{"id":8388,"date":"2020-07-14T09:30:00","date_gmt":"2020-07-14T08:30:00","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=8388"},"modified":"2025-02-24T13:52:01","modified_gmt":"2025-02-24T13:52:01","slug":"online-methods-for-6-types-of-learning","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/","title":{"rendered":"Online methods for 6 types of learning"},"content":{"rendered":"\n<p>Thankyou for reading this EE blog post this is representative of the time it was written. <\/p>\n\n\n\n<p>With the publication of the <a href=\"http:\/\/www.sussex.ac.uk\/tel\/learningtechnologies\/baseline\">University of Sussex\u2019s Online Learning Baseline<\/a>, a flexible guide designed to establish minimum expectations for all taught modules, we know that staff will be keen to start work on their 20\/21 modules. We wanted to provide staff with some prompts and ideas for online activities which are supported by pedagogical theories to help adapt and enhance module content. Below we will take you through the \u20186 learning types\u2019 which are part of Professor Diana Laurillard\u2019s Conversational Framework, a student centred pedagogical theory, followed by some example activities for each type.&nbsp;<\/p>\n\n\n\n<h2>The 6 learning types<\/h2>\n\n\n\n<ul><li><strong>Acquisition<\/strong> &#8211; listening to a lecture or podcast, reading a book or article, watching a video or demo.<\/li><li><strong>Inquiry <\/strong>&#8211; learning through investigation, requires students to find resources, come up with questions and evaluate what they find.<\/li><li><strong>Discussion<\/strong> &#8211; asking and answering questions of other learners, questioning other\u2019s arguments and exchanging ideas.<\/li><li><strong>Practice<\/strong> &#8211; learners respond to a particular task goal, use feedback to adapt their output or action and possibly attempt the task again.<\/li><li><strong>Collaboration<\/strong> &#8211; working with others to produce a shared output (e.g. a definition, a diagram, a report), students are required to negotiate with others allowing for the opportunity for peer feedback.<\/li><li><strong>Production<\/strong> &#8211; students produce something to be evaluated by the teacher allowing them to display their learning.<\/li><\/ul>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe loading=\"lazy\" class=\"youtube-player\" width=\"550\" height=\"310\" src=\"https:\/\/www.youtube.com\/embed\/wnERkQBqSGM?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-GB&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation\"><\/iframe><\/span>\n<\/div><\/figure>\n\n\n\n<h2>How can we achieve these learning types online?<\/h2>\n\n\n\n<p>Many of the activities that you and your students carry out both in the classroom and during self study would fit into these categories. The suggestions below will hopefully help you explore some ideas for activities that you can create and implement in an online setting.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft size-large is-resized\"><img loading=\"lazy\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/acquisition.png\" alt=\"\" class=\"wp-image-8392\" width=\"100\" height=\"107\" \/><\/figure><\/div>\n\n\n\n<h3>Acquisition<\/h3>\n\n\n\n<p>As each module will have an online reading list, you can provide students with access to lots of resources there. Structuring this week by week, or by topic, will help students to navigate through these resources and keep on track of what they should have read. You could also create video or audio recordings for your students using Panopto. Many people will have been doing this routinely anyway, however with the transition to online learning try to be mindful of the length of your recordings by sticking to a duration of 30 minutes or less. This doesn\u2019t mean that you have to limit the amount of content that you are providing to your students, just try to chunk this up to make it more manageable.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft size-large\"><img loading=\"lazy\" width=\"100\" height=\"100\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/inquiry-e1594386407325.png\" alt=\"\" class=\"wp-image-8395\" \/><\/figure><\/div>\n\n\n\n<h3>Inquiry<\/h3>\n\n\n\n<p>Rather than consuming the sources that you present to them, inquiry requires students to find and evaluate their own sources. You could present a particular theme or issue to students and ask them to find their own source relating to this, this could be a journal articles, news articles, videos or a seta of data among other things. You could then ask students to post this in a shared resource bank using Padlet or a Canvas discussion. Students then benefit not just from the act of discovering their own resource but also from the collective bank of resources.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft size-large\"><img loading=\"lazy\" width=\"100\" height=\"100\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/discussion-e1594386452364.png\" alt=\"\" class=\"wp-image-8394\" \/><\/figure><\/div>\n\n\n\n<h3>Discussion<\/h3>\n\n\n\n<p>You can run online discussions both synchronously and asynchronously. For a synchronous activity you could use the breakout rooms in Zoom to split the class into smaller groups, perhaps groups of 3-4 or in pairs for a \u2018think-pair-share\u2019 activity. These rooms will allow students to participate in smaller groups, making it easier for all students to contribute. Provide them with a series of questions or prompts and time limit, you can then visit each room to check on student progress and prompt further questions and discussions. After the time is up students can then come back together and feed back to the larger group either verbally or by writing a short summary in the Zoom Chat.