Tag Archives: activities

The NKK Learning Design Model

In 2005 I worked on the Nga Kiwai Kete design model as part of a collaborative professional development process with members of Te Runanganui o Te Arawa:

The Nga Kiwai Kete Design Model

The Nga Kiwai Kete Design Model
Translation by Tutu Kautai

The model is intended to specify both the components of an effective learning design as well as an approximate sequence for the design process.

The model was intended to build on work such as the ARIA Model with which I was involved in 1999.

Note: The model is reproduced here as the original Nga Kiwai Kete site is unfortunately no longer available online. Released under a Creative Commons licence by Ako Aotearoa.

8 tips for online learning community activities

Augustin Théodule Ribot: The ConversationIn a purely social community, collaboration and communication can be very open and unstructured. But when incorporating online community approaches into courses, we normally need to adopt a more structured approach to meet needs of the curriculum and the learners.

Here are some tips for this situation:

  1. The start of the activity is important – so welcome people and set a positive tone. Don’t overload people with information – start gently!
  2. Focus on participant needs – so exploring and sharing existing knowledge is often a great place to start.
  3. Give clear instructions and information about the activity – break the activity into digestible chunks so participants can focus on one thing at a time. Move supplementary information (ie info which is not key to the activity) to subsidiary pages.
  4. Use triggers to build engagement – eg provide a video or a link to an online survey, then follow with a directly-related question.
  5. Use open questions – eg ‘why do you think…?‘ These are more likely to generate higher-level thinking and in-depth discussion.
  6. Be a bit provocative – a trigger or question which is controversial is likely to generate engagement. But avoid topics which are too risky as these can lead to dangerous conflict – if you’re inexperienced as a facilitator this can be hard to deal with.
  7. Consider the flow of the activity – it is often preferable to deal with one question at a time, allowing participants to focus on one question at a time. You can start with prior experience or knowledge, then move in a developmental sequence to more in-depth questions. If you pose multiple questions from the beginning, especially with smaller groups, the community focus can be easily dissipated and lose momentum.
  8. The end of the activity is important – you should at least farewell participants and thank them for taking part. Consider also how the key points that arose can be summarised and published – true collaboration is not just discussing but generating new and powerful knowledge that should not be lost. You might ask for a volunteer to do this.

Image: Augustin Théodule Ribot: The Conversation