1. Developing a Pedagogical Planner Leanne Cameron Macquarie University

2. What is a pedagogical planner? The case for a pedagogical planner Other planner projects Our prototype

3. What is a pedagogical planner? A course builder? A lesson facilitator? An activity planner? An educational tool? A tool to shortcut the learning design process?

4. My intention A scaffold to create a runnable lesson that provides novice or untrained tutors with ideas, suggestions and activities that will often naturally occur to an experienced practitioner.

5. The Facts: Many university lecturers have no formal teacher training For some university lecturers teaching is not their highest priority Lecturers are being asked to improve the quality of their teaching e-learning is being increasingly encouraged

6. All these conditions often lead to: Teacher-centric lessons Mundane teaching approaches Disengaged students Disaffected lecturers

7. The central problem: For those without formal training, how do lecturers go about improving their teaching? Even for those WITH formal training, how do they go about introducing pedagogically sound e-learning teaching strategies?

8. Pedagogical Planners - A possible solution?

9. In the beginning: LAMS Express

10. LAMS Express cont.

11. The PP Projects: Phoebe (JISC-funded, Oxford) Diana Laurillard + LAMS (JISC, LKL) Compendium (Open University) LearningMapR (Oxford, Waterloo Canada) Generic Templates (QUT)

12. Phoebe http://phoebe-app.conted.ox.ac.uk http://phoebe-app.conted.ox.ac.uk

13. Phoebe cont. BACK

14. Diana Lauillard http://saturn.melcoe.mq.edu.au/presentations/LAMS-DL.swf http://saturn.melcoe.mq.edu.au/presentations/LAMS-DL.swf

15. Teaching Methods - Define reuse of materials Optional - Calculations of staff time needed for the Module will use the default estimates Rollover to see definition and links to examples Lectures............................. Tutorials............................. Seminars............................ Workshops.......................... Fieldwork............................ Study guides.......................... Set readings.......................... Computer-based tools.................. Web-based resources.................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ Total student hours Decide what % of each Teaching Method will reuse materials. % Reused Default estimates for reuse assume that preparation time can be reduced, on average, to around 20-25% of the time taken to prepare new materials. With reuse, the preparation time is spent on research, selection, evaluation and adaptation, instead of design and development. You can edit the approximate % of reuse for each Teaching Method (the default is zero). BACK 20 10 20 10 50 30 20 30 10 50 10 80 90 0 80 0 90 100 10 80 0 50 0 100 Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities Intended pedagogic value… Promotes the idea of more reuse of materials Demonstrates the value of reuse Motivates the opportunity to link to materials that would help to reduce staff time

16. Compendium http://kn.open.ac.uk/public/document.cfm?docid=9671 http://kn.open.ac.uk/public/document.cfm?docid=9671 BACK

17. LearningMapR http://lt3.uwaterloo.ca/innovation/lmr/lmr.html http://lt3.uwaterloo.ca/innovation/lmr/lmr.html

18. LearningMapR cont.

19. BACK

20. PP Continuum Design ScaffoldGeneric Templates

21. Did WE really mean an activity planner?

22. How to use our planner … You will be facilitating a tutorial of 20 students. Have you considered any of the following?:

23. Exploring Alternative Perspectives The emphasis of the learning design is interacting and collaborating with peers to facilitate the discovery of differing perspectives Problem-based Learning The emphasis of the learning design is on the process of students solving a real world problem presented to them. Project/Case Study Focus The emphasis of the learning design is to create a product or artefact. The "learning by doing" process may be supported by case materials from which the learner can distil/abstract lessons learnt to apply in a new project situation. Role Play Focus The emphasis of the learning design is subrogation: "walking in the shoes of others”

24. Role Play Scaffold What is a role play? How would I use it? What are the educational benefits of using a role play? Show me examples of other role plays Step me through the procedure

25. Steps in a Role Play Describe the activity Allocate/choose roles Each student researches individual role Upload completed profile summaries Read others’ profiles View scenario/s presented as video/ audio or read f2f Establish alliances Determining plan of action Each group uploads reports Everyone reviews all reports Whole group discussion Submit individual written reflection

26. Information needed to run your own Role Play Purpose of the activity (Outcomes). Assignment requirements (?). How many roles? Name them. Selected/random groups? Nominate them. Outline scenario.

27. A generic Role Play sequence in LAMS

28. Our prototype

29. Your Help? We want to build an authentic HE model/s for authentic users. It must model good practice in both f2f and e-learning environments. Your expertise in both HE teaching & learning pedagogies and e-learning will be invaluable to the quality of the end- product.

30. "Teachers need to feel they are trusted. They must be allowed some leeway to use their imagination, otherwise teaching loses all sense of wonder and excitement.“ Alan Bennett (2007), author of the History Boys