learning experiences ► Explore why I think adaptive learning experiences should be a key part of curriculum design ► Show an example of how I create adaptive learning experiences
students to test, try, fail (possibly) and feed forwards. • Link formative and summative experiences. • Provide unambiguous criteria and explain their application. Content • Give students a range of information, ideas and tasks in different formats through which they can realise the learning outcomes. • Repeat these in different contexts to maximise impact. Process • Set clear expectations and outcomes, and reinforce these regularly. • Use flexible scaffolding and user centric design to make curricula easily navigable (See Tel Tip 27.05.22). • Constantly communicate relevance and mapping. • Support students to explore this in their own way, and tolerate that! Environment • Create an environment in which everyone feels respected and able to learn. • Map the environment • Use different environments where possible.
of Modalities ► Flexibly Scaffolded ► Relevance Central to Communications ► Iterative Topic Development in Bi-Weekly Loops ► Multiple Ideas and Tasks in a Range of Formats ► Regular Formative Tasks Linked to Summative Assessments ► Feed-Forward Summative Feedback from Lecturer & Peers ► 2 Assignments: Group Pitch and Individual Reflective Essay