LARM – Pedagogy – ijf – 18/02/2016 - p1
Learning Activity Reference Model – Pedagogy
Isobel Falconer*, Gráinne Conole†, Ann Jeffery†, and
Peter Douglas‡
*University of Dundee; †University of Southampton; ‡Intrallect Ltd
1 Background
1
2 What is the Learning Activity Reference Model (LARM)? 2
3 What the LARM can do for you 3
3.1 Learning Activity Authoring 4
3.2 Learning Activity Delivery 6
4 Creating a Learning Activity
10
4.1 Description of the characteristics of a learning activity 12
4.2 Glossary of teaching approaches 15
4.3 Glossary of Teaching Techniques 21
4.4 Template for designing a learning activity 29
4.5 Example of a completed learning activity template
34
1 Background
The Learning Activity Reference Model (LARM) has been developed by the JISC-funded
LADiE learning design project1, as part of the JISC e-frameworks programme, to
encourage people to design learning activities using appropriate technologies. The aim
is to develop a better understanding of the range of learning activities which practitioners
might wish to create and match this to the relevant technology services and tools, whilst
also creating a map of the learning design domain space.
The LARM is described in three separate guides. Each guide is intended for a different
audience:
Teachers/Practitioners: the Pedagogy guide which has teaching and learning as its
primary focus
Technologists/Implementers: the Implementation Guide which describes how to
configure learning activities from existing environments
Developers/Vendors: the Services Guide which defines the reference model so that
those creating new educational technology applications can ensure they can be used
through the LARM.
1
www.elframework.org/refmodels/ladie
LARM – Pedagogy – ijf – 18/02/2016 - p2
This document represents the first of these - the Pedagogy Guide and it is designed for
use by teaching practitioners who need to design and implement learning activities. It
offers guidance on how to create a learning activity, on effective use of tools and
resources in implementing activities, and a language and structure by which teaching
practitioners and learning technologists might discuss the development and
implementation of learning activities.
This guide will be in the form of a “best practice guide” to highlight recommended modes
of design and implementation. For example, if you want to design and implement an
activity, you can use this guide to identify the types of services available, how they have
been used in exemplar activities, and the type of information that your technical support
staff will need to know. The guide presents the information in two different structures:
first according to the structure of the LARM; and second by working through an example
of a learning activity, guided by a template.
2 What is the Learning Activity Reference Model (LARM)?
A reference model such as the LARM provides a process for designing and
implementing effective learning activities, from initial design, through requirements
specification, to analysis of the technologies, specifications and standards necessary to
meet those requirements. The LARM:
identifies common requirements of reusable learning activities based in effective
practice;
describes how these requirements can be met using existing and developing
technologies, specifications and standards using a web services approach.
This LARM Pedagogy Guide concentrates on the first of these, on designing effective
learning activities, together with an indication of the techniques and technologies that
might be used to implement the activities.
The LARM Implementation and Services Guides are more technical and concentrate on
how learning activities are orchestrated and run using web services. Web services are a
means of linking computing applications or tools (services) and providing access to them
via a common, web-based interface.
The idea underlying web services is that flexibility, adaptability and responsiveness to
teachers’ needs can be achieved if different types of services or tools (eg. discussion
boards, assessment tools, voting systems) can be called up and linked together as the
need arises and new services develop. This contrasts with current typical experience
where the constraints of proprietary, monolithic virtual learning environments (VLEs) act
as barriers to change, development, and sharing of information.
The services, and common web standards to support the services, are currently being
developed. The LARM is a contribution to this development. In future, the common web
standards base will mean that learning activities designed with the LARM can be reused
and shared across different institutions and proprietary platforms.
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Figure 1 shows the role of the reference model in mapping requirements between
the practitioner creating a learning activity and the web services needed to
implement it. In essence a practitioner will create a learning activity which will
draw on a number of services to enable the learner to complete the task set; for
example a discussion tool is needed for taking part in a group debate, an
assessment tool for formative assessment or submission of a completed
assignment to an e-portfolio.
3 What the LARM can do for you
The Learning Activity Reference Model (LARM) coordinates a number of technological
tools and services that you might want to use in creating and implementing a learning
activity. Some of these exist at present, while others are currently being developed and
will exist in the future. This section describes the most commonly used of these tools
and services, what they will do for you, and how they fit together as a system, while
section 4 supports you in making the decisions involved in planning a learning activity.
LARM – Pedagogy – ijf – 18/02/2016 - p4
Figure 2. LARM Architecture
Figure 2 shows how the tools and services can be coordinated as a system that can
help you create and run a learning activity. It makes two distinctions:


between learning activity authoring (top), and learning activity delivery (bottom); and
between components that are central to creating and running the learning activity
(centre), the tools and services that the activity calls on (eg. wikis, blogs, quizzes)
(right), and fairly static information components that may be institutionally based (eg.
the student records system) (left).
These components, and the relationship between them, are things you will need to think
about in creating and running your activity.
3.1 Learning Activity Authoring
A Learning Activity can be defined as:
an interaction between a learner or learners and an environment (optionally
including content resources, tools and instruments, computer systems and
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services, ‘real world’ events and objects) that is carried out in response to a
task with an intended learning outcome2
When designing a learning activity there are a number of things you need to think
about, in particular:
 the context within which the activity will occur (type of institution, level, types of
students, etc),
 suitable teaching approaches, and
 appropriate tasks which will enable the students to achieve the intended learning
outcomes of the activity.
Section 4 contains a template to help you work through these issues, along with a
glossary with suggestions for teaching approaches and techniques.
If you want to reuse or share your activity, it will need to be stored in such a way that
it can easily be moved or transferred from one system to another, for example from
your institution to a second institution that uses a different VLE. Traditionally,
practitioners use schemas such as paper-based lesson plans to detail the steps
involved in a specific learning activity. For electronic learning activities, standard
formats such as IMS Learning Design are being developed which are designed to
ensure that electronic learning activities are easily transferable. Tools to help you
create such Learning Activity Content Packages (LACP) in standard formats for reuse
are becoming available (eg. Course Genie, Reload). The standard format is the IMS
content package.
3.1.1 Learning Activity Editor
The learning activity editor can be used both to plan (ie design) a new learning
activity or edit and adapt an existing learning activity. At present you probably draft
your design on paper using some fairly standard tools to help you, such as a word
processor. In future tools such as Course Genie, or Reload will be available to
help. They will be able to
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2
Create a new learning activity. For example, you will need to be able to input
text, audio, video and other resources, link these to interactive tools such as a
discussion board or a multiple choice quiz, and specify the sequence of subtasks. LAMS is an example of a tool that does this.
Access and import existing activities from learning activity repositories. For
example, you can use an activity that you, or someone else, created earlier.
