1. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution- Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources).Creative Commons Attribution- Noncommercial-ShareAlike 2.0 If you adapt this resource for your own use please mark it as a derivative work of the original. The licence information in the footer and University of Bath logos can be amended in the Slide Master (View>Master>Slide Master)

2. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) PG Cert in Academic and Professional Practice e-Learning Unit Session 2 Learning theory and technology enhanced learning activities

3. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) By the end of this session you should be able to: Explain the key differences between learning theories with respect to technology enabled learning environments. Discuss the rationale for using a variety of technologies in specific teaching and learning contexts

4. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) Part 1 - Why is learning theory useful? ILOs Learning Activities Assessment Effective (technology mediated) learning activities are: Constructively aligned (Biggs, 2005) Underpinned by assumptions about how people learn

5. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) Approaches to understanding learning People learn by association: building ideas or skills step-by-step –e.g. mnemonics, training drills, imitation, instruction –associative learning leads to accurate reproduction or recall People learn by constructing ideas and skills through active discovery –e.g. exploration, experimentation, guided discovery, problem-solving, reflection –constructive learning leads to integrated skills and deep understanding People learn by constructing ideas and skills through dialogue –e.g. discussion, debate, collaboration, shared knowledge-building –social constructive learning also leads to integrated skills and deep understanding People learn by participating in communities of practice –e.g. apprenticeship, work-based learning, legitimate peripheral participation –situated practice leads to the development of habits, values and identities (Beetham & Sharpe, 2007)

6. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) Approaches to learning... All approaches emphasise: –Learner activity –Constructive alignment of activities with desired outcomes –The importance of feedback –Opportunities for consolidation (practice) and integration They differ in: –The role and importance of other people –The authenticity of the activity –The formality of activity structures and sequences –The emphasis on retention/reproduction or reflection/internalisation –The locus of control (Beetham & Sharpe, 2007)

7. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) Further resources Mayes, T & de Freitas, S, 2004, Review of e-learning theories,frameworks and models: JISC eLearning Models Desk Study, Stage 2 Available online at: http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/ http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/ Knight, S. (2009) Effective Practice in a Digital Age, JISC, Higher Education Funding Council for England, Bristol. http://www.jisc.ac.uk/practicehttp://www.jisc.ac.uk/practice Beetham, H. & Sharpe, R. (2007) Rethinking Pedagogy for a digital age: designing and delivering e-learning. Routledge: Abingdon Theory into Practice database http://tip.psychology.org/theories.html Theories of Learning – short paper from Oxford Brookes http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html Bloom’s Digital taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy#toc9 http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy#toc9

8. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) Activity 1 What are my assumptions about how people learn? Reflect on a recent learning activity you have implemented and discuss any implicit assumptions about how people learn.

9. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) Activity 2 Effective use of Multiple Choice Questions (MCQs) in learning and teaching In pairs discuss the case studies and the approaches to learning they are adopting. D. Nicol. E-assessment by design: using multiple-choice tests to good effect. Journal of Further and Higher Education, 31(1):53--64, 2007. Video – Active Collaborative Learning from the University of Strathclyde. Available online via JISC at: http://www.elearning.ac.uk/innoprac/practitioner/strathclyde.htmlhttp://www.elearning.ac.uk/innoprac/practitioner/strathclyde.html

10. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark and links to external resources) References Biggs, J. B. (2005) Aligning teaching for constructing learning - Higher Education Academy Discussion Paper. Available online at: http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedat abase/id477_aligning_teaching_for_constructing_learning.pdf