|For my final activity, I have designed a collaborative activity using Learning Designer.
|Learning Designeris a suit of tools to design pedagogigal approaches to a certain issue or subject. It allow teachers to specify the aims and purported learning outcomes, to differentiate different modules composed of several tasks, and – most important – to assess whether the time devoted to each type of task (acquisition, discussion, collaboration. creation…) is balanced. Furthermore, you can not only design your patterns from scratch, but also use published templates (curated by experts), or share yours.|
This lesson plan is designed in the context of a Master of Teaching in Secondary, and most specifically in the subject of “Teaching innovation”. It’ describes a collaborative activity to create a joint glossary of terms related with teaching innovation, using digital artifacts. The students divide in three groups: informaticians (who research the tools and select the one which fit best each individual researcher needs), researchers (who research the terms and create the digital artifact), and inspectors (who will survey the work dynamics within and among the groups).
Here is a link to the full activity: https://v.gd/mIckc4
Below there is an example of the collaborative Padlet created in the first (pilot) application of the activity.
Specific rubrics and checklists have been designed for self and co-evaluation.
- rubric 1 – Assessment of the work of researchers by inspectors
- rubric 2- Assessment of the work of technicians by inspectors
- checklist 1 – self evaluation of researchers
- checklist 2- self evaluation of technicians
- checklist 3 – self evaluation of inspectors
The work is included in the personal portfolio, which is evaluated at the end of the term by the teacher in a global way.
I’ve found it difficult to work with Learning Designer to give this activity a clear structure. I’ve had a hard time describing the work of the different teams, which run in parallel but with different time slots, and which cross at certain points. Because of this parallel run, the designed time is longer than the activity time, and this may be confusing for other teachers wishing to use or modify the activity.