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Sharing our resources for designing online learning
Over the past few months of lockdown we’ve received a number of calls for advice from the sector and we’ve participated in a number of webinars as well as delivering workshops for various external clients. As time has progressed we’ve aimed to make sure that as many of these resources as possible are shared and…
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Active learning: making learning engaging
We’ve probably all sat through enough ‘death by PowerPoint’ slide decks to know what happens when we’re presented with information but don’t have the chance to engage with it. In the best-case scenario, we simply don’t learn anything. But often we leave the meeting or class worse off – with unanswered questions, frustration and reduced…
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Learning from one another: the value of students’ insights
Students are at the heart of our approach to learning design. We focus on helping our module authoring teams make evidence-based decisions, and insights from students form an important part of that evidence. This is the reasoning behind our curriculum design student panel (CDSP), which was highly commended in the ALT Learning Technologist of the…
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Tips for starting out in learning design
We were asked: “Any advice for a new learner, just getting started in the world of LD?” … so we crowd-sourced answers from the team. Here’s what they said: Olivia said: Find as many opportunities to learn as possible. I’d recommend listening to the Pedagodzilla podcast. Clare said: Get to know as wide a variety of your students as you…
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Ten ways to kick off a successful online meeting
A positive start to your online group will help people feel welcome. It’s also reassuring for the facilitator to know that everyone’s ready and able to contribute. We’ve found that these simple tips can ensure everyone can play a part. Greet people as they join the meeting to help them feel welcome. Have a general…
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Skills development is most effective when…
It is fully embedded in the teaching and learning of (inter)disciplinary content (reflects a contextual and epistemological view of skills) At the same time, it is perceived as meaningful and relevant to students’ current and future lives (transferable, flexible) Students are apprenticed into the conventions, techniques, styles and approaches of their field(s) of study (they…
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Six ways to gather student feedback in learning design
When students have the chance to share their insights, they feel more engaged in their study and more connected to their institution. And of course, they can offer fresh perspectives that will benefit future students. That’s why it’s vital to gather student feedback on your courses – not just through with end-of-course evaluations but also…
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Quick ways to make passive learning active: Harnessing the power of ‘and’
Read the following text [‘A bit passive’] :: and:: [‘Ooh, there’s more!’] discuss your interpretation… [‘Bringing in active skills! Now you’re talking!’] Watch this video :: and :: summarise it in an infographic… Listen to this lecture :: and :: present your own research… Read <crossed out> Review <replaces ‘read’. ‘A switcheroo from passive to…