Learning Design Toolkit

Conceptualising, theorising and generalising

Introduction

We learn by developing core concepts, theoretical (and often historical) underpinnings and an understanding of the language/terminology used by that field of study.
Typically we do this by reading or listening to people with expertise.
As a result of this exposure we are able to classify, categorise and generalise by transferring core knowledge to new instances/contexts/examples.
In VET practice this is often explicitly combined with 'Experiencing' processes but in all learning continues throughout all learning processes and extends as our own 'expertise' develops.

Activity focus

  • memorise
  • define
  • list
  • outline
  • name
  • categorise/ group
  • classify

Across contexts and circumstances

Consider the following:
How might you design for this
in a traditional 100% face to face context?
How might you design for this
to support learner-centred revision/review OR
learners who cannot attend class 100%?
How might you design for this
to support learners with special needs OR
a range of learning preferences?
How might you design for this
for learners who are existing workers
based in the field/workplaces?
How might you design for this
for learners who are
geographically dispersed?