I came late to the Teaching online open course #TOOC14 discussion on learning designs. But wanted to think about this both for tooc as well as courses I currently have a hand in designing.
There were frameworks presented. Personally I take a checklist approach evolved from a number of frameworks:
- Chickering and Gamson’s (1987) Principles
- Kolb’s (1984) cycle
- Brookfield’s (1995) lenses
- Activity theory (Engeström 2001, Vygotsky 1962)
Over the years I have distilled a set of terms from these and others, which work for me to capture something of good teaching practice. I presented these terms in #FSLT14: outcomes-led, experiential, activity-based, dialogic, participatory, community learning. I ask myself how what I am doing allows at least some outcomes to be intended in advance. Is it linked to any external benchmark reference? How does it draw on or explicitly use activity to create an experience for the participant? How is conversation enabled with co-participants or collaborators? Where do the tutors stand on the participant-observer axis? I would have them stand toward the participant side. For learning to be authentic and to engage learners, tutor engagement works. And, so does group-work. We may not build persistent communities around any one course but we will use support techniques that are based in community-building practices. Some of this will involve peer evaluation. Previous students are invited back as teaching assistants.
Now I am working on a book idea in a similar vein. The organising principles are emerging from a series of conversations with David Jaques.
- Learning in groups, which picks up on themes of activity, community, identity, discipline, teamwork
- Authentic learning, which picks up on learning from experience, professional work-based learning, problem-based learning, simulation
- Technology and learning, which expands on spaces and places for learning, physical and digital
- Criticality and reflection, which picks up on group and public evaluation, incident analysis, direct and indirect objects of learning, diversity, inclusivity, perspectives, models and theories that might explain or predict learning
- Brookfield, Stephen D. 1995. Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass Publlishers
- Chickering, A., and Zelda Gamson. 1987. “The Seven Principles for Good Practice in Undergraduate Education.” American Association for HE Bulletin, no. March 1987 (and frequently reprinted): 3–7.
Engeström, Yrjö. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133 –156.
- Kolb, David. 1984. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall.
- Vygotsky, Lev. 1962. Thinking and Speaking (first Published as Thought and Language). Edited by Eugenia Hanfmann and Gertrude Vakar. Lev Vygotsky Archive transcribed by Andy Blunden. Cambridge MA: MIT Press. http://www.marxists.org/archive/vygotsky/works/words/index.htm