Next webinar is planned for November 6th from 1:00 -2:00. If you have some learning designs or experience in creating and sharing designs or you just want to find out more why not join us. More to follow about the next webinar event. However, if you would like to sign up for our monthly digest then click here and complete the form so we can keep you up-to-date.
Launching our pilot webinar about learning designs and building community knowledge
On 2nd October we launched our first Webinar for creating and sharing learning designs and the building community knowledge project. We had a few challenges with using our online tools to present to the community. Mainly, the usual slowness in resource sharing and some online delays but in the main our pilot webinar went well
There was a short summary about the building community knowledge project and the aims of the project followed by an overview about the learning designer tool (PPC version).
There was an excellent presentation by Sue Wallace about her experience of using the learning designer tool and why she had decided to take this approach. Sue presented her Project: ‘Leading change in initial teacher training‘. Sue wanted to provide teachers with deep insight into and experience of inquiry based learning is so that teachers could use this experience to guide their teaching methods.
– When seeing LDer Sue realised that:
- When it comes to planning their lessons a lot of teachers are still using very conservative, paper-based tools to design
- LDer is valuable to training teachers – especially the analysis function (pie chart); that would help them to reassess their plans (ongoing)
- Lesson plans are time consuming, especially for teachers in training and then they are put away somewhere… it’s good to save them, so that they can see change, evaluate their learning designs etc.
- Sue used the LDer to plan the delivery of one of the e-learning (enquiry based module)
It helped Sue with a problem: “when you plan, you do not always see the whole picture/learners can’t either”. Being able to see the module as a whole is helpful both for her and she thinks for students
Sue also suggested that an approach for those coming to the Learning Designer tool for the first time “study a few of the existing learning designs before starting and you will see that many of them relate to your teaching and you could adapt them – especially for training teachers it is useful to see learning design and being able to shift/change/add things”
To see more about Sue’s presentation: Leading change in initial teacher training
After Sue’s presentation we had some time dedicated for discussion. Also, throughout the session the participant made use of the chat functionality provided by the Collaborate tool. Below we summarise major points and comments made:
- Participants appreciated the fact that the Learning Designer is flexible enough to support both planning of a single session and an entire module.
- Participants raised a possibility to include students, especially those studying to become teachers themselves, in the process of lesson planning. The tool is often used with student teachers. (See University of Macerata).
- Participants saw value in asking for students’ feedback on a particular learning design after the session has been delivered in order to compare the estimated learning experience (as shown in the pie chart) with students’ real experience of the session. It would then lead to improvements of the learning design for the next cohorts based on previous cohorts’ feedback. It would also illustrate the “potential impact” on learning.
- However, in relation to the above a problem has been highlighted. As one of the participants noted, when asked for improvements, students usually find it hard to suggest any changes. Perhaps showing students what constitutes panning for learning and learning experience could raise their awareness about their own learning process and help them reflect on that. Also, in working with students the questions need to be asked in context and using their vocabulary about learning experience.