Introduction
A key challenge faced by many educators is making the transition from a conceptual idea (e.g. “transformative learning”) to designing actual learning experiences that align well with that theory or concept (e.g. transformative learning courses). In general, there are few tools available to assist with this transition which often results in inefficient and ineffective course design processes. This workshop introduces innovative methods for designing and planning transformative learning courses and activities.
Purpose
The aim of this workshop is to empower educators by incorporating easy-to-use and powerful tools for designing transformative learning courses and activities. Specifically, design patterns and pattern languages (Goodyear, de Laat, & Lally, 2006) will be used to provide a framework for designing transformative learning courses and activities, and for collaborating on course design ideas with other educators.
Summary of Related Literature
Design patterns and pattern languages are tools in design fields that have their origins in the planning of cities and towns (Alexander, Ishikawa, & Silverstein, 1977). Within instructional design contexts, patterns are thought of as reusable solutions that can be leveraged to address reoccurring design problems (Goodyear, 2004). As Goodyear further described, a pattern language in this context is the approach, symbols, and rules used to communicate instructional design patterns. Historically, instructional design and course design focused on the process of designing rather than the function of the experiences being designed (Gibbons, 2014). This has led to a recent evolution of questions about the focus and approaches used to design learning experiences. A key barrier in this process is identifying and finding common meaning and mental understandings of conceptual course design ideas. For example, one educator’s understanding of a “discussion-based course” may be entirely different than another’s understanding. This creates confusion and variable results when making decisions about the design of learning experiences.
Workshop Overview
Participants in this workshop will design a learning activity for a course they are teaching or plan to teach using course design patterns and transformative learning approaches. During the workshop participants will be active participants in a “learn-by-doing” method and will seek and receive feedback from other educators on a learning activity design plan. Examples, demonstrations, empirical data, and peer-feedback will be used throughout the workshop to enhance the “learning to practice” experience. Participants will also have access to templates and resources that will be useful as they transition a design plan to an actual course or learning experience.
28. Pattern Name: Absorb-Do-Connect
Aliases: NA
Context: 25-30 person graduate course
Problem: Learners are having difficulty applying and
reflecting on new material
Summary of Solution: Instruction is organized using an
information-practice-dialogue sequence for each module
Strengths of Solution: Consistent design; Flexible for
many uses
Weaknesses of Solution: May not be able to adapt well to
informal learning contexts
Applicability: Formal learning in online and blended
courses
Related Patterns: NA
Reference: Horton, 2006
29.
30. Tools for Modeling Learning
Environments
• Paper and Pencil
• Whiteboards
• Post-it Notes
• Flowchart Software (lucidchart.com)
31. Barriers to Designing Learning
Environments
Modeling Learning Environments
Communicating with Learning
Environment Models
Music Visualization
Complex is visualized in simple form
Information visualization is about enhanced understanding and knowledge
Challenge you to think about how these principles and experience might be applied to the design of transformative learning courses.
Learning experiences are arguably one of the most complex phenomena to understand.
This visualization is a model of the musical composition
