RALD - Remote Asynchronous Learning Design

Behaviourism - 3 units

Unit 1 - A journey that focuses on the behaviourist approach and theories of learning that we later apply to asynchronous remote learning. We focus on the role of the learner as a recipient of knowledge from an instructor who is the expert

Unit 2 - Direct teaching which has its roots in behaviourism. The nature of direct teaching has changed over time, evolving into a method that’s used today to deliver effective learning and teaching.

Unit 3 - Objective setting and formative assessment. Both facilitate direct teaching in synchronous and asynchronous remote settings. Not only is it important to set a direction for learning, but it is also important to then assess progress against directions, and use assessment results to change direction, if necessary.

Cognitivism - 3 units

Unit 1 - A theoretical journey; a journey that focuses on the cognitivist approach and theories of memory that we later apply to asynchronous remote learning. We explore models of memory and theories that indicate how we can help our learners to remember.

Unit 2 - Responses to cognitive load theory and how to optimise cognitive processing in learners using good practice guidelines set out in Clark and Mayer’s Principles of Multimedia Learning. A look at how we, as practitioners, can present asynchronous remote resources in a way that they believe is most effective for learning.

Unit 3 - practical applications of memory theory. A look at tools that can be used to help asynchronous remote learners engage in elaborative rehearsal and build schemas, embedding knowledge in long-term memory.

Constructivism - 3 units

Unit 1 - A theoretical journey; a journey that focuses on the constructivist approach and its emphasis on learner-centred learning. We focus on the active role that learners play in their learning and the role of others as facilitators.

Unit 2 - Discovery learning. This is a constructivist approach that enables learners to be creative, to think critically, and to develop problem-solving skills as they discover and create meaning for themselves.

Unit 3 - Learner-centric assessment. A focus on the benefits of learners reflecting on their own work or that of their peers to gain a deeper understanding not only of subject matter but also of how they learn and how they can improve.

RALD PROJECT MATRIX OF ACTVITIES