Evidence-based Learning design
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The document discusses the evidence-based learning design at Deakin University, focusing on the development of academic staff and the implementation of blended learning approaches. It outlines strategies for engaging students through interactive study guides and emphasizes the importance of situating learners at the center of the educational process. Additionally, it reflects on student and academic perspectives regarding the effectiveness of modern learning design pathways and identifies future challenges and next steps in enhancing blended learning practices.
![Deakin University CRICOS Provider Code: 00113B
References and further reading
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: effective and efficient teaching: New York: Guilford Press.
Biggs, J. B., & Tang, C. S.-k. (2011). Teaching for quality learning at university: what the student does (4th ed. ed.). Maidenhead McGraw-Hill/Society for Research into Higher
Education/Open University Press.
Boud, D. & Brew, A. (2013). Reconceptualising academic work as professional practice: implications for academic development. International Journal for Academic Development, 18(3),
208–221.
Bybee, R. W. (2014). The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications, Editorial. Science & Children, pp. 10-13.
Chickering, A. W., & Gamson, Z. F. (1999). Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning,
1999(80), 75-75.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-
105.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. Retrieved from
https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
Mayer, R. (2001). 12 Principles of Multimedia Learning. Available from
http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf
Moon, J., & Fowler, J. (2007) ‘There is a story to be told…’; A framework for the conception of story in higher education and professional development. Nurse Education Today, 28, 232-239.
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7. doi:10.1080/08923648909526659
Sutherland, K.A. (2018) Holistic academic development: Is it time to think more broadly about the academic development project?, International Journal for Academic Development, 23:4,
261-273, DOI: 10.1080/1360144X.2018.1524571
Wyatt, S., Dopson, N., Keyzerman, Y., & Daugherty, J. (2014). The 5E Instructional Model: Developing 21st-Century Skills though Online and Hybrid Course Work Online and hybrid learning
designs in action: Grounded designs for online and hybrid learning series: Eugene, Oregon: International Society for Technology in Education, [2014]. Retrieved from
http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat00097a&AN=deakin.b3359896&site=eds-live&scope=site](https://image.slidesharecdn.com/learningdesignmacfarlanetaylorriddellboothzimmer-181114010305/85/Evidence-based-Learning-design-29-320.jpg)
Evidence-based Learning design
- 1. Deakin University CRICOS Provider Code: 00113B Susie Macfarlane, Darci Taylor, Prof. Lynn Riddell, Dr Alison Booth & Travis Zimmer Evidence based learning design for cloud and blended learning
- 2. Deakin University CRICOS Provider Code: 00113B Background context
- 3. Deakin University CRICOS Provider Code: 00113B Role of academic developers Development of Learning and teaching Sutherland, K.A. (2018) Holistic academic development: Is it time to think more broadly about the academic development project?, International Journal for Academic Development, 23:4, 261-273, DOI: 10.1080/1360144X.2018.1524571
- 4. Deakin University CRICOS Provider Code: 00113B Role of academic developers Development of Learning and teaching But also… Development of the Person Development of the Institution Sutherland, K.A. (2018) Holistic academic development: Is it time to think more broadly about the academic development project?, International Journal for Academic Development, 23:4, 261-273, DOI: 10.1080/1360144X.2018.1524571
- 5. Deakin University CRICOS Provider Code: 00113B Draft LD pathway Cloud Scaffold academic and sessional staff Learning Design capacity in Masters of Applied Sports Science Redevelop approach with Course director and Unit chairs for Blended delivery T2, 2015 2016 Stronger evidence base Shared ownership of design framework within Pod team 2017 Redesign LD pathway Blended Develop shared understanding of digital learning Sustainable, evidence based, collaborative approach to learning design 2018
- 6. Deakin University CRICOS Provider Code: 00113B Evidence based learning design pathway
- 8. engage Speaking to our learners Situating learners at the centre (not content)
- 9. engage Connecting to and scaffolding prior knowledge
- 10. explain
- 11. explain
- 12. HBS107Learning coach Guiding learning activities
- 14. Apply Learners undertake research Then share with peers
- 15. Motivate learning Readiness: activate neural pathways Zone of Proximal development (Vygotsky, 1978) Motivation: MUSIC model (Jones, 2012) Elaborate concept Cognitive Load Theory (Sweller 1998, 2010) Media richness theory (Daft & Lengel, 1986) Apply learning Experiential learning (Kolb, 1984) Constructive alignment (Biggs & Tang, 2011) Discuss and integrate learning Discussion as a way of teaching (Brookfield & Preskill, 2012) Social learning (Laurillard, 2012) Community of practice (Lave & Wenger, 1991) Reflective practice (Moon, 1999) Assess & evidence learning Authentic assessment (Gulikers, Bastiaens, and Kirschner) Self and peer review (Liu & Carless, 2006, Tai et al, 2017)) Feedback & evaluative judgement (Boud, Sadler, Ajjawi)
- 16. Deakin University CRICOS Provider Code: 00113B
- 17. Deakin University CRICOS Provider Code: 00113B Engage and motivate learners
- 18. Deakin University CRICOS Provider Code: 00113B Course wide approach to blended learning
- 19. • School wide learning design workshop • Course-wide approach – Priority – Unit selection – Build capacity – Workload • Process – Workshop with Unit Chairs – UCs each made their plans for changes to their unit – One on one development with support from educational developers Approach
- 20. Deakin University CRICOS Provider Code: 00113B Outcomes
- 21. Examples
- 22. Overall thoughts of the interactive study guides: The interactive learning modules were also very helpful and informative. I liked that we were able to test our knowledge, helping me know what areas I need to improve on the interactive study guide i found the most helpful. it wasn't just boring readings, it made you think about the topic The interactive study guide was a relevant yet fun way of learning this unit Online resources are fantastic. Thoroughly researched and really interesting. I would honestly keep reading that content just in my spare time because I enjoy it so much. I definitely learnt the more in this unit than any other this semester Outcomes – student quotes
- 23. Deakin University CRICOS Provider Code: 00113B Thoughts on the blended approach to learning: I loved the study guides! They were great for reinforcing content learned from the lectures. I enjoy the interactive module provided every week. The weekly lecture, online module and labs help to interact with the material in different ways to ensure comprehensive learning Interactive study guide was a good compliment to the lectures to enhance our understanding X & Y use the online materials well to tie into the workshops and use the workshops to solidify the learning and encourage discussion The online content is very helpful, there is a good balance between reading and watching and it provides useful definitions. The in class activities cement the concepts of the weekly reading. Outcomes – student quotes
- 24. Use/thoughts of the learning design pathway: • learning about learning! • helps contextualise student learning • "It’s made me more mindful of how students actually use learning resources" • "I used it to better understand how to engage students with the content.” • better learning experience for students • "has changed the way I teach" Outcomes – academic perspective
- 25. • Hard to visualise - useful to have concrete examples, or early build of their design • Reaching “premium” standard • Attempted to use LDP wherever possible, but felt the content didn’t always lend itself to flow naturally • Time • Need iterative approach? Challenges
- 26. Next steps 1. Share progress at Course planning days and future plans 2. Continue to focus on sustainable approaches 3. Refine roles and methods
- 27. Deakin University CRICOS Provider Code: 00113B Discussion What are you doing to design and support blended learning? Would this be useful for your context?