Edit a learning activity. For example, you can edit an activity that was devised
for a different course, so that it fits your context. Or you might have created an
Beetham, H. (2004). Review: developing e-learning models for the JISC practitioner
communities: a report for the JISC e-pedagogy programme, JISC
LARM – Pedagogy – ijf – 18/02/2016 - p6


activity for the course last year and want to retrieve and update it for this year’s
students
Access and import existing resources, such as pictures or video clips, from a
learning object repository (ie a database of existing learning activities). You
may already do this by copying pictures from the Web into your teaching
materials, or by providing links to the pictures on the Web.
Save the learning activity that you have created, either into your Learning
Activity Player for playing with the students, or back into the repository for future
use.
3.1.2 Resources
Learning activities can incorporate a range of resources – such as additional
reading material, interactive learning packages or lists of relevant web links.
Resources span the distinction between authoring and delivery and may be called
upon in either phase. You might want to:
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use and customise learning activities from a learning activity repository;
import text, pictures, animations etc from a learning object repository into your
activity;
link to books from a digital library, or material from the world wide web;
draw on items from a question bank in a multiple choice quiz.
The learning activity editor will provide a means of searching these repositories for
relevant resources. The learning activity editor and the player will both be able to
access materials in the repositories when requested. The repositories may be
based within your institution or outside it.
3.2 Learning Activity Delivery
3.2.1 Learning Activity Player
The learning activity is delivered to anyone with permission to access it by the
Learning Activity Player. This might be some sort of VLE, which automatically
delivers the resources (for example briefing materials or learning materials) and
services (for example a discussion forum or a MCQ tool) that you have specified in
your learning activity to your students in the right order at the right time. Or it might
be you, telling the students when to perform different tasks, as might happen in a
blended learning environment such as that in the worked example in section 4.5.
In either case, the player has to coordinate the necessary services, including
initialising any services that need to be set up, for example by defining access
permissions (such as communicative tools like discussion boards, email). A LARM
compliant player would be able to:

Import a learning activity content package in standard format (eg. one that you
have created in the learning activity editor, or one that you want to reuse from a
repository)
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
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Set up the activity, including making sure the required services (tools) are in
place, assigning students to groups in the activity, defining roles (eg.
conference moderator) and assigning people to them;
Orchestrate the activity so that resources, tools and tasks appear in the correct
order and at the right time.
Access the resources and services required by the activity and let you and the
students interact with these via your web browser (eg. Internet Explorer,
Firefox, Safari);
Let you alter the activity as it is running, for example if it seems necessary to
change the composition of the discussion groups, or you find that students are
not understanding a concept and you want to put in some extra material;
Request ordering and archiving of records from the services (tools) used in the
activity (eg. a record of discussions, or record of a specific discussion thread)
Track student progress through the activity and sub tasks (eg. you might want
to track students through a multiple choice quiz to identify conceptual problems)
Send files, resources and records generated through the activity to a file
storage system and/or ePortfolio and provide access to them based on
authentication and access permissions. For example, you may want to access
discussion records after the activity has finished for evaluation or institutional
audit; the students might want to access a particular discussion thread, saved
in their ePortfolio, as evidence of their contribution.
Accept work submitted by the student, notify the marker that it has been
submitted, and provide access to it for the marker. Then accept feedback
(mark, comments, etc) from the marker, notify the student, and provide student
access to the feedback.
3.2.2 Services
Your might want to use a variety of services (ie tools) in your learning activity.
Commonly used services and their key functionalities are included here:
3.2.2.1 Email Service
In any learning activity you may want to keep in touch with individual students by
email, or encourage them to email each other for peer support, for example in
an activity where students get together in pairs to conduct an interview. A
LARM email system will:
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let all authenticated users send and receive messages
let users store and arrange messages by time sent, sender, recipient,
subject, message thread
let users attach files of all formats to messages
allow archiving and storage of selected messages
3.2.2.2 Asynchronous Discussion
Many learning activities include some form of discussion forum or online
conference, which enables distance students to participate in discussion and/or
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campus-based students to carry on discussion in between timetabled face to
face meetings. They are used especially with constructivist or situative teaching
approaches (see glossary). Asynchronous discussion has two main advantages
when compared to synchronous discussion: students do not all need to be
logged in at the same time, thus increasing flexibility; and students have time to
think about their contributions, which can increase the quality of discussion. It
has disadvantages, when compared to a synchronous discussion, in terms of
the lack of ‘buzz’ or focus associated with a real time event. You probably
already have an asynchronous discussion service on your VLE, or are using a
separate service such as FirstClass. In a LARM asynchronous discussion:
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participants can post messages to the forum and view other people’s
messages;
you can divide the students up into groups, each with their own
subconference, to allow small group discussion of particular issues. Group
membership will be set up by the learning activity player, but you may want
to change it during the activity, for example if you find that the groups are too
small to generate an active discussion;
you can moderate the conference, or appoint a student or tutor to moderate
it, to facilitate the discussion and to ensure that ‘netiquette’ is adhered to.
For example, the moderator can: promote discussion by asking stimulating
questions; summarise the discussion so far and steer it in a future direction;
intervene to prevent the discussion straying too far off the point or to correct
misapprehensions; and remove or edit any offensive messages. The
moderator can also require that messages from some students receive
approval before appearing in the forum.
participants can include links to web based resources or attach files in any
format to their messages, for example if they want to share a picture or audio
resource, or drafts of their work, with the rest of the group.
participants can order the messages by author, date, last unread, or subject,
and can follow subject threads. This is particularly useful if the conference is
very active and is generating a lot of messages;
participants can generate individual emails from messages to the forum, for
example if you want to email a student privately about something they have
said in the forum;
participants can save records of the discussion, for example into the
ePortfolio
3.2.2.3 Synchronous Discussion
Like asynchronous discussions, synchronous discussions take place online but
in real time. You may already be familiar with text-based systems such as Chat
services in your VLE, or MSN Messenger. Synchronous systems also include
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web-based video conferencing, whiteboards, and audio/video systems such as
Skype3. Synchronous discussion systems are currently not well specified in the
LARM, but all systems will let participants send and view messages. They may
also include ways of taking turns to speak, sharing files, and have voting
systems. Text based systems frequently include extra ways of expressing
emotions and body language, such as emoticons, nudges and winks.
Synchronous discussions may be useful with constructivist or situative teaching
approaches. They let students at a distance participate in discussions, and
have an immediacy and focus that asynchronous discussion lacks, but they give
less opportunity for reflection than asynchronous discussion.
