Visualising Learning Design with PreService Teachers Leanne Cameron

Visualising Learning Design with Pre-Service Teachers Leanne Cameron Macquarie University Leanne. Cameron@mq. edu. au Leanne Cameron No 1

TEP Course Rationale: • Encourage students to be thinkers, designers and life-long learners • Select and model thoughtful and adaptive approaches to learning design • Realise the potential of Web 2. 0 tools: Plan their integration and effective pedagogical use Leanne Cameron No 2

We needed to design effective learning activities that: • Demonstrate a clear relationship between theory, research and practice • Support active participation and student engagement • Encourage critical thinking and reflection • Employ the collaborative investigation of problems • Enable students to design, author and re-use their designs • Provide opportunities for co-creation of resources Leanne Cameron No 3

A LAMS Sequence - How to buy a mobile phone Leanne Cameron No 4

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What is the point of writing a lesson plan? Leanne Cameron No 15

Their textbook says: • Ensures teachers are better prepared for instruction • Enables them to consider different options • Assists with evaluating the lesson • Helps build-up their confidence (Marsh, 2004) Leanne Cameron No 16

My Students ask: Does writing a “lesson plan” really make my lesson any better in the classroom? To them, written lesson plan = paperwork But LAMS = real lesson Leanne Cameron No 17

Why use LAMS? Leanne Cameron No 18

LAMS is an excellent scaffold for lesson design Leanne Cameron No 19

Allows students to “visualise” the activity mix Leanne Cameron No 20

Enables them to experience the lesson as a learner Leanne Cameron No 21

Creates a standardised template facilitating re-use Leanne Cameron No 22

Produces more than documentation so students will do it Leanne Cameron No 23

Learners as Designers During these sessions collaboration, peer tutoring and workshopping of each others’ sequences was encouraged. Not only did this develop students’ ability to critically evaluate peer’s work, it also helped them reflect on the success of their own product. Leanne Cameron No 24

Increased Variety of Assignment Students who performed poorly in the formal written assignment, often achieved excellent marks and reported high levels of engagement and satisfaction with this (Reynolds). Leanne Cameron No 25

Benefits of using LAMS with THEIR students: Leanne Cameron No 26

Take advantage of the internet - with control Leanne Cameron No 27

Sequence learning activities Leanne Cameron No 28

Allow students self-paced tasks Leanne Cameron No 29

Establish manageable group work Leanne Cameron No 30

Experience comprehensive class discussions Leanne Cameron No 31

Conclusion Of most value is not the technical skills we incidentally teach but rather how we are teaching and how we are training our students to think about the implementation of technology in their own teaching Leanne Cameron No 32