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Concepts and methodologies supportinginstructional design in digital world :a UK perspectiveKyriaki AnagnostopoulouHead of...
FrameworksLeadership in       &models e-learningdevelopment                        Toolkits                               ...
SCATE …at a glanceScope       Content     Activity      Thinking       ExtraContext    Table of    Table of       Topic fo...
Scope         Content              Activity          Thinking            ExtraContext      Table of contents   Table of co...
Scope                Content              Activity          Thinking            ExtraContext               Table of conten...
SCATE – student interactions   Scope   Content   Activity    Thinking   Extra             Virtual learning environment    ...
SCATE•   Unit based – small or large•   Clues as to content and structure of learning experience•   Increases readability,...
Content – scalability and sustainabilityAll content is      ‘Wrap-around’          Student activitiesproduced in house   c...
Exploring ‘Learning Design’
Based on Oliver, R. (1999). Exploring strategies for onlineteaching and learning. Distance Education, 20(2), 240-254.
Developed by Dominique VerpoortenUniversity of Liege, Belgium
Benefits of Learning Design• Need a working knowledge of a range of frameworks  and models• Common vocabulary• Focus on pr...
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  • In this case, technology is primarily seen as a resource….a tool to facilitate learning. So for example in this case study….
  • In this model, there is a finite number of event/tasks that students do when they learn. When we look at each of these in detail then we can easily identify what the most appropriate technology may be. For example…
  • There are a number of different tools which you can use to promote the achievement of learning outcomes.
  • Transcript of "8"

    1. 1. Concepts and methodologies supportinginstructional design in digital world :a UK perspectiveKyriaki AnagnostopoulouHead of e-Learning, University of Bath
    2. 2. FrameworksLeadership in &models e-learningdevelopment Toolkits PedagogicEvaluation & theory quality assurance Instructional Design Scalability Appropriatetechnologies Skills Sustainability Resources requirements & & constraints development
    3. 3. SCATE …at a glanceScope Content Activity Thinking ExtraContext Table of Table of Topic for AdditionalLearning contents contents online content,Outcomes Topic 1 Activity 1 discussion activitiesStudy time Topic 2 Activity 2 Review or readingEquipment/ Topic… Activity… questionssoftware Learningrequired journalReading Self-materials assessment
    4. 4. Scope Content Activity Thinking ExtraContext Table of contents Table of contents Topic for online AdditionalLearning Topic 1 Activity 1 discussion content, activitiesOutcomes Topic 2 Activity 2 Review or readingStudy time Topic… Activity… questionsEquipment/ Learning journalsoftware Self-assessmentrequiredReadingmaterials
    5. 5. Scope Content Activity Thinking ExtraContext Table of contents Table of contents Topic for online Additional Topic 1 Activity 1 discussion content,Learning Topic 2 Activity 2 Review activities or Topic… Activity… questions readingOutcomes Learning journalStudy time Self-assessmentEquipment/ softwarerequiredReading materials
    6. 6. SCATE – student interactions Scope Content Activity Thinking Extra Virtual learning environment (VLE/LMS)
    7. 7. SCATE• Unit based – small or large• Clues as to content and structure of learning experience• Increases readability, comprehension & retention• Suggested navigation path• Checklist• QAA guidelines for Open and Distance Learning• Learning process Vs product
    8. 8. Content – scalability and sustainabilityAll content is ‘Wrap-around’ Student activitiesproduced in house content for existing and interactions areby academics or published resources structured in a waycommissioned is produced in which generateauthors house by content academics/commiss (researching, ioned authors evaluating and sharing resources)
    9. 9. Exploring ‘Learning Design’
    10. 10. Based on Oliver, R. (1999). Exploring strategies for onlineteaching and learning. Distance Education, 20(2), 240-254.
    11. 11. Developed by Dominique VerpoortenUniversity of Liege, Belgium
    12. 12. Benefits of Learning Design• Need a working knowledge of a range of frameworks and models• Common vocabulary• Focus on process of learning• Can be tailored to students (cohorts and individuals)• Can be scalable and sustainable.K.Anagnostopoulou@bath.ac.uk
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