Kemnal Technology College
Making learning active
| This case study presents an emerging technology
(LAMS) which enables practitioners to devise and share sequences of
learning activities. A summary of key points is given here. |
What is the intended outcome?
Designing a sequence of activities in an online environment to reinforce
and extend conceptual learning. This could form part of a course delivered
mainly in the classroom, or be a remotely delivered component.
What is established
practice?
- Practitioners set a range of tasks and use a variety of tools
to cover the content and skills requirements in the area of the
curriculum for which they have responsibility
- These are delivered in a sequence of face-to-face sessions,
with extension and reinforcement activities completed in learners’
own time
- Learners collaborate in face-to-face activities
- Practitioners assess and provide feedback on learners’
performance
- Learners’ abilities improve over time
- Practitioners work in small teams to develop appropriate tasks
which are rarely shared with other teams
What advantages can e-learning bring?
- Use of the new generation of learning design tools, such as
the Learning Activity Management System (LAMS), can build short
sequences of activities to keep all learners, whatever their preferred
learning style, actively engaged and challenged while working
in a collaborative environment
- The variety of activities that can be integrated into one sequence
keeps learners engaged and develops a full range of skills
- A successful sequence can be shared with other curricular teams
with similar objectives
- A similar approach can be taken by using combinations of e-learning
tools in conjunction with established practice to create sequences
of related learning activities. Mind-mapping software, Microsoft®
Word templates, interactive whiteboards, web pages and discussion
forums are examples of tools which can support a multi-faceted
approach to designing for learning
|
|
Downloads
|
