Planning for active learning methods

We have already emphasised that, in order to achieve the learning outcomes, it is important that students work actively on learning activities, and that this is planned and facilitated in the teaching. The book Teaching for Quality Learning at University (14) by John Biggs and Catherine Tang can be used as in-depth literature for this chapter. It provides good tips for planning and quality-assuring active learning methods.

Figure 3 illustrates how learning outcome descriptors, competence aims and learning objectives are used to plan learning activities and resources. This ensures the path towards the intended learning outcomes is quality assured. The model also shows that formative assessment, feedback and self-assessment are a key part of such a learning process.

For the sake of overview, we have chosen to consider all forms of assessment together in Chapter 7 Assessment of and for learning.

The following questions are relevant when planning online learning activities and resources:

• Who are the students, and what are they going to learn?
• What should the tutor’s role be in a learning process?
• How can we facilitate a good learning environment?

These are questions that have been asked at an overarching level in the previous chapters, but that resurface in detail when facilitating good learning activities.

Translated by EPALE Norge and HK-dir