3.2.2.4 Wiki
Wikis are publicly editable web sites that are increasingly being used for
collaborative activities. They are currently not well specified in the LARM, but
systems are likely to let you set access permissions of various levels (eg. read,
edit, etc) for groups of students. They typically contain a shared work space, an
asynchronous discussion area, and an archive of previous versions of the work.
For example, LA16 uses a modified wiki for an engineering design project.
Students discover resources, file them and discuss them in the wiki, and use the
shared work space to prepare a presentation on their findings for the rest of the
class.
3.2.2.5 Multiple Choice Quiz (MCQ)
Learning activities frequently include a multiple choice quiz so students can test
their understanding of methods or concepts and tutors can identify areas of
misunderstanding. The worked example in section 4.5 uses a MCQ in this way.
A LARM MCQ will:
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display quiz questions, let students choose answers, and will provide
students with feedback and scores;
let you set it up with questions, answers and feedback responses. You can
also ask it to generate random quizzes from a question bank which you could
write yourself or draw from a question bank repository;
provide you with information about individual student responses to the
questions, or about class responses (eg. as a histogram of class responses),
so you can identify individual or general areas of difficulty and adjust your
teaching accordingly;
allow for different pathways depending on the answers to earlier questions
Skype is a system that allows free telephone calls over the internet using a “peer to
peer voice service” www.skype.com
3
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3.2.2.6 Concept Mapping
Concept maps are frequently used to help students organise their ideas or
create new ideas, often following a brainstorming session. They can also be
used to help students create a file storage system that makes sense to them. as
was done in an engineering design poject where student groups created a filing
system according to an agreed concept map, and stored their resources in it.
This made it easier for them to locate stored resources and cut down on the
need for search tools. A LARM concept mapping service will:
 let you and/or the students create, view and edit a map
 let you store files together with the concept map
3.2.3 Information Storage
Your learning activities may need to draw on, or save records in, various
information storage services
3.2.3.1 Student Information Service
This will probably be your institution’s central student record system. It will
contain information for authenticating students and letting them log in to the
learning activity. It will also contain personal information, so that the system can
deliver the learning activity in a suitable format and with appropriate resources.
For example, a blind student might receive audio files instead of text files.
Another example is an activity about health and safety, where students from
England and from Scotland require different resources because of differences in
legislation (LA8).
3.2.3.2 ePortfolio
Students may want to save the output of learning activities into their ePortfolio to
use later as evidence of their achievements. A LARM ePortfolio service will:
 store students’ work and marks for future reference;
 save files and hyperlinks that students have found useful, and let the
students classify and order them;
 let the students access files and hyperlinks for an indefinite period of time
after the activity is finished.
3.2.3.3 Archive area
Many activities will require saving student work or resource files for future
reference, such as evaluation or quality control. These will be linked to the other
services used in the activity and to the learning activity player.
4 Creating a Learning Activity
The aim in this section will be to give you as practitioners suggestions for creating
pedagogically effective learning activities, together with a framework for putting together
your ideas and for discussing them with the technical support staff who may be helping
you to implement the activity (as outlined in the implementation layer of the LARM).
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When creating a learning activity you will need to think about three things: the context in
which the learning activity is taking place, the teaching approaches used in the learning
activity, and the tasks the students and you will perform in order to complete the learning
activity. Section 4.1 shows the many components and options within this classification.
It is backed up by the glossaries in sections 4.2 and 4.3 which describe in more detail
different types of teaching approaches and techniques that you might use. You can use
this table and glossary as a source of ideas for new activities.
Many learning activities, such as the one described in section 4.5 consist of several
different tasks, roles and interactions, which may follow on from each other or may run
in parallel
The learning activity template in section 4.4 follows the structure of section 4.1, and is
designed to act as a prompt to the things you will need to think about when designing a
learning activity. It is followed by a worked example of a completed template in section
4.5. At present you may well need to call on your technical support staff in implementing
your learning activity, as you may not have a VLE in your institution that already satisfies
all your requirements. The template will provide a starting point for discussion with
technical staff and help them identify what your requirements are and what needs to be
done to enable your learning activity.
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4.1 Description of the characteristics of a learning activity4
Teaching Approaches and Techniques are further explained in sections 4.2 and 4.3 respectively
Context
Context
Aims
Institutional context
HE
FE
School
Community
Informal
QA process
Timetable
Subject
Pre-requisites
Location
Environment
Audio-based
Computer-based
Field-based
Lab-based
Lecture-based
Seminar-based
Simulator
Video
Work-based
Learner needs
Accessibility
Lang support
4
Learning
outcomes
Teaching
approaches
Type
(What)
Task taxonomy
Technique
Interaction
(How)
Cognitive
Knowledge
Draw
Finding
out/discover
List
Pronounce
Recall
Recite
Recognise
Reproduce
Select
Specify
State
Comprehension
Clarify
Describe reasons
Explain
Identify
Identify causes of
Illustrate
Question
Understand
Application
Apply
Associative
Behaviourist
Didactic
Elaboration theory
Instructional
system design
Intelligent tutoring
systems
Training needs
analysis
Cognitive
Active learning
Constructivistbased design
Cognitive
apprenticeship
Cognitive scaf
folding
Dialogue/
argumentation
E-moderating
framework
Enquiry-led
Experiential
learning
Assimilative
Listening
Reading
Viewing
Information
Handling
Analysing
Classifying
Gathering
Manipulating
Ordering
Selecting
Adaptive
Modelling
Simulation
Communicative
Critiquing
Debating
Discussing
Presenting
Productive
Composing
Creating
Drawing
Producing
Assimilative
Scanning
Skim reading
Information
Handling
Brainstorming
Buzz words
Concept mapping
Crosswords
Defining
Mindmaps
Web search
Adaptive
Modelling
Communicative
Articulate
reasoning
Arguing
Coaching
Debate
Discussion
Fishbowl
Ice breaker
Interview
Negotiation
Who
Class based
Group based
Individual
One to many
One to one
Medium
Audio
Face to face
Online
Text messaging
Video
Timing
Asynchronous
Synchronous
Roles
(Which)
Tools &
resources
