Best practice example

Title: Reflective Learning, Teaching, and Assessment Based on Learning Analytics

University: Vytautas Magnus University (VMU), Lithuania (Volungeviciene et al., 2021) 

Section of the framework: C - Metacognitive strategies to measure awareness of learning design

What competencies and learning outcomes of the DigicompEdu Framework are we addressing?

Key issues: This case is based on analysis of a specific Moodle course and presents examples on how a course teacher applies metacognitive strategies when designing teaching and learning.

Each lecture introduces students to the theoretical and practical background needed for assignment implementation. Assignment implementation tools maintain the indicators and criteria that are linked with the theoretical and practical references and should be applied by students during the assignment implementation process.

To make sure that students are aware of their cognition, learning strategies and management of their learning process, there is a study guide, which is developed by the course teacher prior to the beginning of the course. In this study guide, together with other important information related with the course, students can see the sequence of tasks and assignments, as well as expectations of their performance. The study guide presents the sequence of assignments and their link with the theory and learning strategy planning (see fig. 1). At the same time, students can see the time and place their attendance is needed.

Figure 1. Excerpt from a study guide (Volungeviciene et al., 2021, p. 164)

By knowing in advance how each theoretical presentation and topic relates to the assignments, learners are expected to become more aware of how they have to plan their learning to deliver assignments on time and keep up with the overall learning process in the course. Each assignment is described in detail in the study guide as well as in Moodle, indicating the time for submission, the evaluation criteria and the format expected (e.g., essay, presentation, video, mindmap).

In this way, the description of the assignments and the expected learners’ performance is clarified at the very beginning of the course.  Teachers and students can also see:

(1) assignments linked with the course calendar (setting reminders for students) (fig. 2).

Figure 2. The course calendar (adapted from Volungeviciene et al., 2021, p. 165)

(2) assignments integrated with the progress bar used in Moodle course (fig. 3).

Figure 3. Assignment and learning progress integration in Moodle (Volungeviciene et al., 2021, p. 166)

(3) activity completion tool (fig. 4), and (4) assignments linked with learning outcomes.

Figure 4. Self-Assessment for Assignment and Learning Implementation Using Activity Completion Tools in Moodle (Volungeviciene et al., 2021, p. 166)

After setting up tools that generate data, teachers can track learners’ engagement and monitor learning process and student performance by noticing delays or problems.

Relevance for teachers: As the example shows, you have to make sure that there is consistency and clarity between the learning design solutions and the course activity configuration. You can develop a study guide prior to the beginning of the course to show the learning pathway, the assignments’ due-dates and the activity completion settings. Then, you can add these dates to the calendar and align learning activities with learning outcomes. Early provision of information in the study guide should also include a clear description of the tasks, assessment criteria and the expectations of students’ performance. These measures will allow you to collect data of students’ learning and engagement. By being aware of what is expected from them and how the learning process is organised, it will be easier for students to become more engaged and develop their self-regulation skills. At the same time, these measures help teachers make timely and data-based evidence decisions for the improvement of learning design.

References