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Opening Up Education
Learning Design:
Sharing Pedagogical Know How
Presented by: Poolee Cootee Sooben
ID No: 0919192
Definition of Learning Design
 It can be both online and face-to-face.It consists of a
number of combined activities to c...
When using a computer:
 Configuration of the activity tools giving
instructions to students, content resources
and Tool b...
A generic learning design
 Sequences
Why? Learning objectives.
When? The different steps and in what sequence.
What? Brea...
Why Learning Design?
 To improve, innovate and transform.
 Stimulate innovation in in e-learning.
 Flexible for teacher...
Traditional v/s LAMS
Traditional
 Educators add a foum
live
 Outcome not a live
running class
 Authoring and sharing is...
Lessons learned from LAMS
Community
 Sharing and sharing back.
 Real Designs – illustrates processes in
relation to actu...
Which templates?
 provide advice to educators.
 are comprehensive.
 consider all aspects of the course
-students needs
...
Advantages
 Provides education with prestructured learning
design templates.
 Educators can consider issues that were no...
Conclusion
 Learning designs provide materials to run,
share, adopt and adapt learning designs in
the dissemination of te...
Thank
You
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Opening up education

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Opening up education

  1. 1. Opening Up Education Learning Design: Sharing Pedagogical Know How Presented by: Poolee Cootee Sooben ID No: 0919192
  2. 2. Definition of Learning Design  It can be both online and face-to-face.It consists of a number of combined activities to create a sequence specifying:  Why (the objectives)  Who (those involved)  What (they are doing)  How (the task is conducted) It also includes stop points to allow the control of progress of students through activities.
  3. 3. When using a computer:  Configuration of the activity tools giving instructions to students, content resources and Tool behaviour properties.  System information to instantiate and run the learning design.  Activity tools needed – tools to run the forum and present articles.
  4. 4. A generic learning design  Sequences Why? Learning objectives. When? The different steps and in what sequence. What? Breaking into groups-debate-report- compare- submit. Who? Number of groups and number of students. How? Selection – presentation-online /face to face - upload of essay.
  5. 5. Why Learning Design?  To improve, innovate and transform.  Stimulate innovation in in e-learning.  Flexible for teachers and engage activities for learners.  Builds individual and collaborative learning  Help engage and discuss new kinds of pedagogy.  Provides forums for discussions and sharing experiences  Student centered and constructivist approach.  Allows freedom to students.
  6. 6. Traditional v/s LAMS Traditional  Educators add a foum live  Outcome not a live running class  Authoring and sharing is independent of course `instance` LAMS  Create forum independent of run time implementation  Allow reuse of learning designs by other educators
  7. 7. Lessons learned from LAMS Community  Sharing and sharing back.  Real Designs – illustrates processes in relation to actual teaching not an abstract activity.  Encourages rich educational discussions.
  8. 8. Which templates?  provide advice to educators.  are comprehensive.  consider all aspects of the course -students needs -topic challenges -teaching context  relatively brief.  easy editing.
  9. 9. Advantages  Provides education with prestructured learning design templates.  Educators can consider issues that were not thought of before.  Interactive planning.  Expert support staff.  Different templates to suit different educational contexts  Can be shared, adapted and reused.
  10. 10. Conclusion  Learning designs provide materials to run, share, adopt and adapt learning designs in the dissemination of teaching and learning and to transform education
  11. 11. Thank You

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