The Learners (Students)
Page Name=ExpLearners
This section starts with a prompt to note how many students will be in the class(es) taking this learning session before moving on to different learner characteristics. The characteristics of individual students, or of the class as a whole, may influence your choice of learning activities and tools.
Add a section for recording problems and misconceptions that the students may have -- either known or suspected (i.e. are typical of such cohorts)? Link to LOs? Ask LKL first, though!
Numbers
- How many students will there be?
>> Numbers can affect the sorts of activities that students can realistically do, as well as the technology you can use an the length of time each activity takes. Here's a cautionary example of how a tutor's plan went askew when the seminar was over-booked:
'...with the activities originally intended to be undertaken in small-groups of around 3 before leading into a wider discussion, there were simply too many [students] to allow for the activities and subsequent sharing of views to be undertaken in a focussed, timely manner.'
Source: MoD4L project report Aug 2006. Need permission to reproduce. Also add the note re timing and technology from the original quote.
Learning Styles
Learners can differ along a number of dimensions:
Caveat: Learning styles are not exclusive or immutable. Suggestion that people use a mixture, and also that the way way in which info is best presented is in part a function of the info itself and the activities which people are doing with that info. Example from physics (Chen 1999) + Quote from SI09 about learning materials in different modalities.
- Preferred information-gathering style (e.g. visualiser/verbaliser): Consider providing materials, setting tasks and accepting assessment outcomes in both visual and verbal formats (where possible). concept-/mind-mapping tools for visual learners. Even if assessment has to be in writing, maybe include activities that allow students to organise information in other ways.
Links to/from activity sequences, activities and tools
- Preferred information organising style (e.g. serialist/holist): Consider providing materials in a range of different formats Not clear what technologies would support this
- Autonomy and independence: E-learning can be particularly suitable for helping learners to become more independent, especially during the transition from GSCE to further study. Consider putting materials on the VLE in a structured way, so that students can begin to organise their work outside class ( insert quotes from PI03 )
Relate autonomy and independence to the different models of learning and indicate which ones might suit the more (less) independent learners. Refer to the role of metacognitive learning activities.
Links to/from activities and tools
Differentiation
Strength of teaching software is that it allows students to progress at their own pace discreetly.
Quotes from BU (eLISA) re LAMS; SI09
Linguistic Competence
To help students who have difficulty with the English language:
- Make sure that instructions are written in clear, grammatical English.
- In online materials, consider a link to an online dictionary such as Check Barnet Coll LAMS seq
Accessibility
what assistive tools might be needed? (See PI05 i/v)
Ensure materials, tasks and assessment outcomes are adapted to meet specific access needs; consider whether some learners require more time or support with specific tasks; consider using adaptive technology to ensure all learners have choices. ( From mapping table F )
allow more time, print handouts in large fonts; use coloured backgrounds in online materials). (May need to include links from specific characteristics to tools that can meet/address these characteristics in specific ways e.g. assistive software for reading; Inspiration for dyslexia; extensions to Word etc. (need help from TechDis? etc. here).
Links to/from tools
ICT Skills
Even though technology is everywhere in our society, a substantial number of students still either lack basic ICT skills or simply do not like using computers. So, in the first few sessions/classes of a course:
- Limit computer-based activities to the classroom sessions so that the teacher can mentor the less confident students in person.
- If the course makes extensive use of a VLE or Website, stick to simple online activities at first, such as downloading reading materials from the course area.
Links to/from activity sequences, activities and tools
Social and Interpersonal Skills
To build students' social skills, make use of collaborative learning. In particular, online discussions can make the shyer students feel more confident to speak out, especially if they can make their contributions anonymously. Ref to PI03?
Link to collaborative learning sequences Links to/from activities and tools
Transferable Experience
Do any of the students have any useful skills, knowledge or experience which are not directly related to the topic of this learning session, but on which you might capitalise? For example,
- A student who is a talented amateur photographer could give practical tips to her peers in a session on a drama course that involves taking photographs for portfolio purposes.
- A student who has done voluntary work in Kenya could do a presentation in a geography lesson on that country.
- A mature student's experience of working in a commercial computer company could be used to illustrate a session on the software design process in a Computer Science course.
