‘Digital and learner-centred delivery: what’s different and how does it work in reality?’
By Cornel Fuhri (Scots College) and Shanan Holm (iQualify/Open Polytechnic)
When learner experience is put at the centre of learning design at a platform level, what changes? In this technological age, when students have constant access to devices, how do we teach them in a way that they want to learn, and that we can manage to teach? Is there a balance between pre-packed learnings and just-in-time teaching and learning? What changes are needed in tools to support assessment in this world? How do we make sure key concepts are covered while allowing for flexibility and discovery? This session will explore these questions and provide ideas on how they can be achieved.
Raised some general questions about e-learning and what digital learning looks like. Breakout covered familiar territory in terms of this area. But this neatly moved into a sales pitch for iQualify which is focused on the L in LMS. Effectively, it’s a really polished and sexy version of moodle. The perspective was a well worn pathway of contemporary thinking around digital tools. The selling points o the system stem from:
- Learning experiences
- Digital Assessment
There were some interesting points and reminders about good practice. The comments on assessment contained strong ideas, deconstructing the notion of summative assessment as authentic, affirming that assessment needs to be early and often. It also provoked my thinking around using a Learning Management System and the restrictions that are imposed by locking down a course. The focus on learning outcomes is something that sits uncomfortably with me as the learning is so teacher-directed. Why determine the learning outcomes before meeting the students? The presentation didn’t offer much clarity in terms of differentiation and how this promotes learner agency or student voice. The tool claimed to be learner centred, but I’m cynical as a student who can determine what pace they go at doesn’t necessary get to be at the centre of their learning. I don’t think the tool supports this – it is still the teacher and their philosophy who dictates how agentic their classroom is.
What is frustrating about this breakout is that the conversation was directed into practice around the tool, investigating how to deal with the unexpected and the ins and outs of how the tool works including how to share URLs with students. This confused space between pedagogy and practical wasn’t particularly supportive to a deep learning experience, but it really did just shape itself as a sales pitch. I feel like jumping into a LMS like this closes off the learning experience rather that opens it up. Great for a Polytech – not appropriate for my classroom.