Asses
Coach
Deliverer
Group leader
Group participant
Facilitator
Individual learner
Mentor
Moderator
Pair person
Peer assessor
Presenter
Rapporteur
Supervisor
Hardware
Computer
Headphones
Lab equipment
PDA
Projector
Recorders
Specialist subject
equipment
Video
Webcams
Software
Bibliographic
software
Database
Digital image
manipulation
software
Libraries
Microsoft
exchange
Mind mapping
software
NVIVO
Project manager
Not asse
Diagnos
Formativ
Summat
Table derived from the DialogPlus Taxonomy (project website http://www.nettle.soton.ac.uk/toolkit/Default.aspx)
LARM – Pedagogy – ijf – 18/02/2016 - p13
Learner disability
Culture
Motivation
Time
Difficulty
Support
Learning styles
Skills
Ability to learn
Commercial
awareness
Computer literacy
Creativity
Critical analysis
Critical reading
Criticism Data
modelling
Decision making
E-literacy
Foreign
languages
Group/team work
Inference and
synthesis of
information
Information
handling
Information
literacy
Interpersonal
competence
IT
Library
Listening and
comprehension
Literacy
Logical argument
Making notes
Management of
change
Negotiating
Numeracy
Assemble
Calculate
Construct
Demonstrate
Hypothesize
Infer
Investigate
Produce
Select
Solve
Translate
Use
Write
Analysis
Analyse
Break down
Compare
Compare and
contrast
Critique
Differentiate
between
Distinguish
between
List component
parts of
Predict
Select
Synthesis
Argue
Design
Explain the
reasons for
Generalise
Organise
Summarise
Evaluation
Judge
Evaluate
Give arguments
for and against
Criticise
Goal-based
scenarios
Learning cycle
Problem-based
Project-based
Reflective
practitioner
Social
constructivist
Situative
Activity theory
Activity based
Action research
Apprenticeship
Collaborative
learning
Communities of
practice
Conceptualisation
cycle
Reciprocal
teaching
Systems theory
Vicarious learning
Re-mixing
Synthesising
Writing
Experiential
Applying
Experiencing
Exploring
Investigating
Mimicking
Performing
Practicing
On the spot
questioning
Pair dialogues
Panel discussion
Peer exchange
Performance
Question and
answer
Rounds
Scaffolding
Short answer
Snowball
Socratic
instruction
Structured debate
Productive
Artefact
Assignment
Book report
Dissertation/thesi
s
Drill and practice
Essay
Exercise
Journaling
Literature review
MCQ
Portfolio
Presentation
Product
Puzzles
Report/paper
Test
Voting
Experiential
Case study
Experiment
Field trip
Game
Role play
Scavenger hunt
Simulation
Search engines
Spreadsheet
SPSS
Text, image,
audio or video
viewer
Virtual worlds
Word processor
Models
Access grid
Blogs
CAA tools
Chat
Discussion
boards
Electronic
whiteboards
Email
Instant
messaging
Modelling
Simulation Voice
over IP
Video
conferencing
VLEs
Wikis
Resources
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Oral
Feedback
communication
Reflect
Affective
Oral presentation
Planning and
Appreciate
organising
Awareness
Practical
Listen
Problem solving
Responsive
Aesthetic
Reading
Referencing
Appreciation
Research
Commitment
Selecting and
Ethical awareness
prioritising
Moral awareness
Psychomotor
information
Self management
Draw
Self reflection
Exercise
Study skills
Jump
Summary skill
Make
Time
Perform
management and
Play
organisation
Run
Synthesis
Swim
Writing style
Throw
Written
communication
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4.2 Glossary of teaching approaches
This glossary explains the teaching approaches listed in section 4.1, Description of
the characteristics of a learning activity. Terms are listed in the order given in the
table. Each term has a very brief description, followed by sources of further
information. Teaching techniques are described in section 4.3.
Further details of teaching approaches and theories can be found at the Theory into
Practice website ( http://tip.psychology.org/ ) and in the DialogPlus toolkit
(http://www.nettle.soton.ac.uk/toolkit/Default.aspx )
4.2.1 Description of a Learning Activity
A Learning Activity is:
an interaction between a learner or learners and an environment (optionally
including content resources, tools and instruments, computer systems and
services, ‘real world’ events and objects) that is carried out in response to a
task with an intended learning outcome5
Learning activities are achieved through completion of a series of tasks in order to
achieve intended learning outcomes. We have defined the components which
constitute a learning activity as:

The context within which the activity occurs includes the subject, level of
difficulty, the intended learning outcomes and the environment within which the
activity takes place. Learning outcomes are mapped to Bloom’s taxonomy of
learning outcomes and grouped into three types: cognitive, affective and
psychomotor and are what the learners should know, or be able to do, after
completing a learning activity; for example they might be required to be able to:
understand, demonstrate, design, produce or appraise.

The learning and teaching approaches adopted. These are grouped according
to Mayes and de Freitas’ three categories – associative, cognitive and
situative6.

The tasks undertaken, which specifies the type of task, the (teaching)
techniques used to support the task, any associated tools and resources, the
interaction and roles of those involved and the assessments associated with the
learning activity.
5
Beetham, H. (2004) Review: developing e-learning models for the JISC practitioner
communities: a report for the JISC e-pedagogy programme, JISC
6 Mayes, T. and S. de Freitas (2004). Review of e-learning frameworks, models and
theories: JISC e-learning models desk study, JISC
LARM – Pedagogy – ijf – 18/02/2016 - p16
4.2.2 Associative Teaching Approaches
Associative Learning & Teaching approaches focus on learning through
association and reinforcement, and observable outcomes. Learning is viewed as
acquisition of external knowledge or skills. A large number of e-learning models
and tools derive from the associative perspective.
4.2.2.1 Behaviourist
Knowledge is seen as a collection of facts which the teacher knows and must
instil into the student, based on a theory of stimulus-response pairs. The
teacher will stimulate the students to learn the facts. Success is judged by the
ability of the students to reproduce the facts7.
4.2.2.2 Didactic
The didactic model is based on transmission of knowledge, explicit instructional
goals, objectives, content, and expectations from teacher to learner. The
traditional lecture is an example of didactic teaching
4.2.2.3 Elaboration theory
This approach suggests starting from simple concepts and building on them to
bring the learners to mastery of the more complex. It provides a model for
sequencing and organizing courses of instruction8.
4.2.2.4 Instructional system design
Based largely on the work of Gagne, this approach is based on building up
knowledge and skills through a series of systematic steps to achieve specified
learning objectives9.
4.2.2.5 Intelligent tutoring systems
Intelligent tutoring systems (ITS) have embedded intelligence, so personalised
material can be presented to users. The system presents the student with a
problem, compares the student’s answer with its own and provides feedback
Gagne, R. M. (1992) Principles of instructional design. Harcourt Brace Jovanovich,
4th edition
8 Reigeluth, C.M., (1999). The elaboration theory: Guidance for scope and sequence
decisions. In C.M. Reigeluth (ed.), Instructional-design theories and models: A
new paradigm of instructional theory, volume ii. (pp. 425-459). Hillsdale, NJ:
Lawrence Erlbaum Associates.
9 Reference: Gagne, R. M. (1992) Principles of instructional design. Harcourt Brace
Jovanovich, 4th edition.
