Learning design Framework

Learning design framework

In undertaking this task, I wanted to demonstrate my learning framework as an activity that I will put together for an ‘imaginary’ class. Once I have outlined my activity I intend to describe the combinations of learning modalities, levels of interactivity, learner characteristics, and pedagogy my learning design framework is based on. Kearsley and Shneiderman (1999). Then I will bring together the framework as it would appear generically, allowing its application to any class, for any subject and for any cohort of students. (Did I just do some Scaffolding?).

The activity I have for my students is a project around solving a problem. That being there school has no money and wants to participate in the Sun Smart program. I want my students to find a way of raising money for the school so it can participate in the ‘Sun Smart’ initiative. By leading and supporting this activity, I will aim for students to apply for funding through an on-line funding grant, to purchase a Sun Smart outdoor marque and to present the marque to the school.

The students will be required to:

•  find the most efficient way to raise the money;
• ]undertake the process of raising the money; 
•  determine what way the school will participate in the Sun Smart program; plus,
• initiate the school’s participation.

My goal with this activity is for my students to learn in a group context (i.e. collaborative teams), learn in a project-based activity and for the activity to have an outside (authentic) focus. Kearsley and Shneiderman (1999) refer to this as engaged learning.

Kearsley and Shneiderman (1999) Engagement Theory point out that by engaging the students in something meaningful and relevant to them, it is engaging their minds by getting them to create solutions, solve problems, reason, make decisions and evaluate process and outcomes.

The combination of learning modalities used in this activity include Engagement, Connectivism, Constructivism and Behaviourism learning theories, with levels of interactivity including interpersonal (networking, collaboration, meetings, consultation), ICT (internet research, developing proposals, setting up project blogs etc.), project management, developing methods of process and evaluation.

This activity is aiming to accommodate all learning styles as it is not focusing solely on one teaching medium, but rather multiple mediums such as auditory, visual, interactivity, self-paced learning. My pedagogy is to have students in a supported environment where they can learn from each other, from the teacher, from the activity (experiential) from the community and from self-evaluation elicited through journal entries (blog) and group discussion. (Not asking much)

This activity is challenging students creativity (find the best solution to the problem of not having any money), evaluation skills (Assess how the project is going through its stages) and skills in analysing (is the project realistically reaching its goals) along the projects journey. Other elements of Blooms Cognitive Taxonomy Blooms Taxonomy I am seeking to target include the higher order elements of applying the knowledge they have learned (students suggesting other grants for other purposes), understanding (able to represent the project objectives at meetings etc.) and remembering (recalling specific issues, solutions, processes used in the project).

As a more generic outline of my Learning Framework, I intend to focus my teaching on a balance of learning theories as outlined above, catering to the full range of students eclectic learning platform. When I design learning outcomes, it will be through the reflections of Blooms Taxonomy of learning, I.e. all three (cognitive, affective and psychomotor) as I believe the inter and intra-connectivity between all three are a minimum target for learning outcomes that I wish to aspire.