Learning is not a spectator sport:

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Learning is not a spectator sport

• a learning-centred design approach to course
• development in Moodle
• Presented by Vicki Marchant, Manager Teaching
  Learning Initiatives, TAFE NSW Illawarra Institute

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• Learning is not a spectator sport. Students do
  not learn much by sitting in class listening to
  teachers, memorizing pre-packaged assignments and
  spitting out answers. They must talk about what
  they are doing, write about it, relate it to past
  experience, apply it to their daily lives. They
  must make what they learn part of themselves.
• (Chickering Gamson, 1987)

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Learning-centred Design

• Its a LEARNING PROCESS
• Build a Learning Episode
• Task Competency are central
• Scaffold with TALKing WRITing CRITIQUE, RESEARCH
• Cement through REFLECTION

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5TAR A Learning Process Approach

• Based on 5T model from the University of Hong
  Kong (Dr Dianne Salter)
• 5even elements are
• Task, Tutoring, Teamwork
• Topics, Tools
• Assessment
• Reflection

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The Design Process
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Learning Episode is

• not focused around the content to be covered
• not just a learning activity
• a learning process with a range of actions,
  chunks and resources,
• multi-directional rather than strictly linear
• designed around the desired outcome and a
  relevant context to give purpose and direction

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Learning Episode

• allows learner to decide how to proceed through
  the episode
• makes the learning explicit (reflection)
• addresses various learning styles
• incorporates social learning, peer feedback
• encourages and develops critical thinking,
  problem solving, communication skills

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Design Tool - Matrix

• Matrix to document design elements
• Design process not linear go backwards and
  forwards until design is complete
• Ensure Elements, Assessments Tasks align
• Supports content-free design (incorporate
  research task into Learning Activities)

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Design Tool - Mindmap

• Reflects non-linear design process arrangement
  of design elements
• Suits visual thinkers/learners
• Use to present learning episode resources to
  learners

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Implement the Design in Moodle

• Elements of competency upload Assessment
  Criteria or use Moodle web page/book or external
  wiki or direct link to NTIS
• Assessment(s) document or Moodle web page/book
• Task/Episode Instructions Moodle web page/book
  or external wiki, document, forum description
• Tutoring forum, chat, IM, formative assessment
  feedback, email, web conference sessions, phone,
  f2f
• Teamwork wiki, forum, IM, mindmap, glossary,
  conference, f2f
• Topics (Content) weblinks, documents, bookmarks
  (learners can add to this), Moodle web page/book
  or external wiki
• Tools above
• Reflection personal or group blog, forum
  discussion, chat/conference

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Learning Episode

• Your task is to implement a simple learning
  design in Moodle for a class you are going to
  teach next term (task)
• Discuss the learning episode in the handout with
  a partner and choose Moodle tools to use for each
  component (tutoring/teamwork)
• Check with your Facilitator and/or discuss with
  other teams to see if your choices are OK
  (feedback/tutoring)
• Add the tools in a Moodle course (task)
• Show your Moodle course to the group and explain
  why you chose one of the tools (reflection)
• Revise your Moodle course until you are happy
  with it then submit (assessment)
• Resources Learning episode matrix, Moodle
  Handout, Moodle Video

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Discussion/Reflection

• What are the challenges in using a
  learning-centred design approach?
• What are the benefits for teachers/learners?
• How might you apply it in your Moodle course
  development?