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Blended Learning Conference Hertfordshire 13 June 2012


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Slides from workshop at Blended Learning Conference on 13th June 2012.

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Blended Learning Conference Hertfordshire 13 June 2012

  1. 1. The Art of the Designer:creating an effective learningexperienceCatherine O’Donnell, Rebecca Galley and Vilinda RossBlended Learning Conference13th June 2012
  2. 2. An introduction to theViewpoints Project andtypical walkthrough ofthe workshop approachCatherine O’Donnell
  3. 3. An Introduction to Viewpoints Viewpoints is a JISC funded curriculum design project. It has a remit to create a series of reflective tools to promote & enhance effective curriculum design. The tools use a learner timeline with A short video introduction established pedagogical principles and on YouTube: ideas as prompts to help staff consider areas of their curriculum while considering the learner perspective.
  4. 4. Viewpoints 3 Part Framework• Inform, inspire and plan.• There are benefits for - Curriculum development. - Course teams. - Students.• 4 themes - Assessment and feedback, - Information skills, - Learner engagement and - Creativity and innovation.• 2 views - Course and module.
  5. 5. Assessment and Feedback ThemeREAP ( 1. Clarify good performance. 2. Encourage time and effort on task. 3. Deliver high quality feedback. 4. Provide opportunities to act on feedback. 5. Encourage interaction and dialogue. 6. Develop self-assessment and reflection. 7. Give assessment choice. 8. Encourage positive motivational beliefs. 9. Inform and shape your teaching.*Implementation ideas for each principle on back of cards.
  6. 6. Learner Engagement Theme The principles of learner engagement are based upon the 8 Learning Events Model developed by LabSET, University of Liège, Belgium. 1. Receive. 2. Create. 3. Debate. 4. Explore. 5. Imitate. 6. Experiment. 7. Practice. 8. Meta-Learn.*Implementation ideas for each principleon back of cards.
  7. 7. Information Skills ThemeSCONUL 7 Pillars ( 1. Define the task and understand the topic. 2. Identify appropriate resources. 3. Search effectively. 4. Find and extract information. 5. Compare and analyse information. 6. Organise and share information ethically. 7. Interpret information and create new content.*Implementation ideas for each principle on back of cards.
  8. 8. Creativity and Innovation ThemeCHEP creativity working group ( ) 1. Collaborative learning. 2. ‘Open-box’ modules. 3. Negotiation. 4. ‘Real-life’ learning situations. 5. Novel approaches to learning. 6. Assessment that focuses on process. 7. Use of debates. 8. Beyond the discipline. 9. Enquiry-based learning.*Implementation ideas for each principle on back of card have still to be added.
  9. 9. A typical ViewpointsAssessment and Feedback workshop walkthrough
  10. 10. Learner timeline worksheet & resources
  11. 11. Discussing the objective The team agree the objective for their session and write it at the top of the module worksheet.
  12. 12. Reading the front of the cards The team read the principles on the front of the cards, choosing ones appropriate to their objective.
  13. 13. Mapping the cards to the learner timeline  The team take their selected cards and map them to the appropriate point on the timeline (e.g. at the induction phase, during first few weeks of course)
  14. 14. Reading examples on cards The course team turn the cards over and read the examples/ideas on the back.
  15. 15. Choosing relevant examples The team select any examples that would fit with their course objective and their teaching practice.
  16. 16. Adding in own ideas/comments The team write on any of their own ideas or comments, in order to tailor the examples to their own module.
  17. 17. Sample finished worksheets
  18. 18. Photos
  19. 19. Typed upWorksheets
  20. 20. Supporting documentatione.g. Mappings, Tools and technologies and Resources etc.
  21. 21. Course Teams Benefits“Provides a focus for discussion”“Useful for raising options people hadn’t considered”“Used the cards as a starting point to plan induction classes, helped inorganising lesson plans”“Awareness of need to continue to develop e-learning tools to supporttraditional learning method”“Greater understanding of what we are looking for collectively”“Visualisation of course in a holistic manner”“Importance of timely assessment…Mapping assessment to eliminate overassessment and introduce a variety of assessment tools”
  22. 22. Individual Benefits“Useful as a memory aid of what we need to include”“Shaping and organising thoughts and ideas”“Provide new ideas on enhancing effective learning and feedback”“Learning how to align my module and come up with alternative ideas forteaching and learning”“Opportunity to see the opinions of other members of the course team whenchoosing cards”“Become more confident and knowledgeable concerning my approach toassessment and module design”“…early engagement of the student in their learning”
  23. 23. Learner Benefits“Good resources to stimulate discussion”“Scaffolded learning”“To be implmented next academic term”“Opportunity to see things from the learner’s perspective in terms of buildingin regular feedback”“Identifying what learners should be doing at every stage of lesson”“…early engagement and formative assessment/feedback made thestudents more independent in their learning and allowed them to processwhat assessment was measuring and how”
  24. 24. Viewpoints resources site: Viewpoints project blog:
  25. 25. Further informationViewpoints project blog: resources site: Alan Masson, Project Director - O’Donnell, Academic E-Learning Consultant - Vilinda Ross, Research Fellow -
  26. 26. An opportunity to see some ofthe OULDI & Viewpoints ProjectresourcesRebecca Galley, Catherine O’Donnell and Vilinda Ross
  27. 27. An opportunity to discussusefulness of the resourcesand ideas for applying them inyour own institutionsQuestions?