From theory to tools: A workshop on designing blended and online learning


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Design strategies for blended and online learning

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  • Great to hear from you Donna! Please send me a quick note to my company email and let me know what you are up to.

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  • Hi Kelly, I just discovered your website today in the course of looking for resources for a couple of adult learning courses I'm designing . On that note, I found some interesting ideas and inspiration in your both your workshop and the related resources. E.g. The different design models you discuss, the Connole resources, & other best practice strategies in different environments. Thanks for that. Best wishes, Donna (DesBiens)
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From theory to tools: A workshop on designing blended and online learning

  1. 1. From theory to tools A workshop on designing blended and online learning Dr. Kelly Edmonds Wired Learning Consultants Inc
  2. 2. Introductions <ul><li>Tell us: </li></ul><ul><ul><li>Who you are </li></ul></ul><ul><ul><li>Where you work </li></ul></ul><ul><ul><li>Why you are at this session </li></ul></ul><ul><li>Pairings and Groupings </li></ul><ul><ul><li>Same institution </li></ul></ul><ul><ul><li>Same interests </li></ul></ul><ul><ul><li>Roles </li></ul></ul>
  3. 3. Workshop Agenda <ul><li>Presentations </li></ul><ul><li>Activities </li></ul><ul><li>Theoretical frameworks </li></ul><ul><li>Instructional design approaches </li></ul><ul><li>Integrating e-learning </li></ul><ul><li>Instructional design tools </li></ul><ul><li>Pair discussion </li></ul><ul><li>Mini development exercise </li></ul><ul><li>Share experiences </li></ul><ul><li>Experiment with tools </li></ul>
  4. 4. THEORETICAL FRAMEWORK <ul><li>Learning Theories </li></ul><ul><li>Adult learning theory: adults are self-directed learners; they need relevance in learning and choice in activities, attendance, task outcomes, and work presentation (Knowles, Cross) </li></ul><ul><li>Constructivist theory: students construct their own understanding while drawing on past experience and knowledge (Bruner, Piaget) </li></ul><ul><li>Active learning approach : students need to participate and experiment with the topic at hand. This provides deeper versus surface learning. (Dewey) </li></ul>
  5. 5. THEORETICAL FRAMEWORK <ul><li>Instructional Technology </li></ul><ul><li>Use technology to … </li></ul><ul><li>construct knowledge with (Jonassen, Papert) </li></ul><ul><li>simulate reality, organize information, and represent cognitive processes (Hannafin) </li></ul><ul><li>learn with communities (Wenger, Garrison) </li></ul><ul><li>link networks to build knowledge together (Siemens) </li></ul>
  6. 6. ACTIVITY <ul><li>With a partner, discuss your opinions, experience and/or questions about the following: </li></ul><ul><li>Learning theories: </li></ul><ul><li>Adult learning </li></ul><ul><li>Constructivist </li></ul><ul><li>Active learning </li></ul><ul><li>Instructional technology concepts: </li></ul><ul><li>Construct with </li></ul><ul><li>Organize with </li></ul><ul><li>Support cognitive processes </li></ul><ul><li>Simulate reality </li></ul><ul><li>Learn with communities </li></ul><ul><li>Build knowledge with networks </li></ul>
  7. 7. INSTRUCTIONAL DESIGN APPROACHES <ul><li>Logic Model </li></ul><ul><li>Method used for designing programs (and courses): objectives-focused planning (Rossi, Lipsey & Freeman) </li></ul>Inputs/ Resources Activities Outputs/ Objectives Short-term outcomes Long-term outcomes Context
  8. 8. INSTRUCTIONAL DESIGN APPROACHES <ul><li>Backward Design </li></ul><ul><li>Design with the end in mind ; focus on desired student performance (Wiggins and McTighe) Determine enduring big ideas for students to take away from lesson/course/program Focus less on details (i.e. teaching and learning activities) </li></ul>
  9. 9. INSTRUCTIONAL DESIGN APPROACHES <ul><li>Experiential Learning: start with an experience of some kind </li></ul>Created by Clara Davies, University of Leeds
  10. 10. <ul><li>Drawing on the following instructional design approaches , design a two-hour session on any topic of your choice . </li></ul><ul><li>Logic Model </li></ul><ul><li>Backward Design </li></ul><ul><li>Experiential Learning </li></ul><ul><li>Tasks : </li></ul><ul><li>Work in groups of three or four </li></ul><ul><li>Sketch, list, mind map, etc. a one-page description of the session </li></ul>ACTIVITY
