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Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
Learning experiences and learning design
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Learning experiences and learning design

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  • 1. Learning Experiences And Learning Design
  • 2. Closing the Loop
    • Group A: What were the high points of your EdTech Tools Discussion?
    • … vice versa for Group B
  • 3. Adult Learner Prior Knowledge Source: S. Ambrose et al, 2010 Helps Learning Hinders Learning WHEN Inactive Insufficient Inappropriate or Inaccurate WHEN Activated Sufficient Appropriate and Accurate
  • 4. Teacher Prior Knowledge This also applies to us as teachers Helps Learning Hinders Learning WHEN Inactive Insufficient Inappropriate or Inaccurate WHEN Activated Sufficient Appropriate and Accurate
  • 5. Our Challenge Take advantage of experience Transcend assumptions Helps Learning Hinders Learning WHEN Inactive Insufficient Inappropriate or Inaccurate WHEN Activated Sufficient Appropriate and Accurate
  • 6. Turning Novice/Expert Into Objectives
    • Three Models
    • Stages of Competence
    • Understanding by Design (TfU)
    • Revised Bloom’s Taxonomy
  • 7. Turning Novice/Expert Into Objectives
    • Stages
  • 8. Turning Novice/Expert Into Objectives
    • UbD/TfU
  • 9. Turning Novice/Expert Into Objectives
    • Bloom’s
  • 10. Turning Novice/Expert Into Objectives
  • 11. Turning Novice/Expert Into Objectives
  • 12. Turning Novice/Expert Into Objectives Revisit Novice to Expert With the three models in mind ( conscious, competent, understanding, active) are there capabilities you want to change/add?
  • 13. Backward Design Planning Process
  • 14. The Way We Usually Do it
  • 15. Backward Design Planning Process
  • 16. BREAK
  • 17. Backward Design Planning Process
  • 18. Turning Objectives into Evidence What is “Evidence”? Formative Assessment (forms learning)
  • 19. Turning Objectives into Evidence Formative What will I ask them or have them do, write, record etc. along the way? … in the moment during class? How?
  • 20. Turning Objectives into Evidence What is “Evidence”? Summative Assessment (verifies learning)
  • 21. Turning Objectives into Evidence Summative What will be the final deliverables? How can I make the final work as “authentic” as possible, something that experts do? What format will best document this work?
  • 22. Turning Objectives into Evidence Evidence and Objectives Identify one or more forms of “authentic” evidence, formative and summative, for each of your objectives
  • 23. Transitioning to Learning Sequence ? ? ? ? ? ? ? ? ? ?
  • 24. Turning Objectives into Evidence 10 Questions for Blended Which question(s) can you address now? Which question are most challenging?
  • 25. Backward Design Planning Process

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