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A Story of Online, Multimedia Learning Design
 

A Story of Online, Multimedia Learning Design

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    A Story of Online, Multimedia Learning Design A Story of Online, Multimedia Learning Design Presentation Transcript

    • A Story of Online, MultimediaLearning DesignMary Loftus@marloft
    • 2004
    • MSc in Software Engineering & Database Systems(Online)
    • First Post of MScSED 28/08/2004Posted by Sam R on Friday, August 27, 2004 10:49amSubject: HelloWelcome to the course!Posted by Sam R on Friday, August 27, 2004 12:02pmSubject: Re: HelloGlad to be here!Posted by Sam R on Saturday, August 28, 2004 4:18amSubject: Re: HelloAnyone elseworried?Posted by Tom F on Monday, August 30, 2004 4:05pmSubject: Re: HelloThinking of going for apsychiatric assessment
    • MScSED Weekly Cycle
    • MScSED Outcomes -> Bloom’s Taxonomy
    • 7 Principles of Good PracticeChickering & Gamson (1986)encouragescontact betweenstudents andfacultydevelopsreciprocity andcooperationamong studentsencourages activelearninggives promptfeedbackemphasizes timeon taskcommunicateshigh expectationsrespects diversetalents and ways oflearning
    • 2006
    • Graduation
    • 2007
    • Respect ResearchResponsiveness Relationships4 RsBrookfield & Preskill (2005)
    • • Discovering who thestudent is - appreciatingwhat defines them• Asking students to relatecourse work to their ownexperience• Modelling a respect forthe views of individualsRespect
    • • Finding out how the student isexperiencing the course bysoliciting and reacting tofeedback directly from thestudent• Using peers and colleagues toreflect on how students arereacting to the courseResearch
    • • Brookfield identifies the lackof instructor responsivenessas the number one complaintof online students• Responsiveness doesntmean responding to everystudent post - but insteadbuilding a feeling of presenceand proactive involvementResponsiveness
    • • Brookfield is a passionate aboutteaching and learning and elsewherehas talked about really only discoveringeducation when there wererelationships with real people involved;when he felt a real interest was beingshown in him personally.• Encouraging real relationships todevelop between facilitator andstudent and between student andstudent is an important consideration.Relationships
    • LearningObjectivesCourseHandbookCommonTemplateDesignReviewsCourse Design Process
    • DiscussionvLabReading/LectureResearchAssessmentActive learningSupportingactivityConstructive AlignmentBiggs (1999)Aligning activities to learningoutcomes
    • DiscussionvLabsLectureResearchAssessmentConstructive misalignment?
    • LearningObjectivesCourseHandbookCommonTemplateDesignReviewsCourse Design Process
    • 2010
    • Student Feedback
    • Improve ConstructiveAlignment• Chunk relatedcontent• Tie assessment andactivities clearly tolecture topicsLecture shouldsupport studentaction• How to s• Step by steps• Problem BasedLearning (PBL)• Reusable learningobjectsMake Lecturepleasantenvironment• Interactive• Variety of mediaRewrite of Software Engineering
    • Rewrite of SE Module - ObjectivesSet High Expectations& clarify them• The learningmaterials shouldconvey highexpectations forstandards ofstudent work• Critical thinking10% Time• Based on Google’spolicy of givingemployees 20% oftheir time to workon their own petprojectsMake Lecturepleasantenvironment• Encourage studentsto activelyparticipate inprofessionaldevelopmentnetworks
    • ReduceContentIncreaseInteraction
    • •Multimedia integration – video, audio narration, quizzes•Enhance the learning experience•Warmth, reduce distance•Make learning less passive•Lecture as active learning
    • •Sound Quality•Consistency•Flow•Mood / EnergyAudio
    • Audio•Don’t read your slides ifnarration text is also onscreen– Split-Attention damageslearningCognitive Load Theory -Clark & Meyer (2008)•Michael Seery’s Blog hassome great resources onthis topic
    • MultimediaTED TalksIndustryExpertsStep by steptutorialsClark & Meyer (2007)
    • Ruth Clark & Richard Mayer (2007)
    • Ruth Clark (2011)
    • Watch out for ‘Clicky, Clicky, Bling, Bling’!"All that glitters is notgold." ~ WilliamShakespeareFor a modern translation,and applicable to ourindustry: "All that is clicky-clicky bling-bling does notmake for an effectivelearning experience."Cammy Bean (2011)
    • Twitter@michaelklsMichael Seery, DIT@michael_hanleyE-learning consultant@siobhanosSiobhan O’Sullivan, UCC @catherinecroninNUI Galway@quinnovatorClark Quinn@grainneconoleGrainne ConoleOpen University@janebozarthJane BozarthEditor eLearning Magc@cammybeanCammy BeanKineo Learning@catmooreCathy MooreE-learning Practitioner@pattishankPatti ShankAuthor
    • Learning Design Patternshttp://thor.dcs.bbk.ac.uk/projects/LDSE/Dejan/ODC/ODC.html#app=c788&6904-selectedIndex=0Conversational FrameworkLearning Design PatternsDiana Laurillard
    • Grainne ConoleDesigning for learning in an open world (to be published in 2011)
    • Last year at this event Kelly Coate talked about curriculumbeing the route for students to:Know-Act-Bein the world
    • Know-Act-Behow do we build those into the learning design?
    • Designing for today’slearning environments meanschanging how we’ve always done itThat’s hard!
    • You will need support...When you are offered support- plan how to make best use of it!
    • Prepare for some failure alongthe way....
    • It will all be worth it in the end....
    • Thank you....• Catherine Cronin• Nuala McGuinn• Clare Gormley• Owen Molloy• Karen Young