(Version 1.0) Helen Sharp
Centre for HCI Design
City University, Northampton Square
London EC1V 0HB
United Kingdom H.C.Sharp@soi.city.ac.uk
Intent:
To give students a deeper understanding of a concept or set of concepts.
Motivation:
When first introduced to a concept, a students may come to
understand it from only one perspective. This pattern allows students to
deepen their knowledge through exposure to other students' experiences and
perspectives.
Applicability:
This pattern has only been used in a revision context, i.e. students have completed the bulk of the course, and are revising for the examination.
Structure:
Lecture: This summarisies the topic being covered, pulling out and
highlighting the key concepts and techniques. Activity: A group (preferrably) or individual activity to exercise the
concepts with the tutor acting as facilitator if necessary. Student Presentation: One member of each group, or each individual,
presents their results from the activity, being encouraged to express any
uncertainties, and points of disagreement or high level of discussion. Discussion: Students discuss the differences in results, comment on areas
of uncertainty and disagreement, and what they have learned through the
activity itself, and from hearing others' results.
Consequences:
The LASD pattern:
Provides the tutor with the opportunity to summarise key points in an area;
Provides practice for students in exercising a concept or set of
concepts within a supported environment (not necessarily the case when
working in a distance education setting).
Compels students to clarify their thoughts for the presentation to
fellow students and the tutor.
Deepens the learning potential by sharing other students' experiences:
misconceptions and breakthroughs.
Invites students to reflect on what they have learned.
Implementation:
Issues to consider:
The activity needs to be deep enough to engage the students and not to
simply re-state the key concepts given in the lecture.
The tutor needs to keep a relatively low profile and allow students to
learn from each other.
Students and teams will complete the activity at different times. It is
worth considering allowing teams to swap about and help each other while
waiting for all groups to finish. This increases the level of
cross-fertilization.
If this is used in a revision setting, then it allows more time to look
at deeper issues, since students are already familiar with the topic.