"Healthy Eating" in an e-Design Template

The e-Design Template is a pedagogic model developed on constructivist pedagogic principles from a range of other guides and models. It is intended to support practitioners when creating learning designs for e-learning and when reviewing and sharing learning designs. The template embeds the principles to help guide the development of quality e-learning and 4 phases of scaffolding to support the development of learners into self-organised learners. The template has been used with novice e-learning designers and has been found useful in supporting the development of structured online activities that include both tutor managed an student managed activities. These principles (with some of the key writers) are:


·         E-Learning is designed in timed chunks that emphasises time on task and expectations (GagnÉ, Briggs, & Wager, 1992)

·         E-Learning is assessed using a range of types (self/peer/tutor) and options/choices (Nicol, 2009; Waterfield & West, 2006)

·         E-Learning includes a variety of interactions between student/ tutors/ peers/ externals (Laurillard, 1993)

·         E-Learning is accessible, activity-led, collaborative and designed in phases that support, scaffolds and increases learner independence (Race, 2010; Stephenson & Coomey, 2001; Swan, 2005)

(Walmsley, 2011)

The principles are illustrated as follows:

 

The e-Design Template can be used to guide planning and development of learning designs for both face-to-face and online environments and for short, single sessions as well as longer periods of learning. In addition, the Template can be used to plan learning using a specific tool or technology.


The Healthy Eating learning design is largely a face-to-face activity with some use of technology for presentation, data collection and some group tasks. The 11 activities in lesson 2 of the Healthy Eating learning design have been expressed and mapped to the e-Design Template as follows:


Active Induction/Stimulus

(Tutor Managed, Closed Activities)

Guided Exploration

(Student Managed, Closed Activities)

Facilitated Investigation

(Tutor Managed, Open Activities)

Self-organised Learner (Student Managed, Open Activities)

1.  Watch video. (1-3=15mins)

TS interaction

NO Assessment

2. SS ask questions about video (1-3=15mins)

TS and SS interaction

NO Assessment

3. Teacher summarises (1-3=15mins)

TS interaction

NO assessment

4. SS review inquiry methods, discuss and agree (10mins)

SS interaction

NO assessment

5. Groups discuss and agree questions to ask experts (5mins)

SS and SE interaction

NO assessment

6. Group discusses how to collect good data (6+7=5mins)

SS interaction

NO assessment

7. Teacher shows sample data and groups discuss and agree good data (6+7=5mins)

SS and TS interaction

NO assessment

8. Teacher compares responses about good data (5mins)

TS interaction

Formative feedback

9. Teacher leads discussion and provides guidelines for data collection (15mins)

TS and SS  interaction

NO assessment

11. Teacher summary (5mins)

TS interaction

NO assessment



There is one identified opportunity for formative feedback in the lesson. The interactions in the lesson include student-tutor, student-student and some opportunities for student-external.  The lesson includes some active and collaborative learning. The Healthy Eating learning design utilises two of the scaffolding phases:  an initial set of teacher-managed, closed tasks then some student-managed, closed tasks before concluding with teacher-managed, closed tasks.


References


GagnÉ, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich.

Laurillard, D. (1993). Rethinking university teaching: a framework for the effective use of educational technology. London: Routledge.

Nicol, D. (2009). Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352.

Race, P. (2010). Making Learning Happen: A Guide for Post-Compulsory Education (2nd ed.). London: Sage Publications Ltd.

Stephenson, J., & Coomey, M. (2001). Online Learning: it’s all about dialogue, involvement, support and control according to the research. In J. Stephenson (Ed.), Teaching and Learning Online: New Pedagogies for New Technologies (Creating success) (p. 239). London: Kogan Page.

Swan, K. (2005). A Constructivist Model for Thinking About Learning Online. In J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Engaging Communities. Needham, MA: The Sloan Consortium. Retrieved from http://emergingonlinelearningtechnology.org/publications/books/pdf/interactions.pdf

Walmsley, H. (2011). Best Practice Models for e-Learning. [Online]. Retrieved March 19, 2012, from http://learning.staffs.ac.uk/bestpracticemodels/

Waterfield, J., & West, B. (2006). Inclusive Assessment in Higher Education: A Resource for Change. [Online]. Retrieved September 13, 2011, from http://www.plymouth.ac.uk/pages/view.asp?page=10494



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