Pedagogy and Instructional Design for using the Learning Activity Management System (LAMS)

1. Pedagogy and Instructional Design for using the Learning Activity Management System (LAMS) presented by: Frank van ‘t Hoog Lecturer Language and Communication Centre School of Humanities and Social Science Wednesday, 11 August 2010

2. Objectives • To give an introduction to how LAMS facilitates on-line lesson (and course) design. • To highlight some important variables that should be taken into account when designing an online course. • To illustrate how LAMS facilitates the creation of online activities and a structured lesson plan at the same time.

3. Introduction to LAMS

4. E-learning requirements for educators Basic requirements: • positive pedagogic attitudes toward e-learning • familiarity with the Internet • Don’t (always) go with the flow • Sufficient time outside class hours More advanced requirements: • teacher’s ability to design, analyze and judge activities as regards their pedagogic value. → “Blended Learning is a serious challenge for teacher’s pedagogic competence, creativity and autonomy.” (Kurt Kohn, 2007)

5. Pedagogy Pedagogy is the art and science of how something is taught and how students learn it. Pedagogy includes: • how the teaching occurs; • the approach to teaching and learning; • the way the content is delivered; • what the students learn as a result of the process. How to merge content and pedagogy?

6. Technological Pedagogical Content Knowledge (TPACK) Shulman (1986) Koehler & Mishra (2006) • Content knowledge • Knowledge of facts, concepts, theories and procedures • Explanatoryframeworks • “rules” for reasoning and argumentation • Pedagogical knowledge • Prerequisite knowledge of students • use of sources • Classroom management • Development & implementationof courses • Evaluation of learning

7. Designing lesson sequences with LAMS • LAMS is a visual authoring environment (“drag and drop”) • Creates online activities AND a structured lesson plan • platform to tap on technologies and the Internet (video recording; Google search) = link to technologies • www is the repository; link and build activities in LAMS

8. Blended Learning with LAMS: a + b > 2 • a)combines the effectiveness and socialization opportunities of the classroom (forums, chats, Wikis) with • b) the enhanced active learning possibilities of the LAMS environment • = A combination of collaborative activities and technology enhanced teaching material to: • combine with face-to-face sessions or • to deliver the entire teaching and learning process online.

17. WHAT do I teach and WHY? HOW and WITH WHAT do I teach? Wubbels, ICLS2008 WHO has to learn WHAT and HOW? WHO are my learners?

18. How can learning with LAMS motivate learners? By providing them with materials embedded in activities that are interesting and inspiring (intrinsic motivation) By providing a clear link between the assignment, real life and the assessment (extrinsic motivation) By allowing them to learn in a way that they enjoy; they have grown up with digital technology

19. 1996

20. Other variables LAMS: drag and drop interface Components of e-learning technologies and a sample of associated variables, Electronic Journal of e-learning Volume 7, issue 3 2009, (289 – 300)

21. Interface features of LAMS • LAMS offers 4 types of online activities: informative, collaborative, assessment, reflective • Easy to make transitions from one activity to another; interface shows connection between Learning activities of a LAMS sequence • Branching part: to customize learning (to skills; choices of learners for project a, b, or c) • And…sharing of sequences of learning activities

22. Learning by doing • Receiving information is not enough • Transforming subject matter into knowledge or a skill requires mental activity: interactional and cognitive processes (lectures vs. tutorials) • Objective: developing learning tasks that require a large span of learning activities

23. Ideally… • “If technological advances are used expeditiously and teachers are less shackled by the need to provide students with access to knowledge, their skills in pedagogy can be directed towards higher level thinking abilities, and developing a climate of positive, enthusiastic learning contexts in which rigorous intellectual work can flourish. This in turn will enhance students’ self-image as effective learners. From such confidence the ability to be self-directed can develop.” (Arnold & Ryan, 2003).

25. LAMS: A tool for designing, managing and delivering online collaborative and interactive learning activities. • individual tasks • small group work • whole class activities Prerequisites: Familiarity with using the Internet, and basic computer skills. • LAMS also creates "digital lesson plans" • four interfaces: Authoring, Monitoring, Learner and Admin

26. Example of a LAMS sequence “What are the qualities of an effective e-learning system?” Step 1: Answer question, then reflect on others’ answers Step 2: Vote on a list of qualities, consider collated votes Step 3: Discuss responses to Steps 1 & 2 (Stop) Step 4: Read an expert’s view on the topic Step 5: Discuss expert’s view compared to class view (Stop) Step 6: Personal reflection (or essay if assessment) on initial question, based on initial views, class discussion & expert view James Dalziel, 2008

27. James Dalziel, 2008

29. 3 Gagné’s nine events of instruction 5 1. Gain attention 2. Inform learners of objectives 3. Stimulate recall of prior learning 4. Present the content 5. Provide "learning guidance" (what and how) 6. Elicit performance (practice) 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer 4 1 “These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media” (Gagné, Briggs & Wager, 1992). 2

30. 3 Costa’s levels of questioning /Learning Activities 5 • apply a principle, evaluate, forecast, hypothesize, imagine, assess, predict, speculate, judge, if/then, idealize, generalise = output • analyze, categorize, compare/contrast, explain, infer, make analogies, sequence, synthesize, sort = process • count, define, match, observe, select, describe, identify, list, name,recite = input output 6 4 1 process input 2

31. LAMS offers: • Open source software (= free) • Design flexibility for teachers • Engaging activities for learners • (best) practices exchange Keep it simple & get it right the first time

32. Wubbels, ICLS, 2008 “neither hand or mind alone suffice; the tools and devices they employ finally shape them.” Francis Bacon

33. Thank you! frank.vanthoog@ntu.edu.sg