The DLO Experience

 Working online on Friday was a familiar beast, though having the DLO structure was new to me. It was a great way of experiencing guided independent learning and groupwork as it had very clear outset tasks. However, in a way it was difficult to stay focused on these tasks without the explicit time limits and atmosphere of the classroom. I found this difficulty different to having independent tasks like explicitly assessed and graded coursework assignments, perhaps because it was a new experience.

Having some tasks as a group instilled a sense of urgency and responsibility in a more prominent manner than the individual tasks. It definitely helps as well that my group included people that would be very on top of it and communicative. I imagine this strategy would be slightly difficult in a setting where a majority of the students were less engaged, or where students were not able to form some sense of roles or structure themselves. 

Using new tools without explicitly being taught to use them was definitely an effective strategy, as it enables exploration and experiential learning. It particularly works as we have looked into some of these tools previously, so had some expectations on the lens we would be using to look at them. 

I would definitely keep in mind this framework and DLOs when lesson planning, though I would probably not entirely use the same sort of structure as Art and Design courses tend to need a continuous back and forth between student and tutor, even when work is completed independently. I would implement some aspects of this though, like having them explore apps, programs, techniques, etc. mostly by themselves. I'd also make sure there's some explicit structure as well. Generally, art and design learning tasks are all marked as part of their coursework. They will have a sketchbook (physical and/or digital) that acts as a portfolio of their learning. Most of the learning will be either making artwork, or research. The exploratory aspect is built into the course through the learning outcomes and assessment structure. I'd most likely aim to scaffold their use of apps and techniques, giving an initial framework and point of reference then letting them explore further and practically apply what they have learnt. It is important to note as well that typically students on these courses need pushed to be more independent with their work as schools will have been rigid and prescriptive in what they expected from them. At level 3 they will need to learn how to use their own initiative, interest, and preferences. As such, ironically, we have to be very involved in encouraging that independence. This why I am questioning and considering what aspects of using digital tools and DLO are applicable to my teaching generally at this stage.

Using Chatbot GPT-3.5 to generate a lesson plan was remarkably efficient and straightforward. The AI's ability to comprehend and contextualize various educational topics, combined with its capacity to structure coherent and logical plans, streamlined the entire process. With just a few prompts and minimal guidance, Chatbot GPT-3.5 swiftly crafted a comprehensive and well-organized lesson plan, tailored to the specific learning objectives and target audience.

Furthermore, the AI's diverse knowledge base and understanding of pedagogical principles ensured that the lesson plan incorporated a variety of engaging teaching strategies, interactive activities, and appropriate assessment methods. Its proficiency in aligning the plan with relevant educational standards and incorporating the latest teaching methodologies added a layer of credibility and relevance to the overall document.

Overall, leveraging the capabilities of Chatbot GPT-3.5 for creating a lesson plan proved to be a seamless and effective experience, highlighting the immense potential of AI in supporting educators and streamlining the instructional design process. (My experience of using ChatGPT, courtesy of ChatGPT. I will be considering using ChatGPT for assisting with lesson planning sometimes, when suitable.)

This experience has made me appreciate the use of digital tools, however it has also mostly made me think about how I would rather use more traditional, in-person and pen-paper-whiteboard ways of learning/teaching most of the time. The tools are  very helpful, and would be great for when learning has to be distant or aided by tech. I just miss the engagement of traditional methods, especially when thinking about video learning when using tools like edpuzzle. But maybe this just comes from remembering the suffering of lockdown learning.