Learning Design

Learning Design


Star2.jpgNational Project to Review Training Packages & Assessment.
Proposed definition of competency:

Competency is the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skill and knowledge to new situations and environments.* *See Training Package Developers Handbook Glossary.
MY NOTE: This means that VET training will need to develop learner skills in contextual situations using problem-based learning to ensure that learners develop competency in problem-solving, innovative thinking, initiative, that enable them to transfer skills/knowledge from one situation to another. Students don't just need to learn to do/know xx, they need to know how to apply xx to a new situation. Problem-based learning is key in designing the TASK that provides the context for learning and the REFLECTION process that looks at how the student will apply what they have learned in a new situation.

MoodleMOOT Conference, Melbourne, Australia - July 2010 - Implementing a Learning Centred Design in Moodle:

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5TAR Matrix with Underpinning Learning Theories

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Diagram: Align your Resources-Support-Assessment-Elements of Competency in your Learning Design





eLearning09 Conference Presentation:













Other Learning Design Resource


Adult Learning Whitepaper/Andragogy http://www.learnativity.com/download/Learning_Whitepaper96.pdf
http://www.udel.edu/pbl/ problem-based learning

Social eLearning and Instructional Design Paper: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/papers/full_papers/grabinger.htm

Designing eLearning resources on AFLF site.

Practical Guide to eLearning for INdustry.

Ron Oliver Learning Design ppt: http://toolboxes.flexiblelearning.net.au/documents/ppts/anta5.ppt

Learning Design paper: http://toolboxes.flexiblelearning.net.au/documents/docs/Learning_design_tool_VET.doc

tips learning theory site (w4T wiki)...

Thomas Birk (tbirk@unmc.edu ) points to the book //e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning// (Pfeiffer, September 2007), by Richard E. Mayer and Ruth Colvin Clark. "Mayer's research has found that presenting both text and audio typically hurts learning because it tends to overload working memory," says Birk. "He recommends using audio alone rather than audio that repeats text on the screen."


Adult Learning





http://iiblogs.net/elearning (Learning is Not a Spectator Sport)

Blooms Taxonomy

Learning is Not a Spectator Sport

August 27, 2009 · Posted in Uncategorized · Make a Comment (1)
Learning is not a spectator sport. Students do not learn much by sitting in class listening to teachers, memorizing prepackaged assignments and spitting out answers. They must talk about what they are doing, write about it, relate it to past experienced, apply it to their daily lives. They must make what they learn part of themselves. (Chickering & Gamson, 1987)

This quote was used in a recent workshop on Learning-centred and Outcomes-based Teaching (Dr Diane Salter from University of Hong Kong). It also made me think about the work of Cathy Moore (eLearning Blueprint or click on image below to check out a great powerpoint with design tips).
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Dr Salter emphasised that we need to focus on what and how our learners LEARN rather than on what we teach. She pointed out the need to align Outcomes, Learning Activities and Assessment in a Learning-Centred model:
Outcomes: What you want your students to learn - write learning outcomes as active statements that make the change in behaviour of the learner explicit and clear, eg. identify or discuss instead of ‘know about’
Learning Activities: How you want your students to learn - what activities will they DO, eg discuss case studies, do a task, projects, problem-based learning activities. Learning activities should provide the students with opportunities to practice (formative), prepare them for final assessment and achieve the learning outcomes/performance criteria.
Assessment: How you will judge how well the students have learned, achieved competency or changed behaviour. The assessment methods should align with the learning outcomes and the learning activities. Assessment can be formative (practice, stages, quizzes) and/or summative.
If we consider the alignment of these 3 elements, and the tips in Cathy Moore’s Blueprint we can design educationally sound and engaging learning sequences for our students.
Another way to look at this is the T5 Model developed at the University of Hong Kong, CETL:
Tasks (Learning Activities) | TEACHER
Tutoring (Feedback and Discussion) | TEACHER
Teamwork (Collaboration) | LEARNER/OWNERSHIP
Reflection (Diary, Blog, Work Log) | LEARNER/OWNERSHIP
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Topics (Course Resources | RE-USABLE
Tools (Resources/SocialNetworking/Repositories) | RE-USABLE