Phoebe Pedagogy Planning Tool
The Phoebe project has designed, implemented and evaluated a Web-based pedagogy planner tool: that is, a purpose-built application that guides teachers through the construction of designs for courses (modules) and/or individual learning sessions.
The tool was developed as a response to the challenge for teachers and lecturers to make use of digital technologThe tool enables teachers and lecturers to make use of digital technologies in a way that promotes active, motivating and productive learning for studentsies in a way that both promotes active, motivating and productive learning on the part of students and affords positive teaching experiences for themselves. In facing this challenge, many teachers have found that introducing technology has ramifications for the whole of their practice, even obliging them to re-plan from scratch classes which they have taught successfully for years.
Intended for practitioners working in FE, HE and ACL, the Phoebe tool brings together the key components of a learning design (or lesson plan), prompts teachers’ thinking, allows them to record ideas and requirements, and makes it easy to cross-reference components as they design the activities that make up a learning experience. It offers both flexible and guided paths through the planning process, and provides access to a wide range of models, case studies and examples of innovative learning designs.
Executive Summary
Aims and objectives
The broad aim of the Phoebe project was to help practitioners in post-compulsory learning to design motivating and productive learning experiences that made effective use of technology where appropriate. To realise this aim, the following objectives were set:
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Develop a prototype online planning tool
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User-test the planning tool for functionality and usability
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Investigate the feasibility of further development and the integration of the planning tool into pedagogic practice by:
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Linking the functionality to appropriate support material
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Embedding use of the tool in specific contexts for piloting and evaluation
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Disseminate knowledge of the tool, and hence its use, in the wider community
Overall approach
The project unfolded through two principal phases, corresponding to the two tranches of funding received. Phase 1 began with an initial research and investigation phase, which fed into the software development stage. The evaluation at the end of Phase 1 effectively constituted the requirements gathering phase for Phase 2. This second phase saw a radical revision of the tool and a more extensive evaluation involving a wide range of practitioners.
Findings
In producing a usable pedagogical planner, Phoebe has facilitated understanding of how planning actually works when mediated by tools. This has enabled us to specify future requirements for tools that support the process of learning design and to define the wider areas that need to be addressed in tandem.
Our work has also underscored the challenges to future development, including the complexity of the activities being supported, continuing negative cultural attitudes vis-à-vis the sharing of resources, and fit with the general ecology of tools within post-compulsory educational practice. However, we are now in a strong position to address these issues and move forward to design and develop full-featured production versions of the tools that exploit their potential to promote genuine innovation in teaching and learning.
Achievements
The principal achievement of the project has been the development of a usable and useful pedagogy planner tool, which is freely available. This is matched by the contribution made to the increased understanding of the issues and opportunities associated both with pedagogy planning tools in particular, and with learning design in general.
Conclusions
It is clear that pedagogy planning tools have much to offer the education sector. Teachers need greater assistance, both to innovate in their teaching approach and to engage with digital technologies, and planning tools have the potential to make a substantial contribution to the integrated support that would benefit their users the most. However, to achieve the desired impact, these tools need continued support and development in the wider context of changes in post-compulsory education.