Effective practice planner
Designing a learning activity to incorporate e-learning
will involve the process described in the section Designing
for learning. This suggests that effective practice means working
with an awareness of three essential elements: Learners, Learning environment
and Intended outcomes and that integrating e-learning extends rather than
changes this process by introducing additional opportunities to provide
benefits for learners. In this guide, these benefits have been termed
'the e-learning advantage'.
How this could work in practice is illustrated here in the effective
practice planner using an example based on the case study The
Working Men’s College - Learning through
doing. This case study is also featured in a supporting video
clip on this CD-ROM and it is advised that the video clip is viewed in
conjunction with this table.
Effective practice planner: an example
(their needs, motives for learning, prior experience of learning,
social and interpersonal skills, preferred learning styles and ICT
|Adult Entry 1 ESOL
learners from a wide range of communities and with varied prior experience
|2. Intended learning
outcomes (acquisition of knowledge, academic and social skills,
increased motivation and ability to progress).
|The activity is designed to advance
learners' linguistic skills and raise recruitment and retention rates
by developing learners' confidence and pleasure in learning.
environment (face-to-face or virtual) - available resources,
tools, facilities and services and their match with the learners'
||Where does the activity
In a classroom.
resources are available?
- Prepared questions and answers
- Digital images
- Printed handouts where required
technologies are available?
Data projector, laptop, interactive whiteboard and mobile voting devices.
What features of established practice will
Practitioner's expert knowledge of topic and content, oral and interpersonal
skills produce a well-structured, relevant and effectively delivered
learning encounter. Opportunities are provided for repetition of
new knowledge with face-to-face feedback where required.
|4. The learning
activity (the means by which the practitioner brings about
learning and seeks to influence the development of the learners).
the learning activity
Activities combining both established and e-learning practice promote
the development of linguistic skills and allow learners to check their
own understanding without losing confidence or motivation.
approach taken (related to learners' needs, preferred learning
styles, the nature of the learning environment and the intended outcomes).
constructive (individual focus), constructive (social focus), situative
Associative in the main. Learners develop linguistic skills progressively
through structured tasks.
Through the introduction of images, the activity is chosen to appeal
to visual learners. The learners are also actively engaged through
their use of the mobile voting devices, encouraging the kinaesthetic
learners. Use of audio files can further assist learners with an
All learners are actively engaged in the activity. The interactive
whiteboard is used to encourage learners to contribute, either by
writing on the board or touching it to select options.
Formative assessment activities in the form of quizzes and scenarios
are supported by a technology-enabled voting system to enable learners
to check and develop their own understanding.