Learning TYPES
Our modules consist of learning tasks with steps (activities). In the narrative of our modules we ensure that every task, and its associated steps, is clearly articulated, covering how it relates to the learning outcomes and assessment, how students will benefit from the task and what students will be able to do as a result of undertaking it. Each step has a learning focus and uses appropriate instructional words to make it clear to students what the focus of the activity is.
Active Aquisition
Learning through acquisition is what students are doing when they are listening to a lecture or podcast, reading from books or websites, and watching demos or videos. Acquisition can be made more active through asking students to consider specific questions, ask questions and inquiry-based activities.
Exchange
Learning exchange embraces mainly discussion, interaction and collaboration – between tutor and student, student and student, peers, or the wider professional community.
Reflection
Students evaluate and challenge their learning through exchange with peers, the wider community, their tutor or personal experiences.
Production
Students consolidates what they have learned by articulating their current conceptual understanding and how they used it in practice.
Formative Assessment / Practice
Learning through practice and knowledge checks enables learners to adapt their actions to the task goal, and use the feedback to improve their next action. Feedback may come from self-reflection, from peers, from the teacher, or from the activity itself, if it shows them how to improve the result of their action in relation to the goal.
Professionalism
Students develop skills and behaviours for professional practice, understanding their role in the profession and knowing what they need to do to meet required standards. Their learning may produce evidence for accreditation.
On our Padlet board you can find exemplar activities organised by learning type. The activities have been crowdsourced from the learning design community and can be used to spark conversations during the module design process.