Online Learning Task Force<br />The Task Force has concluded that:<br />“online learning… <br />provides real opportunity ...
Wolf Report<br />Rigorous, “future-proof” vocational qualifications<br />Tailored to the needs of sector and learner<br />...
Use the voting buttons to indicate your main role<br />Support/Online developer<br />Lecturer<br />Curriculum manager<br /...
Institutional context<br />Adapted from Beetham, 2009<br />16th MARCH 2011<br />Moving Learning Online: Learning and asses...
Adapted from Beetham, 2007<br />What tools, resources, affordances do you have available for classroom or virtual delivery...
Use the ‘create text label’ (   )to give examples of online resources and activities<br />16th MARCH 2011<br />Moving Lear...
Three examples of approaches to Learning Activity Design<br />Thanet College example:<br />Motor Vehicle learners<br />Lea...
Examples of approaches to Learning Activity Design<br />Profile Training example:<br />WBL – school support staff<br />Lea...
Learners needs<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and f...
Learners needs<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and f...
Examples of approaches to Learning Activity Design<br />Abingdon & Witney example:<br />Trainee teachers<br />Learning env...
Domains of learning<br />2010 report on Informal Learning shows that “over 70% of what we learn in life and at work is lea...
SWiS  example for knowledge of roles at your school<br />DTLLS at Abingdon & Witney college<br />Example of social learnin...
Click on the select button (    ) then move your responses<br />K-S<br />16th MARCH 2011<br />Moving Learning Online: Lear...
Modes of delivery and types of activity<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activiti...
What Knowledge-based activities can you do face to face and online?<br />Egpowerpoint presentation<br />Factual website<br...
What skills-based activities can you do face to face and online?<br />Photo storyboard<br />Eg Maths workbook<br />16th MA...
What social-based activities can youdo face to face and online?<br />Eg Jigsaw group activity<br />wiki<br />S-K<br />16th...
Bloom’s Taxonomy<br />http://www.celt.iastate.edu/teaching/RevisedBlooms1.html<br />LOTS        to        HOTS<br />16th M...
Where do your learner activities lie?<br />Click on the select button (    ) then move your responses<br />LOTS        to ...
Learning with EASE<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online a...
Online tools<br />S-K<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending onlin...
Drivers for Moving Learning Online <br />To improve efficiency & learner engagement<br />To prepare learners for the world...
Mapping pedagogical templates to components of a course<br />http://eprints.ioe.ac.uk/960/1/Jara2007Pedagogical.pdf<br />1...
S-K<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face...
Case Studies on Excellence Gateway<br />K-S<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment acti...
Support is available<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online...
Resources and References<br />Effective Practice Planner Checklist:  http://www.jisc.ac.uk/resourceexchange<br />Case stud...
Appendices<br />The following slides are extra depending on where the conversation goes<br />16th MARCH 2011<br />Moving L...
Pedagogical templates…(Jara & Mohamed)<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activitie...
Synchronous Vs. asynchronous<br />Copied from Hrastinski, 2008<br />16th MARCH 2011<br />Moving Learning Online: Learning ...
Quality Assurance & Enhancement:Key Themes<br />Activities <br />support the objectives and <br />engage with several sens...
Experiential approach to learning design<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activit...
Which tool?<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face...
References<br />Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Bee...
Upcoming SlideShare
Loading in …5
×

Learning object design, 15th March

928 views

Published on

A

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Learning object design, 15th March

