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  • Create a wordle of the extra content and add using with e.g.  <a rel="&quot;embed&quot;" href="&quot;" />Video about Moodle, on YouTube</a>
  • USB key with proforma document to complete Slideshare and Flickr account details

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  • The Blended Design Workshop Brunel University 11 th November 2009
  • Arrival Activity
    • Welcome! As you settle in, please take some time to identify your personal objectives, and agree team objectives for today. Write these (no more than 6!) on the flip chart paper. If you have time add these to the Activity 1 Cloud on the workshop Cloudscape.
    http://www.flickr.com/photos/courosa/2922421696/
  • Agenda Course conception Course delivery Course refinement Learning activity Block or module Course Gather Assemble Run Evaluate Adapt Vision Design Lifecycle
  • Blended Learning at Brunel
    • Derek Milligan
    • Director of Academic Programme Development Registry
    http://www.flickr.com/photos/santanuvasant/3255805577/
  • Activity 2: 20 mins: How to ruin a course http://www.flickr.com/photos/athena/352434214/
    • 1.Add your list to the Activity 2 Cloud as ‘Extra content’ (make sure you name your team).
    • 2. Read the other teams’ lists
    • 3. Discuss similarities and differences by posting a comment
    http://www.flickr.com/photos/mwparenteau/3079612428/
  • Activity 3: 40 mins: Create an ‘at a glance’ representation of your module
    • Then: Using the workshop Slideshare account and the embed function on Cloudworks add your ‘at a glance’ representation to your team’s Cloud
  • Schema for mapping pedagogies and technologies Conole, G. ‘New Schemas for Mapping Pedagogies and Technologies’ Ariadne 30 July 2008 Issue 56 Guidance & support Evidence & demonstration Communication & interaction Information & experience Thinking & reflection
  • Curriculum mapping Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA
  • Information & experience Online Physical (or face to face) components Evidence & demonstration Online Physical components Thinking & reflection Online Physical components Communication & interaction Online Physical components Guidance & support Online Physical components MJ ‘ At a glance’ view Mick Jones & Grainne Conole
    • Using 3 tools, thoroughly review your ‘at a glance’ vision
    • Make a list of the changes you will make as a consequence of the review
    • Upload the list to the team Cloud
    Activity 4: 30 mins: Design Review
  • Reflective review tools How to Ruin a Course Checklist Design decision assistant Pedagogy profile www.freefoto.com/preview/11-52-16?ffid=11-52-16
  • Stalls activity: 40 minutes
    • Learning outcomes:
    • Develops Learning Design networks
    • Develops individual knowledge in an aspect of learning design/ e-pedagogy
    • Broadens teams' knowledge base in aspects of learning design/e-pedagogy
    Stalls OERs Visualisation Accessibility, Library& media Pedagogy (incl. assessment)
  • Activity 6: 90mins: Visualising designs
    • In your teams, making best use of the stalls, your specialists and the tools, draw a learning design for your module.
    • Include links or details of activities, resources and tools you will use at each stage of the module
  • Using the workshop’s Slideshare or Flickr account, embed images of your visualised module design onto your team’s Cloud
  • Activity 7:30 mins: Evaluation
    • 1. Review one other design and compare with your own. What did the other team do differently and what aspects are the same?
    • 2. Identify 2 things you like about the other design and one development point (add this feedback to their Cloud)
    • 3. Identify 2 things you like about your own design and one thing you will change (add this to your own Cloud)
  • Final activity: Workshop evaluation and next steps
    • Use the post-it notes to answer the following questions:
    • Were your personal objectives met?
    • Were your team objectives met?
    • What 3 words would you use to describe Cloudworks?
    • What 3 words would you use to describe CompendiumLD?
    • What did you like about the workshop format?
    • What didn’t you like, or would change?
    • What actions will you take as a result of this workshop?
    • OER, patters and learning design
      • http://e4innovation.com/?p=324
    • Curriculum representation
      • http://e4innovation.com/?p=312
    • Pedagogy schema
      • http://www.ariadne.ac.uk/issue56/conole/
    Further Information
    • Olnet
      • http:// olnet.org
    • OULDI
      • http:// ouldi.open.ac.uk
    • Cloudworks
      • http:// cloudworks.ac.uk
    • CompendiumLD
      • http:// compendiumld.open.ac.uk
    Sites