Learning Design Toolkit

Recent Changes

Tuesday, April 23

  1. page learners edited ... VET learners are extremely diverse. It is important not to make assumptions about your student…
    ...
    VET learners are extremely diverse. It is important not to make assumptions about your student cohort or to assume that a new group will benefit from strategies and approaches used in the past.
    However, research (in Kalantzis, Cope et al 2010) indicates that increasingly the learners of today:
    • areare actively and
    ...
    their learning
    • belong

    belong
    in their
    ...
    their learning.
    • bring

    bring
    their experience,
    ...
    at hand.
    • take

    take
    responsibility for
    ...
    and self-control.
    • are

    are
    knowledge producers,
    ...
    knowledge resources.
    • work

    work
    effectively in
    ...
    with peers.
    • continue

    continue
    to learn
    ...
    ubiquitous learning.
    • are

    are
    comfortable in
    ...
    messaging, etc.
    • critically

    critically
    self-assesses and
    ...
    their learning.
    • use

    use
    and give
    ...
    as teachers.
    • engage

    engage
    in intensive
    ...
    collaborative learning.
    • are

    are
    comfortable players
    The interests, preferences and needs of your learners will influence the decisions you make in your learning design. Consider the elements of the mindmap below...
    {Who_are_your_learners.png}
    (view changes)
    7:21 pm
  2. page space.menu edited About this toolkit Getting started ANALYSIS Your context

    About this toolkit
    Getting started
    ANALYSIS
    Your context
    (view changes)
    7:19 pm
  3. page home edited ... The Learning Design Toolkit focuses on the development of learning and assessment experiences …
    ...
    The Learning Design Toolkit focuses on the development of learning and assessment experiences and dynamic flexible learning environments for contemporary learners and client groups.
    It is based on a range of strategies, approaches and tools, including new technologies and social media, to develop engaging, supportive, interactive experiences relevant to our changing times.
    aboutIt's about capturing and
    (view changes)
    7:18 pm

Tuesday, June 14

  1. page conceptualising edited ... classify Across contexts and circumstances How Consider the following: How might you ...…
    ...
    classify
    Across contexts and circumstances
    HowConsider the following:
    How
    might you
    ...
    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%?
    ...
    for this
    to support learners with special needs OR
    a range of learning preferences?
    ...
    for this
    for

    for
    learners who
    ...
    existing workers
    based in the field/workplaces?
    ...
    for this
    for

    for
    learners who are
    geographically dispersed?
    (view changes)
    5:25 pm
  2. page space.menu edited ... Activities Assessment tasks DEVELOP Resource development
    ...
    Activities
    Assessment tasks
    DEVELOP
    Resource development

    (view changes)
    4:58 pm
  3. page space.menu edited ... LEARNING PREFERENCES multiple intelligences TECHNOLOGIES for auditory experiences visual …
    ...
    LEARNING PREFERENCES
    multiple intelligences
    TECHNOLOGIES for
    auditory experiences
    visual experiences
    text based experiences
    hands on experiences

    RESOURCES
    existing resources
    (view changes)
    4:57 pm
  4. page developingresources edited Developing resources Good learning and teaching resources are an important aspect of any learni…

    Developing resources
    Good learning and teaching resources are an important aspect of any learning design and the learning experiences your students will engage in.
    Resources can:
    present procedures that allow students to watch or read in their own time
    provide macro viewpoints not possible in classroom based environments
    provide exposure to international viewpoints
    give exposure to multiple authentic contexts
    provide a wide range of scenarios that students may not normally see
    offer students choice through a range of ways to learn concepts and skills
    It's not about the resource but how you use it!
    Resources, however, should always be designed and developed with the learning experience in mind - it's great to create an instructional video but how will your students engage with it?
    What reflective activities and conversations might be designed around it?
    Breaking away from written text
    What percentage of your learning resources are written text?
    How could you extend/ enhance these to offer choice and better meet the learning preferences and needs of our students?
    Consider the following modes and how they might be developed and used in your context by you AND by your students:
    audio - recordings and podcasts
    still images - photos, diagrams, screengrabs, charts, scans
    video - instructional video, digital stories

    (view changes)
    4:57 pm
  5. page developingresources edited Developing resources

    Developing resources

    (view changes)
    4:20 pm
  6. page existingresources edited Locating and evaluating available resources {learning_design_3_-_resources.png}

    Locating and evaluating available resources
    {learning_design_3_-_resources.png}
    (view changes)
    4:19 pm

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