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Designing For Learning

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Marg O'Connell
Marg O'Connell

Presentation at the 2005 Action Learning, Action Research, Process Management national conference, held at UTS, Sydney.

EducaçãoTecnologia
1 de 12
Designing for active learning Reflections on collaboration Marg O’Connell & Umesh Sharma
The action model Module One Module Two Module Three Student Case Study Essay Group Presentation (F2F) Individual Activities Reflection and Review Peer-Peer Review Group Activity Discussion and Interaction Student Case Study Report Summative Unit Feedback Orientation Individual Activities Discussion and Interaction L ED S Action cycle
A scalable process Action moment: e.g. develop reflectivity in students through a student case study. Overall iterative learning experience AHA! or learning moment: e.g. presenting a problematic for students to build into their student case study. Learning event
Over to you… ,[object Object],[object Object]
Some references… ,[object Object],[object Object],[object Object],[object Object]
Design for learning – thematic concerns ,[object Object],[object Object],[object Object]
Design for learning – thematic concerns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Design for learning – thematic concerns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Design for learning – thematic concerns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The action methodology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A collaborative process? ,[object Object],[object Object],[object Object],[object Object]
A collaborative process? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Designing For Learning

  • 1. Designing for active learning Reflections on collaboration Marg O’Connell & Umesh Sharma
  • 2. The action model Module One Module Two Module Three Student Case Study Essay Group Presentation (F2F) Individual Activities Reflection and Review Peer-Peer Review Group Activity Discussion and Interaction Student Case Study Report Summative Unit Feedback Orientation Individual Activities Discussion and Interaction L ED S Action cycle
  • 3. A scalable process Action moment: e.g. develop reflectivity in students through a student case study. Overall iterative learning experience AHA! or learning moment: e.g. presenting a problematic for students to build into their student case study. Learning event
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Notas do Editor

  1. Intro: Marg O’Connell, Educational Designer at CeLTS, Monash Uni. Dr Sharma, lecturer specialising in special and inclusive education, Faculty of Education. Working together almost 2 years on 1 (and a bit units)!! Masters unit in special and inclusive education. 20 students (25 originally enrolled) most female, half working, some travelling to be on-campus, although unit is delivered as a fully online unit. Three compulsory f2f sessions which take place at the start of the three modules that make up the unit. Modules include weekly topics. Unit is delivered online via MUSO, Vista. My talk today is two-fold. One, to outline the development process as being a focused collaborative effort between myself and Umesh, and two, what elements of collaboration make it successful? Finally, I’d like to throw open to you, the question, how can we systematise collaborative work so it is the norm rather than the exception? What do we need to do in order to make this happen?