- 28. 1. I want to print! – PG students 2. Do teachers change or will they go back to traditional practice? 3. More ‘experienced’ teachers hesitant to change unit themselves Knotty problems
- 29. Deakin University CRICOS Provider Code: 00113B References and further reading Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: effective and efficient teaching: New York: Guilford Press. Biggs, J. B., & Tang, C. S.-k. (2011). Teaching for quality learning at university: what the student does (4th ed. ed.). Maidenhead McGraw-Hill/Society for Research into Higher Education/Open University Press. Boud, D. & Brew, A. (2013). Reconceptualising academic work as professional practice: implications for academic development. International Journal for Academic Development, 18(3), 208–221. Bybee, R. W. (2014). The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications, Editorial. Science & Children, pp. 10-13. Chickering, A. W., & Gamson, Z. F. (1999). Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching & Learning, 1999(80), 75-75. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87- 105. Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education Mayer, R. (2001). 12 Principles of Multimedia Learning. Available from http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf Moon, J., & Fowler, J. (2007) ‘There is a story to be told…’; A framework for the conception of story in higher education and professional development. Nurse Education Today, 28, 232-239. Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7. doi:10.1080/08923648909526659 Sutherland, K.A. (2018) Holistic academic development: Is it time to think more broadly about the academic development project?, International Journal for Academic Development, 23:4, 261-273, DOI: 10.1080/1360144X.2018.1524571 Wyatt, S., Dopson, N., Keyzerman, Y., & Daugherty, J. (2014). The 5E Instructional Model: Developing 21st-Century Skills though Online and Hybrid Course Work Online and hybrid learning designs in action: Grounded designs for online and hybrid learning series: Eugene, Oregon: International Society for Technology in Education, [2014]. Retrieved from http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat00097a&AN=deakin.b3359896&site=eds-live&scope=site
- 30. Deakin University CRICOS Provider Code: 00113B
- 31. Deakin University CRICOS Provider Code: 00113B
- 32. Selection of media Type Purpose Images Enhance communication & create tone (eg. empowerment, self-management) Text style Explain concepts in an engaging way; personalised; web writing (eg. punchy, visual) Video Build empathy & context. Learners identify with & relate content through characterisation (eg. Beth’s Story). Social presence of educator as facilitator. Graphics Succinctly captures related concepts; storytelling with statistics (eg. psychosocial impacts of diabetes) Whiteboard animation Reinforce major concepts; communicate dry material (eg. diabetes trajectory); imagery as it relates to narrative Simulation Provides insight into learners future-role (eg. motivational interviewing) Audio Storytelling; focuses learner on voice; soak in content (eg. Nola’s story)
Editor's Notes
- #19: Summarise course Burwood based, but major streams offered at other campuses and online. Mix of lectures, labs, seminars Most study guides are PDF, idea to convert these to HTML using the learning design pathway to improve student learning and experiences (and refresh lecturers understanding of student learning) Recent major revision of the degree, and now this is a ‘refresher’ How? - next slide
- #20: Participatory, sustainable Provide online materials, while keeping the benefits of face to face Improve the quality of student learning experience Connect cloud and located experiences Raise the quality of digital learning Build capacity of continuing staff, not have sessional staff or project workers do it
- #30: TO ADD
- #33: We purposely selected the type of media based on its purpose or impact it would have on the learner. And this is where the expertise of the video producers/editors and graphic designers and build team really came into play. For example, we used Images to enhance the communication and create the tone of the course –for example empowering images were selected, not ones that depicted blood and a medical model of diabetes –this aligned with the overall theme of the course. We used over 300 images in one Unit. We used text to explain concepts in an engaging way-using personalised, conversational language. It also had to be short and punchy –so that it looked visually appealing. This was a different way of writing for us all –it was not formal, academic language that we are used to using. And we had some 250 steps in the one Unit. We used video as our main mode of storytelling –we used this to build curiosity and empathy in learners, to provide context to content. Learners can identify and relate content through characterisation. We also used video to establish the educator social presence as one of a facilitator –with opener and closer videos each week where the educator would reflect on the week’s content and talk to the learner in the first person.