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  • Purpose: includes Participants acquiring appropriate new skillsObjective 1 to include case studies of good practice, learning object repositories and learning design tools and methods

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  • 1. Embedding learning design processes: responding to context
    Rebecca Galley, Maria Papaefthimiou, Phil Alberts, Natalie Parnis, Anu Sharma
  • 2. The OU Learning Design Initiative (OULDI)
    Shift frombelief-based, implicit approaches todesign-based, explicit approaches
    Learning Design
    A design-based approach to creation and support of courses
    Encouragesreflective,scholarly practices
    Promotessharing and discussion
    GrainneConole Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
  • 3. A Design approach
    Utilises a shareddesign languageto both generate designs and as a mechanism for interpreting and discussing them (Winograd, 1996:64)
    Uses anotational systemwhich helps us remember and navigate designs, enables designs to take form and be shared, and helps us sharpen and multiply abstract design categories (Gibbons and Brewer, 2005:121)
    Recognises that differentrepresentationsof a design are needed to articulate certain elements of the design, while ignoring others
  • 4. A contextualised co-creative approach
    Responsive to project, institution and personal pedagogic perspectives
    Aligned to institutional drives
    Feedback from participants used to inform next steps
    Open and transparent decision making process
    Driven forward by champions at every level
  • 5.
  • 6. Areas of focus
    to engage with Academics at the Curriculum Design stage to promote and support the use of pedagogically appropriate technology in course design and delivery.
    to identify the most appropriate stage in this process to engage with Academics, and the best methods for doing so.
  • 7. Objectives
    To review existing curriculum design processes;
    To work with academic teams to identify the most appropriate stages in the curriculum design process where support is needed and the best method of offering this support to improve quality.
    To pilot learning design methodologies, tools and techniques that have already being developed and to document and evaluate this experience;
    To build and engage with a community of practice within the University and organise events about enhancing the curriculum and increase exchanges of learning and teaching ideas and experiences.
  • 8. Activities
    2 workshops –Design a course in a day
    New Lecturers
    Piloting tools while (re-) designing modules/programmes
    Online events
    1-2-1 mentoring
    Internal dissemination events
    Presentations on the experience of using the tools
  • 9.
  • 10. Workshop outputhttps://www.me.com/gallery/#100010
  • 11. Next steps
    Engagement!
    Want more workshops on course design
    Reflective accounts
    Potential for developing new workshops as standard offering
  • 12. Brunel University
    Learning Design Initiative
    Blending face-to-face teaching with e-learning within the context of student needs, the programme, the teaching style of the lecturer and available technologiesEncouraging lecturing staff to think profoundly about the best blend at the initial stages of the design processDetailed consideration of pedagogic principles in programme design
    Mapping the Curriculum Design & Review processes
    In-depth consideration of blended learning within the Quality processes at Brunel
    Methods: Source documents and semi-structured interviews, to identify ‘touch points’ within Brunel’s quality life cycle - for the provision of consultation to staff in relation to blended learning
    Use of Soft Systems Methodology (SSM)
    Blended Learning Design Workshops
    Introducing staff to a new methodology for learning design, providing support and guidance for decisions about creating blended learning modules / learning activities
    Participants acquire appropriate new skills
    Objectives:
    • Awareness of range of resources / tools / methods available to support learning design – including case studies of good practice, learning object repositories and learning design tools and methods
    • 13. Experience of thinking about the blended design process from different perspectives
    • 14. Transfer of the experience gained from the design challenge to participants’ own context
    Learning Design Tools :
    Cloudworks & Compendium LD
    Compendium LD
    Learning Design Visualisation Tool
    Cloudworks Social Networking
    site for Learning & Teaching
    A visualisation map (using Compendium LD) of a new course designed during the workshop by one of the Business School Teams
  • 15. Areas of focus
    Blending face-to-face teaching with e-learning within the context of student needs, the programme, the teaching style of the lecturer and available technologies
    Encouraging lecturing staff to think profoundly about the best blend at the initial stages of the design process
    Detailed consideration of pedagogic principles in programme design
  • 16. Blended Learning Design Workshops
    Purpose:Introduce staff to a new methodology for learning design, providing support and guidance for creating blended learning modules / learning activities
    Objectives:Awareness of range of resources / tools / methods available to support learning design
    Experience of thinking about the blended design process from different perspectives
    Transferring the experience gained from the design challenge to participants’ own context
  • 17. Mapping the Curriculum Design & Review processes
    In-depth consideration of blended learning within the Quality processes at Brunel
    Method:
    Source documents and semi-structured interviews, to identify ‘touch points’ within Brunel’s quality life cycle
    For the provision of consultation to staff in relation to blended learning
  • 18. Brunel’s Adaptation of SSM
    Recommend action plan to areas for improvement
    Define project requirement
    1.
    Define possible changes which are both desirable and feasible
    7.
    6.
    Express current situation
    2.
    Compare models with real-world processes
    5.
    1.
    3. Module Cycle
    Real World
    2. Programme Cycle
    Systems Thinking
    about the Real World
    Build revised visual model to reflect proposed systems
    Formulate definition of proposed systems
    1. Institutional Cycle
    4.
    3.
  • 19. Mapping the Current System
  • 20. Questions?