7
LARM – Pedagogy – ijf – 18/02/2016 - p17
based on the differences. It then updates its records of the students’ skills and
presents an appropriate new problem, repeating the cycle10.
4.2.2.6 Training needs analysis
Training needs analysis is a work based approach which analyses the needs of
organisations/teams/individuals, identitifies gaps and specifies training11.
4.2.3 Cognitive teaching approaches
Cognitive Teaching approaches view learning as a process of transormation in
internal cognitive structures. Learning is characterised by processing and
transmitting information through communication, explanation, recombination,
contrast, inference and problem solving.
4.2.3.1 Active learning
Active learning requires that students do things and think about what they are
doing12.
4.2.3.2 Cognitive apprenticeship
Learning cognitive skills through guided experience, and reflection, working with
an expert13.
4.2.3.3 Cognitive scaffolding
Cognitive scaffolding provides a framework that helps the learner to organize
prior knowledge and internalize new information. The teacher collaborates with
students in activities that are just outside what they could achieve on their own.
Once the student has reached the new level of understanding the scaffolding
can be removed. Scaffolding might include models, cues, prompts, hints, partial
solutions, think-aloud modelling and direct instruction14.
Books: Sleeman, D. H. & Brown, J. S. (Eds.). (1982). Intelligent Tutoring
Systems. New York: Academic Press.
11 Bee, F. & Bee, R.(2003) Learning Needs Analysis and Evaluation. Chartered
Institute of Personnel & Development
12 Stiles, M.J., and Orsmond, P., Managing Active Student Learning with a Virtual
Learning Environment., in Educational Development Through Information and
Communications Technologies, Fallows, S.J. and Bhanot, R., Kogan Page, 2002
13 Seitz, R., “Short paper: Cognitive Apprenticeship”
http://chd.gse.gmu.edu/immersion/knowledgebase/strategies/constructivism/CognitiveA
pprenticeship.htm
14 Van Der Stuyf, Rachel R. (2002) “Scaffolding as a Teaching Strategy”
http://condor.admin.ccny.cuny.edu/~group4/Van%20Der%20Stuyf/Van%20Der%20Stuyf
%20Paper.doc
10
LARM – Pedagogy – ijf – 18/02/2016 - p18
4.2.3.4 Constructivist based design
This approach draws on the work of Bruner and others who believe that learning
is an active process where learners construct new ideas based on their existing
or previous knowledge and understanding15.
4.2.3.5 Dialogue
Dialogue is a structured process that uses talk to advance participants’ deep
knowledge, understanding and belief. It is concerned with solving problems and
developing new ideas. It goes beyond the simple sharing of ideas, or traditional
question-answer or listen-tell teaching approaches16.
4.2.3.6 E-moderating framework
Salmon’s e-moderating framework describes five levels of competence of online
teachers and learners and how their skills can be developed17.
4.2.3.7 Enquiry-led
Also know as enquiry-based learning (EBL), this approach requires that content,
teaching methods and assessment all encourage students to research, discover
and construct their own knowledge and meanings18.
4.2.3.8 Experiential learning
Experiential learning, based on the work of Piaget, Lewin, Kolb and others,
requires that learners reflect on experience, devise, and subsequently test,
general rules19.
4.2.3.9 Goal-based scenarios
Goal-based scenarios, such as simulations or role play, use skills based
learning to achieve specified learning outcomes20.
Bruner, J., (1960) The Process of Education. Cambridge, Massachusetts: Harvard
University Press.
16 Alexander, R .J. (2005) Towards Dialogic Teaching: Rethinking Classroom Talk, York:
Dialogos
17 Salmon, Gilly (2000) E-moderating: the key to teaching and learning online London:
Kogan Page
18 Peter Kahn and Karen O'Rourke (2004) Guide to Curriculum Design: Enquiry Based
Learning
http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=3
59
19 Kolb, D. (1984) Experiential Learning, New Jersey: Prentice Hall, Inc.
15
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4.2.3.10 Learning Cycle
A recurring cycle within which the learner tests new concepts and modifies them
as a result of reflection and conceptualization. Kolb’s learning cycle suggests
four stages (experience, reflection, abstraction and experimentation)21.
4.2.3.11 Problem-based
Learners investigate a specific scenario either individually or in groups &
propose solutions or determine what skills and/or information they would need to
manage or solve the problem(s)22.
4.2.3.12 Project-based learning
Project based learning is a "systematic teaching method that engages students
in learning knowledge and skills through an extended inquiry process structured
around complex, authentic questions and carefully designed products and
tasks"23.
4.2.3.13 Reflective practitioner
Reflective teaching means thinking about what you are doing in your teaching
practice, why you do it that way, and what effect it has on students’ learning.
Crucially, reflective practitioners will encourage their students to self-evaluate
their own learning in a similar way24.
4.2.4 Situative Teaching Approaches
Situative learning views learning as social participation, emphasising interpersonal
relationships in imitation, modelling, and joint construction of meaning.
4.2.4.1 Action research
Action research involves the pursuit of change and understanding. Action, and
critical reflection about the action, are integrated, often in a cyclic process, so
20
Schank, Roger, C (1992) Goal-Based Scenarios,
http://cogprints.ecs.soton.ac.uk/archive/00000624/00/V11ANSEK.html
21 KOLB D A (1984) Experiential Learning: experience as the source of learning and
development New Jersey: Prentice-Hall (0 13 295261 0)
22 Savin-Baden, M., (2000). Problem-based Learning in Higher Education,
Buckingham: Open University Press.
23 Project Based Learning Handbook (2002) Buck Institute for Education
http://www.bie.org/pbl/pblhandbook/intro.php#history
24 Schön, D. A. (1990) Educating the Reflective Practitioner : Toward a New Design for
Teaching and Learning in the Professions. Jossey-Bass.
LARM – Pedagogy – ijf – 18/02/2016 - p20
that the knowledge gained is directly relevant to the issues being studied. It is
frequently done by a group often with an outside facilitator25.
4.2.4.2 Activity theory
Activity theory is based in a theory of ‘doing’ where human subjects work on an
object in order to obtain an outcome using tools. The object might be material
(eg. a book) or less tangible (eg. an organisational structure). The tools might
be external (eg. a computer) or internal (eg. a plan). Communities may form
around shared tools or objects. Activities are thus carried out in a social
context26.
4.2.4.3 Apprenticeship
Apprenticeship can be described as "a social theory of learning in which young
learners (newcomers) are conceptualised as 'legitimate peripheral participants'
who learn by participating first peripherally and gradually more fully in
communities of practitioners"27.
4.2.4.4 Collaborative learning
Collaborative learning is "an instruction method in which students at various
performance levels work together in small groups toward a common goal. The
students are responsible for one another's learning as well as their own. Thus,
the success of one student helps other students to be successful." 28
4.2.4.5 Communities of practice
Communities of practice emphasise social participation, viewing learning as
construction of community, identity, meaning and practice29.