  1. 1. Online Learning Task Force<br />The Task Force has concluded that:<br />“online learning… <br />provides real opportunity for UK institutions to develop responsive, engaging and interactive provision which…<br />can deliver quality and cost-effectiveness and meet student demands for flexible learning”<br />Photographer: Elizabeth Hunter of the British Library<br />S<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />1<br />
  2. 2. Wolf Report<br />Rigorous, “future-proof” vocational qualifications<br />Tailored to the needs of sector and learner<br />More apprenticeships for young people<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />2<br />
  3. 3. Use the voting buttons to indicate your main role<br />Support/Online developer<br />Lecturer<br />Curriculum manager<br />Senior manager<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />3<br />
  4. 4. Institutional context<br />Adapted from Beetham, 2009<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />4<br />
  5. 5. Adapted from Beetham, 2007<br />What tools, resources, affordances do you have available for classroom or virtual delivery?<br />How will learners interact with environment?<br />Does the learning environment inhibit the completion of learning outcomes?<br />Benchmark statements, industry, institution, personal<br />Their needs, motivations, prior learning experience, metaskills, learning styles<br />How will learners interact with other people?<br />How will learning outcomes be delivered and assessed?<br />Lecturers, facilitators, developers, peers<br />S-K<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />5<br />
  6. 6. Use the ‘create text label’ ( )to give examples of online resources and activities<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />6<br />
  7. 7. Three examples of approaches to Learning Activity Design<br />Thanet College example:<br />Motor Vehicle learners<br />Learning environment<br />Intended learning outcomes<br />Other people ie learners<br />Activity designed around this <br />particular context and situation <br />Google docs to plan, manage and track learning<br />Learners working collaboratively to get jobs done<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />7<br />
  8. 8. Examples of approaches to Learning Activity Design<br />Profile Training example:<br />WBL – school support staff<br />Learning environment<br />Intended learning outcomes<br />Other people – colleagues<br />Activities designed around this <br />context and situation <br />Virtual Learning Environment open 24 hours a day<br />Videos of colleagues at school to make it personal<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />8<br />
  9. 9. Learners needs<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />9<br />
  10. 10. Learners needs<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />10<br />
  11. 11. Examples of approaches to Learning Activity Design<br />Abingdon & Witney example:<br />Trainee teachers<br />Learning environment<br />Intended learning outcomes<br />Other people – tutors, peers<br />Activities designed around this <br />context and situation <br />Social Networking site for delivery of DTTLS<br />Experience social networking & online collaboration<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />11<br />
  12. 12. Domains of learning<br />2010 report on Informal Learning shows that “over 70% of what we learn in life and at work is learned informally and socially” (How Informal Learning is Transforming the Workplace, Cara 2010)<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />12<br />
  13. 13. SWiS example for knowledge of roles at your school<br />DTLLS at Abingdon & Witney college<br />Example of social learning through collaboration and negotiation <br />Domains of learning in our examples<br />Motor vehicle learners acquiring skills – planning, using a tool, tracking<br />Distance or Blended or F2F?<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />13<br />
  14. 14. Click on the select button ( ) then move your responses<br />K-S<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />14<br />
  15. 15.
  16. 16. Modes of delivery and types of activity<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />16<br />
  17. 17. What Knowledge-based activities can you do face to face and online?<br />Egpowerpoint presentation<br />Factual website<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />17<br />
  18. 18. What skills-based activities can you do face to face and online?<br />Photo storyboard<br />Eg Maths workbook<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />18<br />
  19. 19. What social-based activities can youdo face to face and online?<br />Eg Jigsaw group activity<br />wiki<br />S-K<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />19<br />
  20. 20. Bloom’s Taxonomy<br />http://www.celt.iastate.edu/teaching/RevisedBlooms1.html<br />LOTS to HOTS<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />20<br />
  21. 21. Where do your learner activities lie?<br />Click on the select button ( ) then move your responses<br />LOTS to HOTS<br />K-S<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />21<br />
  22. 22. Learning with EASE<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />22<br />
  23. 23. Online tools<br />S-K<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />23<br />
  24. 24. Drivers for Moving Learning Online <br />To improve efficiency & learner engagement<br />To prepare learners for the world of work<br />Learner expectations <br />Forums offer a place to discuss ideas<br />Competition - to extend reach of provision<br />Collaborative opportunities<br />Social media offers opportunities for informal learning<br />Can help learners take responsibility<br />K-S<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />24<br />
  25. 25. Mapping pedagogical templates to components of a course<br />http://eprints.ioe.ac.uk/960/1/Jara2007Pedagogical.pdf<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />25<br />
  26. 26. S-K<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />26<br />
  27. 27. Case Studies on Excellence Gateway<br />K-S<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />27<br />
  28. 28. Support is available<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />28<br />
  29. 29. Resources and References<br />Effective Practice Planner Checklist: http://www.jisc.ac.uk/resourceexchange<br />Case studies <br />http://www.delicious.com/elearningcasestudies/<br />References: <br />Informal learning: <br />http://www.caracorp.com/documents/CARA_SocialMediaImpact_PulseSurveyReport.pdf<br />http://www.knowledgejump.com/learning/informal.html<br />Learning taxonomies:<br />http://www.infed.org/biblio/b-learn.htm<br />http://www.nwlink.com/~donclark/hrd/bloom.html<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />29<br />
  30. 30. Appendices<br />The following slides are extra depending on where the conversation goes<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />30<br />
  31. 31. Pedagogical templates…(Jara & Mohamed)<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />31<br />
  32. 32. Synchronous Vs. asynchronous<br />Copied from Hrastinski, 2008<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />32<br />
  33. 33. Quality Assurance & Enhancement:Key Themes<br />Activities <br />support the objectives and <br />engage with several senses and emotions?<br />Stretch & challenge or other differentiation?<br />Personal Learning & Thinking Skills identified <br />support development <br />encourage reflection<br />Links made to further resources <br />work independently<br />Activities linked to the real world<br />Develop skills relevant to the workplace or further study?<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />33<br />
  34. 34. Experiential approach to learning design<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />34<br />
  35. 35. Which tool?<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />35<br />
  36. 36. References<br />Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38<br />16th MARCH 2011<br />Moving Learning Online: Learning and assessment activities: blending online and face-to-face<br />36<br />

×