https://goo.gl/WpvQBl
Ensuring Technological Plurality
through effective Learning Design
Simon Paul Atkinson
Associate Dean for Teaching Enhancement, Scholarship and Research
BPP University
Evaluation
(TLA) Activity
Design
Assessment
Design
Learning
Outcomes
Media Choices
Contexts
Victoria University of Wellington NZ
(1998-2001)
Open University – UK
(2001-2003)
University of Hull
(2003-2008)
Massey University –NZ
(2008-2010)
LSE
(2010-2011)
BPP University
(2011-)
Student Profile
History
https://goo.gl/WpvQBl
Evaluation
(TLA) Activity
Design
Assessment
Design
Learning
Outcomes
Media Choices
Contexts
Student Profile
Discipline Context
Social Context
Personal Context
Orientation
Learning Design Process: modules and programmes in higher education contexts
Content
Evaluation
(TLA) Activity
Design
Staff Literacy
Environmental Factors
Familiarity with
technology
Assumptions about
knowledge media
Enabling Outcomes
Contextual Factors
Media Choices
Contexts
Modeling and
developing skills
Students
Assessment
Design
Learning
Outcomes
Infrastructure
Discipline Context
Student Profile
Learning Design Process: media landscape
Social Context
Personal Context
Orientation
Graduate /
Professiona
l Needs
Intended
Learning
Outcomes
Evaluation
(TLA) Activity
Design
Assessment
Design
Learning
Outcomes
Assessment
Media Choices
Media Context
Contexts
Discipline Context
Student Profile Student Context
Learning Design Process: constructive alignment
Teaching &
Learning
Activity
Constructive Alignment
Intended Learning
Outcomes (ILO)
Teaching & Learning
Activities
Activities designed to
generate, enable or elicit
the active VERBS
articulated in the Intended
Learning Outcome
Specify VERBS that students
must enact
Verbs suggest progressively
higher order thinking skills
according to level.
Extended
Abstract
Assessment
Tasks
Tasks formatted to enable
student to demonstrate the
Active VERBS articulated in
the Intended Learning
Outcome
Relational
Activities performed as
most appropriate to context
and the ILO:
• Teacher-led
• Peer-enabled
• Self-managed
Multi-structural
Tasks specified using criteria
allowing judgment to be
made on the level of
student performance.
Uni-structural
Simon Atkinson adapted from Biggs, J., & Tang, C. (2007).
Teaching for Quality Learning at University: What the Student does (3rd ed.). Buckingham. GB: Open University Press.
Biggs & Collis SOLO Taxonomy:
Structure of the Observed Learning Outcome
Biggs, J., & Collis, K. F. (1982). Evaluating the Quality of Learning: Structure of the Observed Learning Outcome Taxonomy. New York:
Academic Press Inc.
Representations of Taxonomies of Educational Objectives)
COGNITIVE DOMAIN (Original)
Bloom, B. S. (ed.) (1956) Taxonomy of Educational Objectives, the
classification of educational goals – Handbook I: Cognitive Domain New
York: McKay
Circular Structures of Taxonomies
https://goo.gl/WpvQBl
Taxonomy of Educational
Objectives (1/5)
Cognitive Domain
December 2016
Cognitive Domain
Taxonomy of Educational
Objectives (2/5)
Affective Domain
March 2015
Affective Domain
Psychomotor Domain
Taxonomy of Educational Objectives
(4/5)
Knowledge Domain
December 2014
Knowledge Domain
Interpersonal Domain
Mapping Visualisations across 5 domains
Progressive ILOs across Modules
Graduate
Attributes
Programme
ILOs
Module
ILOs
SOLEmodel.org
SOLE Toolkit Overview
Week / Topic View
Topic Details
Dashboards
Spaces
Dashboard
Evaluation
(TLA) Activity
Design
Assessment
Design
Learning
Outcomes
Media Choices
Contexts
Student Profile
Learning Design Process: visualisation
1) M.I.T: Anticipate, plan and use technology in pursuit
of learning (outcomes)
2) Download Taxonomies and SOLE Toolkit and enhance!
Closing Slide
http://spatkinson.wordpress.com
http://solemodel.org
[email protected]
[email protected]