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Learning Design for Teachers in a Hurry

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Educational design is not only hard for subject matter experts but also for professors and lecturers. In order to keep the diversity and quality of courses while digitising education, it is important that the related educational processes are well thought through, so educators can choose the appropriate tools for their teaching.

This presentation presents a pattern approach to educational design. It integrates concepts of design thinking and rapid prototyping with learning experience design. This approach has been used for transforming face-to-face teaching into digital practices.

This is joint presentation with Marion R. Gruber was held on 7th December 2018 at Online Educa Berlin 2018.

Published in: Education
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Learning Design for Teachers in a Hurry

  1. 1. learning design for teachers in a hurry Christian Glahn @phish108 HTW Chur EATEL mobinaut Marion R. Gruber @em3rg3 University of Zurich
  2. 2. how to move from analog to digital practices? with subject matter experts who are not learning designers and ed-tech experts and who have hardly any time to spend on creating educational concepts? @phish108 @em3rg3
  3. 3. digitizing education is hard to get right @phish108 @em3rg3
  4. 4. while digitizing education embraces educational diversity and quality @phish108 @em3rg3
  5. 5. digitizing education builds on educational design @phish108 @em3rg3
  6. 6. educational design is a creative process @phish108 @em3rg3
  7. 7. educational design is a creative process but… @phish108 @em3rg3
  8. 8. educational design is also very complex @phish108 @em3rg3
  9. 9. @phish108 @em3rg3 do you recognize this matrix?
  10. 10. the complete “Bloom’s taxonomy” (Anderson & Krathwohl, 2001) @phish108 @em3rg3
  11. 11. educational design for digital learning requires extra precision even if you only blend or flip a little @phish108 @em3rg3
  12. 12. how do lecturers perceive curriculum design educational design lesson planning? @phish108 @em3rg3
  13. 13. @phish108 @em3rg3 course planning often starts with a blank sheet
  14. 14. educational design is not a free style activity @phish108 @em3rg3
  15. 15. a few lines and headers will help … @phish108 @em3rg3
  16. 16. @phish108 @em3rg3 with lines and columns planning is much easier
  17. 17. what needs to go into the boxes? does this makesgood education? @phish108 @em3rg3
  18. 18. educational design patterns tested, modular, scalable @phish108 @em3rg3
  19. 19. 5 Steps of simplifying complex learning @phish108 @em3rg3
  20. 20. 1. isolate activity building blocks as found throughout the literature @phish108 @em3rg3
  21. 21. Interactions Environment Processes Results Operators Learner Profile RulesActivities ExperiencesProducts ContextsTools & Resources Social FormsObjectives Support & Motivation Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles Learning activity Teaching activity Competences ▪ Mobility ▪ Community ▪ Network ▪ Duration ▪ Rhythm ▪ Time Goals Location Mediation Relations Time Control Collaboration Präsentation Communication Application/ Documentation Organisation/ Structure Individual Group work Class Teacher guided ▪ Lecture hall ▪ Workplace ▪ Campus ▪ Telepräsence ▪ Online Environment ▪ Virtual Reality Self-regulation Self-organisation ▪ Knowledge delivery ▪ Dokuments/Facts ▪ Practices ▪ Simulations ▪ syncroneous ▪ asyncroneous ▪ Projects ▪ Categories Subject-matter structure ▪ Home ▪ Text resources !" # $ % ! & "# $ ' based on Engeström; Gagné et al.; Merrienboer & Kirschner; Laurillard; Koper et al.; Reigeluth; Sharples et al.; EQF; … Subject Matter @phish108 @em3rg3
  22. 22. 2. categorize learning activity types that inform on how to complete the building blocks @phish108 @em3rg3
  23. 23. @phish108 @em3rg3 based on Leclercq & Poumay artwork by ADDL, University of Ulster
  24. 24. 3. operationalize administrative activity types for technology-enhanced and conventional learning because everything that needs time has to be planned @phish108 @em3rg3
  25. 25. informing grouping deciding transitioning @phish108 @em3rg3
  26. 26. 4. operationalize learning activity types for technology-enhanced and conventional learning @phish108 @em3rg3
  27. 27. @phish108 @em3rg3shamelessly extended from the HLM cards by the ADDL, University of Ulster
  28. 28. @phish108 @em3rg3 reminder of step 1! there is alwaysa flipside
  29. 29. 5. build macro-pattern libraries that guide the arrangement of activities @phish108 @em3rg3
  30. 30. example: brainstorming @phish108 @em3rg3
  31. 31. @phish108 @em3rg3
  32. 32. example: inquiry-based learning @phish108 @em3rg3
  33. 33. @phish108 @em3rg3 micro patterns overlay themacro pattern
  34. 34. @phish108 @em3rg3 activities connect the phases of the experience
  35. 35. @phish108 @em3rg3 each phase builds onspecial tools
  36. 36. example: case-based teaching @phish108 @em3rg3
  37. 37. Role Switch @phish108 @em3rg3
  38. 38. how do you design for blended learning? @phish108 @em3rg3
  39. 39. Christian Glahn @phish108 HTW Chur EATEL mobinaut Marion R. Gruber @em3rg3 University of Zurich

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