4.2.4.6 Conceptualisation cycle
A three-stage cycle of conceptualisation (exposure to new ideas), construction
(ideas are applied to meaningful tasks) and dialogue (during performance of
Book: Marquardt, M. J., (1999) Action Learning in Action, Consulting Psychologists
Press.
26 Activity theory pages, http://carbon.cudenver.edu/~mryder/itc_data/activity.html
27 Fuller, Alison and Unwin, Lorna (2003)Creating a Modern Apprenticeship: a critique of
the UK's multi-sector, social inclusion approach. Journal of Education and Work, 16
(1), 5-25
28 Gokhale, A. A. (1995)Collaborative Learning Enhances Critical Thinking, Journal of
Technology Education Vol.7,(1)
29 Wenger, Etienne (1999) Communities of Practice. Learning, meaning and identity,
Cambridge: Cambridge University Press
25
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tasks, where understanding of ideas is tested during conversation: this is where
learning takes place)30.
4.2.4.7 Reciprocal teaching
Reciprocal teaching entails the teacher and/or learners take turns leading a
dialogue. There are four key activities: predicting, questioning, summarising and
clarifying31.
4.2.4.8 Systems theory
Systems theory focuses on organisational learning and on modelling the
development of learners in response to feedback32.
4.2.4.9 Vicarious learning
Vicarious learning entails learning by observing and modelling behaviours,
attitudes, and emotional reactions. In learning activities it frequently involves
students observing their peers participating in discussions as learners33.
4.3 Glossary of Teaching Techniques
This glossary explains the teaching techniques listed in Section ...: Description of the
characteristics of a learning activity. Terms are listed in the order given in the table.
Each term has a very brief description, followed by sources of further information.
Teaching approaches are described in the previous section.
4.3.1 Assimilative techniques
4.3.1.1 Scanning
Scanning is rapid reading to obtain specific information from a piece of text, eg.
a particular reference in an essay34.
Mayes, T (1995) “Learning Technology and Groundhog Day” in Strang, W. Simpson,
V. B. & Slater, D. (eds) Hypermedia at Work: practice and theory in higher education,
Canterbury, UK: University of Kent Press.
31 Palincsar, A.S. and Brown, A.L. (1984) Reciprocal teaching of comprehensionfostering and comprehension-monitoring activities. Cognition and Instruction, 2, pp.
117-175
32 Senge, P. M. (1990) The Fifth Discipline. The art and practice of the learning
organization, London: Random House
33 Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
34 BBC skillswise: scanning
http://www.bbc.co.uk/skillswise/words/reading/techniques/scanning/index.shtml
30
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4.3.1.2 Skim reading
Skimming is a fast reading technique used to obtain the overall sense of a piece
of text and to identify the main ideas before deciding whether to read it more
slowly and in detail35.
4.3.2 Information Handling techniques
4.3.2.1 Brainstorming
Brainstorming generally takes place in a group situation. A problem or idea is
defined and all members of the group make suggestions related to the topic. All
ideas are written down, however unlikely they may seem. They are evaluated
only after the session is complete.
4.3.2.2 Buzz words
Buzz words can be used in a form of brainstorming session, for example when
students are asked to list the words they connect with ‘learning’, ‘policy’, or
some other concept.
4.3.2.3 Concept mapping (also called mind maps)
Concept mapping is a way of representing, exploring, and sharing knowledge
and information as a diagram showing a connected web of ideas36. For
example. the activity in section... used concept mapping for students to share
and organise their ideas about the UK print industry. Concept mapping is often
used by students for taking notes. It is easily done on paper, but a number of
software tools are also available.
4.3.2.4 Crosswords
Crossword puzzles, in which words corresponding to numbered clues are found
and written into squares are often used by teachers to reinforce definitions,
simple facts and vocabulary.
4.3.2.5 Defining
Describing the meaning of a concept or term.
35
BBC skillswise: skimming
http://www.bbc.co.uk/skillswise/words/reading/techniques/skimming/index.shtml
36 BBC keyskills: mind maps http://www.bbc.co.uk/keyskills/extra/module4/1.shtml
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4.3.2.6 Mindmaps (see concept mapping)
4.3.2.7 Web search
Searching the world wide web for information about a specified topic using a
search engine such as Google.
4.3.3 Adaptive techniques
4.3.3.1 Modelling
Describing or representing a system, often with a view to understanding its
behaviour. The model may be material, as in a clay model, or abstract, as in a
mathematical model.
4.3.4 Communicative techniques
4.3.4.1 Articulate reasoning
Students explain their reasoning via writing, speaking etc.
4.3.4.2 Arguing
A verbal dispute.
4.3.4.3 Coaching
Coaching provides support and encouragement to students to find their own
solutions to problems or issues. Coaching is often used with constructivist
teaching approaches such as problem based learning.
4.3.4.4 Debate
A structured discussion of opposing points of view.
4.3.4.5 Discussion
An extended verbal interaction focusing on a particular topic.
4.3.4.6 Fishbowl
A discussion technique where an inner group of students discuss a topic while
the rest of the students observe the discussion. At the conclusion of the
discussion the whole group comes together to evaluate it37.
37
http://academy.fiu.edu/aatarticles/ClassroomManagement/fishbowldiscussion.html
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4.3.4.7 Ice breaker
Icebreakers are short, fun, activities used to facilitate introductions and warmups, to introduce the topic of a meeting or training or to facilitate team building.
They can also be used within established groups to facilitate discussion on a
chosen topic.
4.3.4.8 Interview
A conversation between two or more people in which the interviewer(s) ask
questions of the interviewee to elicit information.
4.3.4.9 Negotiation
A discussion that is intended to produce agreement.
4.3.4.10 On the spot questioning
The teacher asks questions and selects students at random to give answers.
4.3.4.11 Pair dialogues
Two students discuss an issue together and then present to the class
4.3.4.12 Panel discussion
A discussion on a specified topic among a small group of people in front of an
audience.
4.3.4.13 Peer exchange
Sharing of ideas and work between peers (eg. between students without the
presence of the teacher, encouraging them to discuss the material between
themselves)
4.3.4.14 Performance
A live presentation, by a student or group of students, in front of an audience
4.3.4.15 Question and answer
Students are put into teams or pairs. One half ask questions and the other half
give answers
4.3.4.16 Rounds
This is a simple technique that encourages participation. The facilitator states a
question and then goes around the room inviting everyone to answer briefly.
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This is not an open discussion. This is an opportunity to individually respond to
specific questions, not to comment on each other's responses or make
unrelated remarks38.
