Lesson plans and exercises
Lesson 1: How to prepare for the observation
Topic of the lesson: “How to start and carry out observational research”
Time for this activity: 90-130 minutes
Learning objectives:
- Understand how to develop an observation plan
- Understand the principles of development of an observational protocol
- Understand that the researcher should take steps to minimize risks of danger
At the beginning, the tutor explains basic principles about the research and gives warnings about specific possible dangers which should be kept in mind.
At the next step, the tutor invites students to form groups or pairs to prepare:
- An observation plan
- An observational protocol
- Steps on how to react in dangerous situations
Exercise: The groups of students should define the research problem, discuss what kind of observational research would be best for particular research problems, and develop a plan for observation to decide what information should be included, how the researcher will reach the target group, and what kinds of information should be collected. Students also should discuss what dangers can be encountered in the field and what steps should be taken to minimize possible risks.
After their discussions in groups, students present their ideas to their peers, and after the presentations, there are open discussions on the observational research developed.
Lesson 2: How to evaluate digital learning materials
Topic of the lesson: “Principles of observation in a digital learning space”
Time for this activity: 90-130 minutes
Learning objectives:
- Understand how to develop a structured observational protocol
- Understand how a digital learning space can be evaluated
- Understand the steps in the development of evaluation criteria and evaluation scales
At the beginning, the tutor gives an overview of possible digital learning materials (interactive books, learning platforms, applications, programming sites, etc.). Next, information about possible forms of observation is discussed.
At the next step, students are asked to use a computer, tablet, or smartphone, find some digital learning material, and conduct a preliminary evaluation of this particular material. After 10 minutes of evaluation, the tutor invites students to express their opinion about this particular material. After these discussions, the tutor gives a few examples of how digital learning materials can be evaluated: for example, from the perspective of inclusive education, from the perspective of learning outcomes, from the perspective of information architecture, from the perspective of cognitive load theory, etc.
In the next step, students are divided into groups or pairs, and a particular perspective of evaluation is assigned to each group or pair.
Exercise: Students have to develop a structured observational protocol according to the perspective each group or pair has. They have to discuss what kinds of features they have to search for and whether it is sufficient to evaluate these features by counting them or whether interval measures or ratio measures should be included. After the time allotted for this task, students exchange their observation protocols with different groups and evaluate some digital learning materials according to the criteria and scale included in these protocols. If they have some doubts about the criteria or scale, they should take notes on that. After this activity, students are invited to discuss the results of their observation and give their opinions on the protocols developed. The tutor acts as a facilitator who asks questions to let students think about possible solutions in cases when particular criteria or a particular scale is not clear or when some aspects of features are not kept in mind. After these discussions, students work on correcting their observational protocols, bearing the notes given from the other group and the ideas discussed in mind. In the next step, the members of the group carry out an evaluation of particular digital learning material (the same material is used for all group members) and, after this evaluation, compare their results and discuss them to find out if there is a common understanding on their evaluations of particular criteria or use of the scale. After this activity, the observational protocol should be updated.