Title: Video lesson: Designing Learning and Teaching Activities in the BDP Tool
Course: Learning Design > Section: Student-centred design, learning and teaching activities, and assessment

Pogledajte kratki videovodič u kojem se daje pregled dizajniranja mikrojedinica u BDP alatu, odnosno cjelina učenja (unit) i aktivnosti učenja i poučavanja (teaching & learning activities TLAs). Videozapis također naglašava ključne korake i izazove u postavljanju aktivnosti unutar tema.

/ *ubaciti link na videolekciju kad bude na Meduzi */ (embedano)

Tijekom gledanja materijala zapišite najvažnija obilježja i pitanja kako biste u sljedećoj aktivnosti mogli dizajnirati vrednovanje i uvježbati postavljanje vrednovanja u skladu s prikladnim inovativnim pedagoškim pristupima.

Watch the short video tutorial that provides an overview of designing micro-units in the BDP tool, that is, learning units (unit) and teaching and learning activities (TLAs). The video also highlights key steps and challenges in setting up activities within topics.

Transkript

In this video, we demonstrate how learning and teaching activities are shaped in the Balanced Design Planning (BDP) tool. Similarly, activities can be planned in spreadsheet tools, or other suitable tools. We explain how to open and create a teaching and learning activity within a course that already includes a short description, course data, and a list of learning outcomes, as well as planned topics and units. Using the topic “R&D project and EU funds” as an example, which contains the units Prepare, Engage, and Extend, we show how teaching and learning activities are added within units by creating a new activity, such as a discussion on EU funds, providing its description, and selecting an appropriate learning type from six available options. Each activity is then aligned with at least one of the learning outcomes covered by the topic, with details such as duration, delivery mode, level of synchronicity, collaboration, group size, and feedback specified, as well as whether the activity is mandatory or assessed. We also illustrate how different types of activities can be defined, such as an assessment activity requiring a written assignment, including information on workload, delivery mode, teacher presence, feedback, formative or summative assessment, and contribution to the final grade in relation to specific learning outcomes. The tool enables ongoing checks of the types of learning activities planned, workload distribution across topics, assessment types and providers, and, in advanced mode, the alignment between learning outcomes, workload, and assessment contributions. Finally, the tool provides an overview of constructive alignment and a concise summary of formative and summative assessment within topics. Thank you for watching.

While watching the material, write down the most important characteristics and questions in order to be able to design assessments in the next lessons and practice establishing assesment in accordance with adequate innovative pedagogical approaches.