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1. Several decades of research support the view that that it is the acxtivity that the learner engages in, and the outcomes of that activity, that are significant for learning.
How do theories about how people learn inform learning activity design?
An approach to learning activity design
by Helen Beetham
5. It is now understood that the medium used can have a profound effect on how content is assimilated and remembered, and that different learners have different capacities with different media. A choice of medium, or the opportunity to experience two media in parallel - for example a spoken text and a visual diagram - have been shown to be particularly effective for learning.
Here are the first 5 out of 10 quotations from my article. I thought these were particularly significant
2. A postgraduate student may consider it a simple task to read and prepare notes on a journal article, or to derive a set of experimental data. For a college [Bellerbys] student, the same skills will almost certainly need to be practised through component tasks with support and feedback on each one. A learning activity, therefore, is an entity that is meaningful to the learner, given his or her current level of expertise.
3. On the whole, in curriculum-based education, the desired learning outcome(s) will be the starting point for design.
4. Search engines and portals give a far wider choice of resources, and e-portfolios allow learners to collate evidence of their achievements in a way that is highly personal.. For this flexibility to enable learning, however, learners must be supported in all the different choices they make. This is why, despite the capacity of technology to present a wider range of options, the limiting factor remains the availability of skilled practitioners to provide relevant feedback and support..
