Learning Design in the AI-Era (iLed) - NEW VERSION

Video on major learning theories.

Based on the introductory video and a generic leading question given in the course (e.g., Which learning theory is the most useful with respect to...?) learners develop a specific research question, relevant for their teaching environment (e.g., level of education, subject area, mode of delivery, resources, strategies etc.). The question is submitted in the discussion forum.

Learners independently investigate learning theories to answer the chosen reseach question. 

Learners write a forum post to discuss the theory and answer the chosen question, providing the conclusions of their investigation. They receive feedback in peer-assessment.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. FOR THEIR FORUM ENTRY, THEY GET A POINT.

Learners take a quiz related to learning outcomes.

Learners watch a video on learning outcomes and their prioritization. They are given a research question related to investigating to what extent the learning outcomes of their courses are aligned with theory. 

Learners independently investigate learning outcomes theory (particularly an article on learning outcomes prioritization) and critically analyse the learning outcomes of their courses and investigate how to assign weights.

Learners take a quiz related to the prioritization of learning outcomes, based on previous reading.

Learners prepare revised learning outcomes of their courses, with corresponding weights. They open a course in the BDP tool and insert the introductory part with learning outcomes and weights, share the BDP link to the discussion forum.

Learners discuss their work with peers and teachers in the forum, based on the shared BDP link. They have to explain how they determined the weights. 

FOR THEIR FORUM POSTS, THEY GET POINTS.

Learners analyse two case studies with examples of well or not-so-well established constructive alignment and discuss.

Learners watch a video on constructive alignment.

Participants explore examples of higher education courses designed in the BDP tool, look at the courses' design analytics and consider the courses from the perspective of constructive alignment: how well is it established in each of the courses and what should be improved? They write thier observations in the forum and discuss with your peers.

Based on the introductory activities, learners develop a specific research question, relevant for their teaching environment (e.g., level of learning outcomes, subject area, mode of delivery, resources.). The question is submitted in the discussion forum.

FOR A FORUM ENTRY, THEY GET A POINT.

Learners independently investigate constructive alignment to answer the chosen reseach question. 

Learners insert an example of constructive alignment (learning outcome - TLAs - assessment) in their BDP course (opened in the previous unit). They share their links in the forum. 

FOR THEIR FORUM ENTRY, LEARNERS GET POINTS.

Learners discuss problems in assessment.

Learners are provided with a reading material on assessment: types of assessment, role of assessment in constructive alignment, utility framework for assessment.

Learners propose research questions based on their problems in assessment and the reading material.

Learners independently investigate assessment to answer the chosen reseach question. 

Learners submit a link to their BDP design with a revised example of constructive alignemnt (learning outcome - TLAs - assessment), with an emphasis on assesment.

TEACHER ASSESSMENT

This activity aims to help participants reflect on their current practices, as well as limitations, related to educational improvement. The survey is anonymous.