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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.

8 8 Presentation Transcript

  • Concepts and methodologies supportinginstructional design in digital world :a UK perspectiveKyriaki AnagnostopoulouHead of e-Learning, University of Bath
  • FrameworksLeadership in &models e-learningdevelopment Toolkits PedagogicEvaluation & theory quality assurance Instructional Design Scalability Appropriatetechnologies Skills Sustainability Resources requirements & & constraints development
  • 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
  • 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
  • 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
  • SCATE – student interactions Scope Content Activity Thinking Extra Virtual learning environment (VLE/LMS)
  • 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
  • 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)
  • 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 process of learning• Can be tailored to students (cohorts and individuals)• Can be scalable and sustainable.K.Anagnostopoulou@bath.ac.uk