  11. 11. Integrating Technology (E-Learning) <ul><li>Blended Learning </li></ul><ul><li>Online Learning </li></ul><ul><li>Technology extends the classroom </li></ul><ul><li>Integrate technology seamlessly (use both in and out of class) </li></ul><ul><li>Students are actively engaged with technology </li></ul><ul><li>Not merely for locating resources or posted grades </li></ul><ul><li>Problem-solve, investigate, communicate, collaborate </li></ul><ul><li>Exclusively learn online at a distance </li></ul><ul><li>Online learners have a number of needs </li></ul><ul><ul><li>accessible and available resources </li></ul></ul><ul><ul><li>connection with instructor and classmates </li></ul></ul><ul><ul><li>learning format variety </li></ul></ul><ul><ul><li>frequent and timely feedback </li></ul></ul><ul><ul><li>choice in knowledge presentation </li></ul></ul>
  12. 12. Technology Tools (free) <ul><li>Information </li></ul><ul><li>Moodle (create content pages) </li></ul><ul><li>OpenLearn (online resources) </li></ul><ul><li>Production </li></ul><ul><li>WordPress (blogs) </li></ul><ul><li> (videos) </li></ul><ul><li>Community </li></ul><ul><li>Wiggio (meeting space) </li></ul><ul><li>Wikispaces (shared document writing) </li></ul><ul><li>Communication </li></ul><ul><li>Google (email, groups) </li></ul><ul><li>Skype (internet telephone) </li></ul>
  13. 13. Recap: Design Process Learning and Technology Theoretical Frameworks Instructional Design Strategies Technology Tools Blended and Online Curriculum
  14. 14. <ul><li>In a discussion with session participants, share the types of technology you have used when: </li></ul><ul><li>learning </li></ul><ul><li>teaching </li></ul><ul><li>instructional designing, and/or </li></ul><ul><li>supporting students </li></ul>ACTIVITY
  15. 15. Instructional Design Tools <ul><li>E-learning Elements </li></ul><ul><li>Blended or online </li></ul><ul><li>Mindful integration </li></ul><ul><li>Tool: Course Dimensions (tool is attached to my blog post) </li></ul>See following slides for details <ul><li>Learning Tasks </li></ul><ul><li>Learning theories </li></ul><ul><li>Tool: Pedagogical Profile </li></ul><ul><li>Whole Picture </li></ul><ul><li>Logic model </li></ul><ul><li>Mind mapping </li></ul><ul><li>Tool: Inspiration </li></ul><ul><li>(free tool: FreeMind ) </li></ul>
  16. 16. DESIGN TOOLS <ul><li>Whole Picture Design with Inspiration Software </li></ul><ul><li>Before course starts: </li></ul><ul><li>consider main topic and subtopics </li></ul><ul><li>consider focus and time allocation for each topic </li></ul><ul><li>develop learning objectives (i.e. the student will be able to determine influences affecting a business) </li></ul>
  17. 17. DESIGN TOOLS <ul><li>Learning Task Design with Pedagogical Profile Tool </li></ul><ul><li>During and after course is developed: </li></ul><ul><li>separate the course/session into units (modules, weeks, units) </li></ul><ul><li>determine the time allocated for each type of task </li></ul>See next slide for task descriptions
  18. 18. Learning Activity Taxonomy (Conole, 2008) <ul><li>Assimilative (reading, understanding content), </li></ul><ul><li>Information handling (finding and organizing resources), </li></ul><ul><li>Adaptive (use of simulation software), </li></ul><ul><li>Communicative (pair dialogues or group-based discussions), </li></ul><ul><li>Productive (construction work such as essay, design, math answers) and </li></ul><ul><li>Experiential (practicing skills in a particular context).  </li></ul><ul><li>Assessment (formative or summative). </li></ul><ul><li>Taken from Tool: Pedagogy profile </li></ul>
  19. 19. DESIGN TOOLS <ul><li>E-Learning Elements using Course Dimensions Tool </li></ul><ul><li>During or after course is developed: </li></ul><ul><li>separate the course/session into units (modules, time, units) </li></ul><ul><li>determine frequency of different activities are used </li></ul>See next slide for category descriptions
  20. 20. Course Dimension Categories <ul><li>Taken from Resource: Course Map by Conole (2010) </li></ul>
  21. 21. <ul><li>Visual created by Course Dimension Tool </li></ul>
  22. 22. Final comments or questions? <ul><li>See these slides and other instructional design ideas at: </li></ul><ul><li> </li></ul>