4.3.4.17 Scaffolding
The teacher provides a temporary framework, or scaffold, that helps the learner
perform a task that is just outside what they could achieve on their own. as the
learner becomes adept, the scaffolding is removed. Scaffolding might include
models, cues, prompts, hints, partial solutions, think-aloud modelling and direct
instruction39
4.3.4.18 Short answer
Students are asked to provide very short written answers to questions. These
may be only one or two sentences, or up to about 100 words. Short answers
can be used to boost student confidence and writing skills, building up to longer
essays.
4.3.4.19 Snowball
Students share their ideas on an issue in pairs. The pairs then group into fours
to take the discussion further; the fours combine into eights, etc.
4.3.4.20 Socratic instruction
Socratic instruction helps students to discover and understand concepts through
questioning rather than telling. Typically the teacher will ask an open question
of the students and then ask further questions based on their answers. The
technique seems particularly popular in teaching law.
4.3.4.21 Structured debate
A structure that enables an online debate between students. The teacher poses
an issue. Each student is obliged to stake out a position. All positions can be
posted in the same document if everybody wants the convenience of being able
to see all positions at once. Then to each position, each student attaches (i.e.,
hypertext links) pro or con arguments. For convenience, these also may be put
in a common pro or a con document. Students then critique the arguments by
attaching (linking) various comments, two to four participants engage with each
other on provocative or divisive issues with an eye to challenging themselves
and the audience to examine their assumptions and unconscious beliefs.
38
http://www.consensus.net/ocac6.html
Van Der Stuyf, Rachel R. (2002) “Scaffolding as a Teaching Strategy”
http://condor.admin.ccny.cuny.edu/~group4/Van%20Der%20Stuyf/Van%20Der%20Stuyf
%20Paper.doc
39
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4.3.5 Productive techniques
4.3.5.1 Artefact
A material object made or used by humans
4.3.5.2 Assignment
A task whose outcome or performance is used for summative assessment
4.3.5.3 Book report
A critical account of a book
4.3.5.4 Dissertation/thesis
A relatively long (5,000 – 100,000 words) piece of writing produced by
independent study or research
4.3.5.5 Drill and practice
Repetitive performance of a small task to improve specific skills, for example
spelling or arithmetic.
4.3.5.6 Essay
A relatively short piece of writing (up to about 5000 words) written from the
author’s viewpoint
4.3.5.7 Exercise
A task (usually written) performed to increase skill or understanding
4.3.5.8 Journaling
A personal record of a process reflecting on who, what, where, when and/or
why, used either for reflection or for enabling a rapid re-start of the activity.
4.3.5.9 Literature review
A critical survey of publications on a given topic
4.3.5.10 Multiple Choice Quiz (MCQ)
A series of well defined questions presented with a range of possible answers.
Students have to choose the correct answer(s). MCQ are frequently computer
marked and/or generated: a variety of MCQ authoring tools are available and
are included in many VLEs.
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4.3.5.11 Portfolio
A collection of pieces of work that has been put together to provide evidence of
a student’s efforts, abilities and achievement. ePortfolios enable students to
gather, organise, and store, their work in a variety of digital formats (text, audio,
video, graphics etc).
4.3.5.12 Presentation
A publicly available account, usually based around visual representations and
given live or accessed as a web page. Presentation software such as
Powerpoint is often used to help generate visual aids.
4.3.5.13 Product
Something created by a person or process
4.3.5.14 Puzzles
A problem with a correct solution that the student must work out
4.3.5.15 Report/paper
A written document describing the findings of a student or group of students on
a particular topic or problem
4.3.5.16 Test
A way of measuring a student’s knowledge, skill or abilities, often as summative
assessment. A test is usually more exacting than a quiz, but less exacting than
an exam.
4.3.5.17 Voting
A question is posed and several possible answers suggested. The students
vote for the answer they think is correct. Voting is often used in real-time
sessions to increase interactivity and assess student understanding of the
concepts being discussed. Many synchronous communication systems have
voting functions; lecture theatres may be equipped with personal response
voting systems; or students can vote by show of hands, or text messaging from
their mobile phones.
4.3.6 Experiential techniques
4.3.6.1 Case study
An in depth description and analysis of an individual example of a problem, topic
or issue, and its context, used to gain understanding of complex systems.
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4.3.6.2 Experiment
A set of controlled actions, and observation and analysis of the consequent
outcomes, designed to arrive at the solution to a problem or to create new
knowledge. Experiment is the basis of an empirical approach to science and is
fundamental to many science lessons.
4.3.6.3 Field trip
A group excursion to a location outside the normal teaching environment (eg.
seashore, city centre, museum) for firsthand examination of a topic
4.3.6.4 Game
An activity with a set of rules, usually undertaken in pairs or by a group.
Because games are generally perceived as recreational, they are often used in
teaching contexts to increase student motivation while practicing skills, gathering
knowledge or developing concepts. A multitude of computer mediated games
are available which allow individual and/or multiplayer play.
4.3.6.5 Role play
The students pretend to be other individuals (eg. doctors, planning officials,
historical characters) in order to develop understanding of complex social
processes.
4.3.6.6 Scavenger hunt
A game in which individuals or groups are given a list of items to find, often as a
race.
4.3.6.7 Simulation
Mimicking some, or all, of the behaviour of a system using a different (usually
cheaper and/or more easily controlled) system. Computer simulations of
complex systems which allow for student interaction with the system (eg. virtual
laboratories) are becoming increasingly available.
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4.4 Template for designing a learning activity
This template is designed to act as a prompt for the things you need to think about in
designing a learning activity, and as a basis for discussion with your technical support
staff who may be helping you implement the activity. Section 4.5 contains an
example of a completed template.
Key words in red and underlined are further described and characterised in section
4.1 ‘Description of the characteristics of a learning activity’ and the glossaries in
sections 4.2 & 4.3
Authors and Institutions
Summary of learning activity
(you may prefer to fill this
section in last)
What are your aims in
running this activity?
Institutional context:
 FE/HE/School etc
 Are there assessment
requirements?
 Are there timetabling
issues?
 What is the quality
assurance process?
What subject (discipline)
and level are you teaching?
Are there any academic
prerequisites?
LARM – Pedagogy – ijf – 18/02/2016 - p30
What is your learners’
environment? (eg.
Classroom, distance, etc)
What are your learner’s
needs? Include things like:
 Accessibility
 Language support
 Disability
 Culture/nationality
 Motivation
 Other needs

Do any individual students
have specific requirements?
Learning style: how do
learner needs/preferences
affect your teaching and
delivery?
Is there anything else you
feel is important about your
learners’ context?
What are the intended
learning outcomes of the
activity?
