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

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Design strategies for blended and online learning

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.

    wiredlearning@shaw.ca

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