<\/p>\n\n\n\n<p>Canvas discussions could be used to facilitate an asynchronous discussion. As with the in-person discussions, you could provide students with a series of prompts or questions they should be addressing. You could use text, audio, video or an attached file in the discussion introduction. Students can then respond to the questions by posting a reply in the discussion, again this could be text, audio or video depending on each student\u2019s preference. Specify a time window during which students should interact and bear in mind that some students may be contributing from different time zones so try not to make this too short. Instruct the students to then go back through the discussion and respond to at least 3 other students\u2019 posts, asking questions of them and prompting further discussion to build up the conversation.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft size-large\"><img loading=\"lazy\" width=\"100\" height=\"100\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/practice-e1594386486812.png\" alt=\"\" class=\"wp-image-8396\" \/><\/figure><\/div>\n\n\n\n<h3>Practice<\/h3>\n\n\n\n<p>A practice activity could build upon the work that students completed in the inquiry activity. Once they have found their resource, or resources, ask students to produce a response to, summary of or evaluation of it. Students could produce this in various ways, for example as a presentation, a poster or diagram, a written piece or an audio or video recording. Once completed, students could share their output either via a Canvas discussion or Padlet wall if you would like this to be visible to all students, or using a formative Canvas assignment if this should only be visible to teaching staff. Provide brief feedback to students individually and consider posting an announcement to provide general feedback to the cohort.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft size-large\"><img loading=\"lazy\" width=\"100\" height=\"100\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/collaboration-e1594386516919.png\" alt=\"\" class=\"wp-image-8393\" \/><\/figure><\/div>\n\n\n\n<h3>Collaboration<\/h3>\n\n\n\n<p>As with discussion activities, collaboration can be achieved both synchronously and asynchronously. Present a shared task to students, this could be the creation of a shared resource such as a presentation, a definition of a term or a diagram, or this could be the completion of an activity (or series of activities) within a collaborative document. This could be achieved synchronously through breakout rooms in Zoom which allow students to share their screens with one another. For an asynchronous approach you could set up Groups within your Canvas module to provide students with their own working space. Within this space they can create their own discussion and set up collaborative Office 365 documents and Google Docs.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft size-large\"><img loading=\"lazy\" width=\"100\" height=\"100\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/production-e1594386543214.png\" alt=\"\" class=\"wp-image-8397\" \/><\/figure><\/div>\n\n\n\n<h3>Production<\/h3>\n\n\n\n<p>This could be a formative or summative assessment which requires students to display the knowledge that they have gained throughout the module. Again, the assignments tool within Canvas, which many will be familiar with, will allow students to submit a piece of work for you to provide feedback on. Consider allowing students to take a flexible approach to this, giving them the opportunity to choose how they will respond to a task. Rather than just a written response students could choose to submit a video, a podcast or a recorded presentation.&nbsp;<\/p>\n\n\n\n<p>There are many other approaches you could take and tools you could make use of for each of these learning types, please contact <a href=\"mailto:tel@sussex.ac.uk\">tel@sussex.ac.uk<\/a> if you would like advice and guidance on setting up any of the activities mentioned here or to explore this further.<\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-8388\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-8388\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-8388\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Thankyou for reading this EE blog post this is representative of the time it was written. With the publication of the University of Sussex\u2019s Online Learning Baseline, a flexible guide designed to establish minimum expectations for all taught modules, we<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-8388\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-8388\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-8388\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/14\/online-methods-for-6-types-of-learning\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"author":115,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[137817,157001,98269],"tags":[157001,98272],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_shortlink":"https:\/\/wp.me\/p4IWEK-2bi","jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"jetpack-related-posts":[{"id":8560,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2021\/01\/05\/portfolio-use-in-teaching-initial-steps-in-developing-support-for-tutors\/","url_meta":{"origin":8388,"position":0},"title":"Portfolio use in teaching: initial steps in developing support for tutors","date":"5th January 2021","format":false,"excerpt":"By Dr. Sarah Watson & Dr. Paolo Oprandi By the time that students have graduated from university, they will have completed a number of modules in order to obtain their degree. For each module they will usually have produced study notes, completed one or more pieces of work and received\u2026","rel":"","context":"In &quot;Learning Design&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2020\/12\/portfolio-poster.