learners • How will we know • they have learned it? • Assessment • How will we know that the course • has achieved its purpose? • Evaluation

11. Bloom’s taxonomy Evaluation What judgement can you make about …? Is it right to say… motivate your answer Synthesis What predictions can you make based upon …? How would you investigate and solve the following problem? Analysis How does it apply/work? Compare and contrast Application Solve, apply, modify Comprehension Explain, summarise, predict Knowledge List, name, define From: Bloom, B.S. (ed., et.al.) (1956) Taxonomy of Education Objectives: Handbook 1, Cognitive Domain. New York: David McKay Co. Inc

12. Workshop process Session 1 (09h00 – 10h30) • Clarify and confirm issues on: • Learning design (yrs 1, 2, 3) • Assessment • Delivery Plenary discussion Course teams (pairs) Course teams (pairs) Session 2 (11h00 – 13h00) • Practical tasks 1 2 3 4 1 2 3 4 • Suggestions for improving • New ideas Plenary – critical reflection Session 3 13h45 – 15h00) Session 4 (15h00 – 17h00) • Refine tasks • New tasks