Group Admins
Description
Session Description
This paper introduces the Behaviour Change Wheel (BCW) method and describe how this has been used in developing an intervention which aims to promote the adoption of Learning Design methodologies by academics working with Learning Technologists in Higher Education.
The BCW synthesises the common features of 19 frameworks of behaviour change identified in a systematic literature review (Michie et al, 2011). Some of the frameworks assumed that behaviour was primarily driven by beliefs and perceptions, unconscious biases and the social environment. The BCW synthesises the common features of those frameworks, creating a new model of behaviour broad enough that can be applied to any behaviour and setting. The BCW consists of three layers: sources of behaviour, intervention functions and policy categories (Michie et al., 2014).
Qualitative structured interviews using the BCW method is used to identify the determinants of behavioural planning on the part of Learning Technologists; a potentially important factor in encouraging long-term application of Learning Design methodologies and creative practices when designing online/blended and flipped learning solutions by academics (Norton et al, 2010; King, 2004; Gibbs & Coffey, 2000).
Five Higher Education institutions enrolled in the Learning Design Bootcamp 2019/20 in the UK (ten Learning Technologists and five academics) will take part in the study (LD Bootcamp, 2019).
The Course Design Sprint Framework (CoDesignS) developed at the University of Liverpool will be used as the Learning Design methodology during the study (CoDesignS, 2019; Toro-Troconis & Alexander, 2019; Toro-Troconis & Aleksiev, 2018; Toro-Troconis et al., 2016). The CoDesignS framework derives from the Blended Learning Design Framework (BLEnDT©) developed at Imperial College London (Toro-Troconis, 2015; Morton et al., 2016).
This analysis forms the basis of an intervention design, using the BCW model. The BCW has been used to investigate what needs to change in terms of capability, opportunity and motivation for Learning Technologists to engage in collaborative behavioral planning with academics to provide online/blended and flipped classrooms learning solutions.
References
CoDesignS (2019). Course Design Sprint Framework – https://codesignssite.wordpress.com/
Gibbs, G. and Coffey, M. (2000). ‘Training to Teach in Higher Education: a research agenda’. Teacher Development, 4:1.
King, H. (2004). Continuing Professional Development in Higher Education: what do academics do?, Planet, 13:1, 26-29 pp, DOI: 10.11120/plan.2004.00130026
Learning Design (LD) Bootcamp 2019 – https://learningdesignbootcamp.wordpress.com/
Michie, S., Atkins, L. and West, R. (2014). The Behaviour Change Wheel. A Guide to Designing Interventions. Silverpack Publishing.
Michie, S., van Stralen, M., and West, R. (2011). ‘The behaviour change wheel: A new method for characterising and designing behaviour change interventions’. Implementation Science, 6:42.
Morton, C., Saleh, S., Smith, S.F., Hemani, A., Ameen, A., Bennie, T., and Toro-Troconis, M. (2016). Blended learning: how can we optimise undergraduate student engagement?. BMC Medical Education, 16(195). DOI 10.1186/s12909-016-0716
Norton. L., Aiyegbayo, O., Harrington, K, Elander, J. and Reddy, P. (2010). ‘New lecturers’ beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme’. Innovations in Education and Teaching International, 47:4, 345–356 pp.
Toro-Troconis, M, and Alexander, J. (2019). ‘Assessing student engagement in online programmes: using learning design and learning analytics’. Research in Learning Technology (under review).
Toro-Troconis, M., and Aleksiev, A. (2018), ‘Does Learning Design have an effect on student performance? Aligning Learning Design with Learning Analytics’. In Proceedings of the Association for Learning Technology Annual Conference 2018 (ALT-C 2018), Manchester University, UK, 11-13 September.
Toro-Troconis, M., Bridson, J-M., Halawa, H., Prescott, D., and Edwards, S. (2016), ‘Course Design Sprint Framework (CoDesignS)’. In Proceedings of the ALT Annual Conference 2016: Connect, Collaborate, Create. University of Warwick, UK, 6-8 September.
Toro-Troconis, M. (2015). Why we should pay more attention to E-learning? Journal of Health Specialities. 3(4), pp. 191-197. DOI: 10.4103/1658-600X.166499.
