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

From theory to tools A workshop on designing blended and online learning Dr. Kelly Edmonds Wired Learning Consultants Inc

Introductions
Tell us:
Who you are
Where you work
Why you are at this session
Pairings and Groupings
Same institution
Same interests
Roles

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

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)

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)

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

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

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)

Experiential Learning: start with an experience of some kind
Created by Clara Davies, University of Leeds

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

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

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)

Recap: Design Process Learning and Technology Theoretical Frameworks Instructional Design Strategies Technology Tools Blended and Online Curriculum

In a discussion with session participants, share the types of technology you have used when:
learning
teaching
instructional designing, and/or
supporting students
ACTIVITY

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 )

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)

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

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

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

Course Dimension Categories
Taken from Resource: Course Map by Conole (2010)

Visual created by Course Dimension Tool

Final comments or questions?
See these slides and other instructional design ideas at:
http://edmusings.wordpress.com/

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

by Kelly Edmonds

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