Learning Design

A reflection based on reading an article on-line. 

Does our Learning design lead to a transactional distance? The engagement of students may be affected by our structure and the level of dialogue we have with students.  
The level of structure inversely effects the capacity for being able to individualise the programme. 
In this graph you can see the relationship:


These are some notes from Derek's Blog
"The real problem is boredom. Boredom because of inadequate or inappropriate forms of structure and low level or trivialised forms of dialogue. Michael Fullan, in his book Stratosphere, states that school is increasingly boring for students and alienating for teachers. This isn’t simply a personal view, but is based on the analysis of interviews with a very large number of students in a number of countries" Derek Wenmoth 2020
📤 need to create exciting, innovative learning experiences for all students that are:
  • irresistibly engaging for both students and teachers
  • elegantly efficient and easy to use
  • technologically ubiquitous 24/7
  • steeped in real life problem solving
In my own teaching practice I am relational and I use a lot of dialogue. I have noticed that when a task is very structured some students are engaged but a lot more students get engaged when the task is more open ended. They are able to make decisions, be creative and have a voice.

December 2020: 
I went back to reread this blog and I noticed that Rob Sutton (principal of Hornby High) had written a response and linked his own blog post: Is this distance learning stuff working
I thought it was very interesting when he described the 4 groups of students and how their engagement changed.

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