Learning Resource Design

643 views

Published on

A short workshop developed for a group of Saudi educators visiting UBC.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
643
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
11
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Learning Resource Design

  1. 1. Learning Resource Design plan.design.share Facilitator: Cindy Underhill, Office of Learning Technology 5.27.09
  2. 2. Introductions • You • Learning resource design  What words to you associate with this term?
  3. 3. Learning resource design is … In our context: • about the activity of the learner – what the learner does in the process of learning. • focused on the learning activity – process rather than content. • specific to stand-alone resources that support learning inside or outside the classroom… …
  4. 4. Learning resource design is … a plan, structure or design for a learning situation, supported by tools (software, applications, websites) and resources that represent the design (questions, case studies, further considerations, media, self- assessment) (adapted from Learn about Learning Design: Institute of Educational Technology: OUUK, January 2009)
  5. 5. Session Outline 1. Plan  Consider conditions for learning  Group Activity #1: respond, discuss and identify 4. Learning Resource Design  project examples: LEAP and Digital Tattoo  Group Activity #2: explore, analyze and share 3. Wrap-Up
  6. 6. You’ll have the opportunity to… • identify conditions for learning suitable for online, self-guided resources • analyze the learning design in project examples • gain a new perspective on something you know or learn something unexpected
  7. 7. Plan: Consider I cannot make anyone learn, I can only attempt to provide the conditions in which they can learn… Albert Einstein and Socrates
  8. 8. Group Activity #1 In groups of 3, discuss: Your ideas about the conditions that support learning online where an instructor isn’t present:  What are the important elements (ie. consistency, key questions, interaction, etc.)?  What approaches do you find helpful? Identify as many as you can to share with the larger group.
  9. 9. Design Within simplicity there is almost infinite complexity… Joey Roth – Industrial Designer
  10. 10. Project: LEAP • project: LEAP – academic support site – aimed at undergraduates • features: student authored content, web 2.0 tools and approaches, interactive features (comments, quizzes, polls, chat), blog format • why does it matter?
  11. 11. Design Considerations • ease of use: authors (students and project staff) and users. • dynamic and static content • display as a cohesive collection, but components (content) would be locally managed (tutoring) • shareable/re-publishable at page/ component level to support personalization. • opportunity for interaction with content and peers • students sharing with other students (promoting sense of community)
  12. 12. Project: Digital Tattoo • project: Digital Tattoo – online tutorial – aimed at undergraduates • features: student authored content around 4 key themes, web 2.0 tools and approaches, self assessment, progress tracking, case studies/examples, “in the news” • why does it matter?
  13. 13. Design Considerations • ease of use: authors (students and project staff) and users. • dynamic and static content • non-linear (enter in a number of ways) • non-judgmental • timely – in the news blog (headlines) and feeds (Yahoo pipes) • content creation/selection for students by students
  14. 14. Learning Objectives Broadly: increasing awareness about what we share online, who we are sharing it with and what others may be doing with it. Specifically: • identify the approaches to taking control of their online spaces (learn how to alter privacy settings, change browser settings, etc). • develop an understanding that a digital tattoo is about digital reputation and it is ours to manage in the way we see fit – but be informed.
  15. 15. Example: Digital Tattoo www.digitaltattoo.ubc.ca tutorial elements
  16. 16. Group Activity #2 In groups of 3, analyze the learning resource you are assigned. Consider the following questions:  what is the activity that the learner invited to engage in?  what do you know about the conditions for learning for this resource?  how do the learning design elements support the conditions for learning? If you have time… In what way might this resource provide some value to a more formal learning situation?
  17. 17. Share Your observations from your analysis of the resources you were asked to review…
  18. 18. Wrap-Up Your learning…
  19. 19. Session Resources • http://leap.ubc.ca/ • http://digitaltattoo.ubc.ca/ • Additional resources: • http://wiki.ubc.ca/Category:Online_Teaching_Modules

×