Designing Active Learning in Moodle – a preview of the Learning Designer toolsEileen Kennedy, D....
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Transcript of Designing Active Learning in Moodle – a preview of the Learning Designer toolsEileen Kennedy, D....
![Page 1: Designing Active Learning in Moodle – a preview of the Learning Designer toolsEileen Kennedy, D. N. Dimakopoulos, Diana Laurillard](https://reader033.fdocuments.in/reader033/viewer/2022060108/554dcdb8b4c905bd488b560f/html5/thumbnails/1.jpg)
Designing Active Learning in Moodle – a preview of the Learning Designer tools
Patricia Charlton, DionisisDimakopoulos, Bernard Horan, Eileen
Kennedy, Diana Laurillard, Joanna Wild
![Page 2: Designing Active Learning in Moodle – a preview of the Learning Designer toolsEileen Kennedy, D. N. Dimakopoulos, Diana Laurillard](https://reader033.fdocuments.in/reader033/viewer/2022060108/554dcdb8b4c905bd488b560f/html5/thumbnails/2.jpg)
Learning Designer Tools
Learning Designerhttp://learningdesigner.org/
CRAMhttp://learningdesigner.org/CRAM
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What conditions are required for active learning to take place?
Learning experience needs to be designed
Three cycles of communication between the teacher and the learners must be engaged (Laurillard, 2012)
Teacher
communication
cycle
Teacher practice
and modelling
cycle
Peer
communication
cycle3/17
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Teacher and peer communication cycles
1. The teacher must communicate their
concepts for the learner to
understand;
2. The teacher must provide an
environment to model the learning and
for the learner to practice within;
3. The learners must engage in peer
communication, providing their own
modelling and practice environments
to support each other’s learning.
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Learning Designer
An online tool to
support lesson
planning
Focuses on the
experience of
the learner
Specifies
teaching and
learning
activities by
learning type
Learning types:Read/Watch/ListenDiscussInvestigationPracticeProduceCollaborate
Dynamic pie chart shows proportion of learning type in overall learning time designed
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International Learning Designs Challenges: Creating, sharing and reviewing learning designs
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What makes a good design?Peer review criteria for learning designs
1 Test? Is there a ‘produce’ activity, or some way the teacher can use to test whether outcomes are met?
2 Aligned? Are outcomes, activities, and produce activity aligned?
3 Feedback? Is there feedback from the teacher, other students, or the technology?
4 Technology? Does the technology support the learning type(s)? Does the design support critical digital literacy?
5 Other? Are there individual criteria that are specific to this design? 7/17
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Time
Outcomes
Feedback from pie chart
Learning time, group size, teacher presence
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Browse, adapt, curate your designs
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Export to MS Word
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Export to Moodle using IMSCC
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Advantages of exporting to IMSCC
IMS Common
Cartridge v1.1 is
used that can be
imported to Moodle
starting from
version 1.9
Course export
accepted by a
multitude of VLEs
Very good
documentation and
tools to assist
development
Scarce
documentation on
backup/export
Moodle files
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Disadvantages of using IMSCC over native Moodle export
Small coverage of
activities and
resources
supported by
Moodle can be
used in an IMS
common
cartridge
Moodle import
implementation
of IMSCC v1.1 is
buggy
Can only import
labels with very
small length
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Current implementation
Learning designer can now export to
IMSCC v1.1
Exports a series of labels, to help
course designers layout and
populate the module
The labels include information from
outcomes, teaching learning
activities information (title,
duration, group size, resources
attached)
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Planned implementation
The Learning Designer will soon feature an extensive resource manager, listing all Moodle activities and resources
The activities attached to a teaching learning activity which are supported by IMSCC will be initialised automatically
It is envisaged that an API will be published to allow the community to create a plugin for the Learning Designer to export to a Moodle backup file
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Learning Designer Functionality
A library of learning designs: indexed by learning outcome & topic
Abstract designs: migration of good pedagogy across domains
Browse and adapt existing designs
Feedback on total learning time, and the teacher preparation and contact time (CRAM)
Export to Moodle
> Annotation by students for evaluation feedback to designer
> Promotion of design-test-redesign cycle: library of reviewed designs
> A prompt to include a ‘production’ activity for collecting learning analytics on learning outcomes
> Link OERs to designs
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