1. Mod4L: representing practice models Mod4L: Representing Practice Models By Dr Isobel falconer, i.j.falconer@dundee.ac.uk Prof Allison Littlejohn, University of Dundee a.littlejohn@dundee.ac.uk

2. Mod4L: representing practice models Scenario 3 Scenario 4 Working with: Practitioner Focus Group Ron Oliver, Edith Cowan University, NSW Lori Lockyer, University of Wollongong, NSW Helen Beetham Heather Sanderson, TESEP

3. Mod4L: representing practice models Scenario 3 Scenario 4 Aims to develop a range of practice models that can be used by practitioners in real life contexts to improve general teaching practice.

4. Mod4L: representing practice models Scenario 3 Scenario 4 What are practice models? Generic approach to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices.

5. Mod4L: representing practice models Scenario 3 Scenario 4 To be effective: Practice models need to be:  representations of effective practice (signify successful instances of good practice),  effective representations of practice (have high impact on practice)

6. Mod4L: representing practice models Scenario 3 Scenario 4 Representing effective practice Grounded in authentic practice:  Case studies – from practitioners and existing collections, eg. JISC effective practice, JISC innovative practice, LADIE  Learning designs – from practitioners and existing collections, eg. LAMS, IMS, Smart Learning Designs

7. Mod4L: representing practice models Scenario 3 Scenario 4 Effective representations of practice Challenges:  Owned by the community – the focus of active collaboration and interaction  Different user communities find different types of representation meaningful – roles, level, discipline, etc  Construction of representations may be difficult – eg. richly contextualised vs. generic for sharing and reuse.

8. Mod4L: representing practice models Scenario 3 Scenario 4 Process

9. Mod4L: representing practice models Plan4L: a pedagogic planner By Dr Isobel falconer, i.j.falconer@dundee.ac.uk Prof Allison Littlejohn, University of Dundee a.littlejohn@dundee.ac.uk

10. Mod4L: representing practice models Scenario 3 Scenario 4 LDLite Tutor Role Student Role Resources (Content) Resources (Services) Assessment/ Feedback OnlineDivide students into groups; Introduce students to task and article; Review task and download article Online article – link to university library (.pdf file) VLE OfflineModerate discussion; Offer feedback and encouragement to students Group discussion face-to-face One group member summarizes discussion Discussion boardFeedback from peers within the group OnlineComment on summaries; Post feedback to discussion board Submit summary to discussion board Group should comment on summaries of 2 other groups Summaries generated by each group (.doc); Feedback comments from tutor can be reused across student groups Discussion boardGroup summaries are formatively assessed Feedback from peers and tutor

11. Mod4L: representing practice models Scenario 4 Smart Learning Design www.learningdesigns.uow.edu.au