What teaching approach is
best suited to your intended
learning outcomes, learners’
needs and institutional
context?
You may want to use
several approaches within a
single activity
(suggestions for teaching
approaches and techniques
are given in the glossary)
LARM – Pedagogy – ijf – 18/02/2016 - p31
What task types and
techniques are involved in
the activity
(suggestions for task types
are given in the glossary)
Who?
Who will be involved in the
activity? What will their
roles be?
(people may have more
than one role)
What tools and resources
do you need to run the
activity?
What happens during the
activity?
Describe the sequence of
actions and interactions
Include information on:
 What would you (the
teacher) do to set up the
activity?
 What would you do to
run the activity?
 What would the students
do?
 What interactions will
you have with the
students? The
technological systems?
 What interactions will the
students have with you?
Each other? The
Role?
LARM – Pedagogy – ijf – 18/02/2016 - p32
technological systems?



Continue on a separate
sheet if necessary
Would you assess the
activity? If so, how?
Would you evaluate the
activity? If so, how?
LARM – Pedagogy – ijf – 18/02/2016 - p33
What support would you
need to run the activity?
(eg. help using video
equipment)
How long does the activity
take?
How difficult is the activity?
LARM – Pedagogy – ijf – 18/02/2016 - p34
4.5 Example of a completed learning activity template
The activity in this example consists of several tasks, and types of student and
lecturer role and interaction. Some of the tasks run concurrently while others follow
on from previous tasks in sequence. The activity is typical in having a strong student
discussion component, in using a multiple choice quiz to enable students and the
lecturer to assess their understanding, and in collecting ideas via a brainstorming
session and organising them using concept maps.
Key words in red and underlined are further described and characterised in section
4.1 ‘Description of the characteristics of a learning activity’ and the glossaries in
sections 4.2 & 4.3
Authors and Institutions
John Edmonstone, Cardonald College
Ann Jeffery, University of Southampton
Summary of learning activity A 1st year HN Journalism class (Scotland) studying
the UK print industry. Introductory session on
(you may prefer to fill this
structure of industry. The session would begin with
section in last)
a brief exposition on industry, followed by a
brainstorm on categorising newspapers within the
industry framework. The brainstorm would have the
purpose of building dialogue and enabling validation
of prior learning. as as well delivery an agreed
model of the industry. A testing activity would follow
to establish understanding and then research based
task.
What are your aims in
Introduce conceptual and practical map of UK print
running this activity?
sector
Create peer group connections
Introduce students to VLE use
Begin reinforcement of transferable research skills
Institutional context:
 FE/HE/School etc
 Are there assessment
requirements?
 Are there timetabling
issues?
 What is the quality
assurance process?
FE (in Scotland). 20 in whole class, divided into
small groups for chat - 5 maximum.
What subject (discipline)
and level are you teaching?
HNC/D Journalism
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Are there any academic
prerequisites?
Higher/AS level English needed.
2 x Highers/AS levels.
ICT helpful or ICT support.
What is your learners’
environment? (eg.
Classroom, distance, etc)
Classroom/computer lab based plus VLE support
but also 25% online Distance Students using VLE
Self study
What are your learner’s
needs? Include things like:
 Accessibility
 Language support
 Disability
 Culture/nationality
 Motivation
 Other needs

Do any individual students
have specific requirements?
Motivation OK as vocational. High level of
motivation so can do more things than with other
subjects
Some visual, some collaborative, auditory and
pragmatist as embedded in practice
Is there anything else you
feel is important about your
learners’ context?
What are the intended
learning outcomes of the
activity?
Unit outcome:
Describe and explain the UK print market
What teaching approach is
best suited to your intended
learning outcomes, learners’
needs and institutional
context?
Blended learning. Conceptualisation.
Social/dialogic, Vocational, Community of
Practice/Reciprocal, Collaborative learning/
Situative
You may want to use
several approaches within a
LARM – Pedagogy – ijf – 18/02/2016 - p36
single activity
(suggestions for teaching
approaches and techniques
are given in the glossary)
What task types and
techniques are involved in
the activity
(suggestions for task types
are given in the glossary)
Who will be involved in the
activity? What will their
roles be?
Exposition at beginning. Brainstorming. Validate via
concept map/presentation. Brainstorm in a group in
class. Groupbuilding first to establish group
cohesion. Potential discussion forum.
Chat/webcams and record conversation in VLE (or
chat history)
Who?
Role?
lecturer/tutor
Lecturer/facilitator
Summariser
Students
(people may have more
than one role)
What tools and resources
do you need to run the
activity?
What happens during the
activity?
Describe the sequence of
actions and interactions
Include information on:
 What would you (the
teacher) do to set up the
activity?
 What would you do to
run the activity?
 What would the students
do?
 What interactions will
you have with the
students? The
Individual learner
Group learner
LCD projector. Network link. Chat/bulletin boards
Websites, tests/activities/ newspapers/workshops
Write and prepare course materials in paper and
electronic formats. Load course materials into VLE
(Blackboard)
With students I:
Introduce to session – exposition
Brainstorm using examples of newspapers – trying
to fit these into a structure plan for industry (based
on concept mapping)
Exposition on structure using PowerPoint Diag in
VLE
Students access VLE – carry out self-test
Students begin research task on VLE (to be
completed and submitted online). I support students
individually.
Students take part in brainstorm session
Students complete online task and research task
LARM – Pedagogy – ijf – 18/02/2016 - p37

technological systems?
What interactions will the
students have with you?
Each other? The
technological systems?



Continue on a separate
sheet if necessary
Would you assess the
activity? If so, how?
Would you evaluate the
activity? If so, how?
What support would you
need to run the activity?
(eg. help using video
equipment)
How long does the activity
take?
I would interact with students face to face one to
many at outset in exposition and brainstorm. I would
support students one-to-one in accessing the VLE. I
would access their self-test results online to check
learning. The students would feedback their
research to me individually online and I would
feedback to them online and individually next
session. The students will interact with me both
individually and collectively in the initial classroom
situation. They will interact with one another in the
brainstorm, through myself as moderator. They will
also be able to question me at any point. They
students will also interact with the VLE – both in the
classroom and after the session - in carrying out
self-test and then ongoing research task.
Record of debate into task worksheet to test
individual understanding. Also self-assessment and
more support in self-assessment depending on
context/supplementary materials. The online test
would assess initial understanding (although I would
be doing this informally during brainstorm too.) The
research activity would be a further assessment.
I would informally evaluate the activity in the
classroom discussion and by eliciting class
feedback at the end. The online test would be a
form of evaluation too.
No support other than network support generally
available in college
LARM – Pedagogy – ijf – 18/02/2016 - p38
How difficult is the activity?