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":8403,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/21\/teaching-during-a-global-pandemic-meeting-the-sussex-baseline\/","url_meta":{"origin":8388,"position":1},"title":"Teaching during a global pandemic: Meeting the Sussex Baseline","date":"21st July 2020","format":false,"excerpt":"Photo by Christin Hume on Unsplash The Covid-19 global pandemic has introduced enormous uncertainty across the HE sector while social distancing measures will undoubtedly place restrictions on the ability of institutions\u00a0 to deliver face-to-face teaching or undertake in-person assessment come the autumn term. As a result, at Sussex we've been\u2026","rel":"","context":"In &quot;Blended learning&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/christin-hume-Hcfwew744z4-unsplash.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":3915,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/04\/05\/digital-learning-activities\/","url_meta":{"origin":8388,"position":2},"title":"Designing digital learning activities and interactions","date":"5th April 2016","format":false,"excerpt":"In the face of the myriad of technologies available to support teaching and learning, considered approaches to the planning of activities and integration of technology into curricula have never been more important. Universities across the sector have invested in specialist learning technology provision to aid this process while initiatives such\u2026","rel":"","context":"In &quot;Learning Design&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2016\/04\/5805548-300x224.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":9309,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/11\/08\/using-the-content-authoring-tool-h5p-to-create-interactive-learning-material\/","url_meta":{"origin":8388,"position":3},"title":"Using the content authoring tool H5P to create interactive learning material","date":"8th November 2022","format":false,"excerpt":"Sue Robbins is Senior Lecturer in English Language, and Director of Continuing Professional Development in the School of Media, Arts and Humanities. In this case study Sue describes using H5P to create interactive learning tasks in an online English language development course for international students. What is H5P? H5P is\u2026","rel":"","context":"In &quot;Case Study&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2022\/11\/MicrosoftTeams-image.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":6897,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2018\/05\/01\/providing-a-deeper-blended-learning-experience-a-case-study-into-the-use-of-an-interactive-e-textbook\/","url_meta":{"origin":8388,"position":4},"title":"Providing a deeper, blended learning experience: A case study into use of an interactive e-textbook","date":"1st May 2018","format":false,"excerpt":"Are you a tutor who would like to further enhance your students\u2019 engagement with your module? Are you using the Virtual Learning Environment (VLE) to its full potential or the opportunities that e-textbooks can bring? In the TEL team we recognise that your VLE module site can be understood to\u2026","rel":"","context":"In &quot;Case Study&quot;","img":{"alt_text":"\"The unbound book conference\" flickr photo by networkcultures https:\/\/flickr.com\/photos\/networkcultures\/5737035678 shared under a Creative Commons (BY-SA) license","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2018\/04\/5737035678_2aed5e6f1b_b-1024x683.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":3561,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/01\/19\/scholarship-swimming-in-a-sea-of-the-digital\/","url_meta":{"origin":8388,"position":5},"title":"Scholarship 'swimming in a sea of the digital'","date":"19th January 2016","format":false,"excerpt":"In a world so infused with digital technologies how must our approaches to scholarship evolve to extend reach and impact?\u00a0 What do you need to do beyond publication to ensure your audience listen and your publications are read?\u00a0 How do we drive engagement with educational research, in particular research in\u2026","rel":"","context":"In &quot;Digital scholarship&quot;","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2016\/01\/photo1-e1453136283308-293x300.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/8388"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/115"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=8388"}],"version-history":[{"count":7,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/8388\/revisions"}],"predecessor-version":[{"id":10216,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/8388\/revisions\/10216"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=8388"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=8388"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=8388"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}