Designing engaging learning for digital learning

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Presented at the ASLA XXII conference in October 2011 Riverview


1. Designing engaging learning fordigital deliveryJune WallHead of Digital Learning & Information Services Saint Ignatius College, Riverview 2. http:/; 3. Problem solving ....How to think outside the square orput more in our bucket 4. Alvin TofflerThe illiterate of the 21st century willnot be those who cannot read andwrite, but those who cannot learn,unlearn and relearn 5. Outline of workshop What makes engaging learning? What is digital learning? Designing learning Visual learning design Backward design Workshop Feedback My aim is for you to take away a 1 page plan of a digital learning activity 6. Learning in a Changing World 7. How do you become engaged in learning?InquiringInteresting Challenging Reflective 8. Engaged students They face some type of challenge They must make decisions They are allowed to explore They are allowed to make mistakes without beingdisciplined They have fun 9. engagement comes from"interactivity" and "embeddedness,"and that the elements that constitutethese two components match withgood learning design Quinn, Clark (1997?)Engaged learning Retrieved from 1st Oct 2011 10. Engagement in learningEmbeddednessInteractivity includes thematic includes having an appropriate level ofcoherence, challenge through ameaningfulness ofvariety of choices of action, effected throughaction to the domain direct manipulation of theof representation, and world of interest, with quick and clear feedbackmeaningfulness of thefrom those actions inproblem in the domainways that reflect the semantics of the worldto the learnerand afford further action choices, and the presence of novel information andthe challenge required to maintain that contribute to events engagement is those choices. just the zone of difficulty where learning occurs 11. What do you need to do? Have students draw on their previous learning; Use latest research findings, professional examples andinteresting scenarios to take students beyond the textbook; Include periods of reflection for students to work alone andsolve problems; Give them a quick quiz and ask them to explain their answersto their neighbour before supplying them with the correctresponses; Ask them to brainstorm examples of reallife situations; Ask them to roleplay a scenario in pairs; Ask them to define or explain a concept to their neighbour; Ask them to construct a mindmap showing the links betweenideas. Take one minute to summarise the main ideas in the lecture; Write questions about concepts that are still unclear.Office of Assessment, Teaching and Learning. (2010). Creating engaging learningexperiences. In Teaching and Learning at Curtin 2010. (pp.52-58). Curtin University:Perth. 12. What is digital learning? Its not using a website in a class activity.... Its not using an application for an assessment taskIt is designing learning in a way that CANNOT be done easily in a classroom and includes interactivity, immediate feedback, focus more on the processes of learning rather than the content of learning. 13. Designing learning Backward design Start with the end in mind Determine purpose BEFORE you start deciding onactivities or even assessment Consider how can the learning be fun? How can itbe real? How can it be more game like? Visual learning design sample 14. Resources Learning in a Changing World series OConnell, Judy and Groom, Dean Connect,communicate, collaborate OConnell, Judy and Groom, Dean Virtual Worlds Todd, Ross J Curriculum integration Wall, June and Ryan, Sandra Resourcing for curriculuminnovation La Marca, Susan Designing the learning environment Agostinho, Shirley; Harper, Barry M.; Oliver, Ron;Hedberg, John; and Wills, Sandra, 2008, A visuallearning design representation to facilitatedissemination and reuse of innovative pedagogicalstrategies in university teaching, In L. Botturi & S.Todd. Stubbs (Eds.), Handbook of Visual Languagesfor Instructional Design: Theories and Practices,Hershey PA: Information Science Reference, IGIGlobal, 380-393. Also see


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