Defining a learning activity
The model of what is a learning activity produced by Beetham is simmialr to the activity theory produced by Engeström, in which the learnets relationship with others and the learning environment leads to to learning objectives. Beetham suggests if there are no other significant limiting factors, the learning objective will be the starting point for activity design. In my own situation, these objectives are sometimes decided at an initial meeting with my contact at a college, however there are occations where the objectives are not as clear cut, and are decided in the lesson throughh discussion with myself and the learners
Designing with digital resources and technologies
Beetham highlights a number of benefits which can be provided by the use of digital resources thes include, anytime access to materials, a greater fleaxability in format of resources and the opportunity for learners to create and collaborate on their own materials. I have found that these opportunities can be seen as barriers to teaching staff who see this as a threat to their control, partly becuase they are concerned that the learners know more about the technology than they do and partly because it leads to independant learning with less of a reliance on the teacher.
Beetham goes on to mention the relationship learners have with their personal technologies, in which these technologies form an important bridge for learning however some may feel they don’t want to usethese techonolgies for learning. This is reflected in some of the key findings of recent JISC research into the learners experience (https://mw.brookes.ac.uk/download/attachments/10060390/Manager+resources.doc?version=2.)
- Learners expect to be able to personalise institutional technologies and to use personal technologies in the institutional environment. This is especially true of disabled learners, who may be excluded if they cannot use personal tools.
- learners display enormous differences in their ICT experiences, attitudes and preferences
- learners attach emotional significance to their technologies
- learners have different attitudes to learning in the public/private spaces of social networks