030210 Ouldi Presentation For Nl
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The document outlines the agenda and goals of the Open University Learning Design Initiative (OULDI) project. The project aims to (1) review and model curriculum design processes, (2) identify support needs and methods at key stages, and (3) pilot and evaluate learning design tools. A toolbox of existing tools and resources will be provided and training offered at introductory, intermediate, and advanced levels. The primary output will be a case study reviewing the impact of tools on learning design practices.
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The document outlines Gráinne Conole's workshop on the 7Cs learning design framework. The 7Cs framework involves conceptual representations of courses to encourage reflective practice and promote sharing. It includes activities for workshop participants to conceptualize a course by considering features, resources, communication tools, and mapping learning outcomes. The goal is to help teachers rethink course design to create more engaging learning experiences for students. Evaluation of the framework found it welcomed and useful for conceptualizing course design.
Conole learning design_workshop NTU Innovations in Teaching Seminar
- The 7Cs framework is a new learning design approach that involves conceptual representations of courses to shift practice from implicit to explicit design-based approaches. It comprises seven stages: Conceptualise, Capture, Communicate, Collaborate, Consider, Combine, and Consolidate.
- An evaluation of the framework found it enabled teachers to rethink their course design and create more engaging learning experiences for students. It can also be used to indicate the nature of courses to learners.
- The document outlines activities for workshop participants to apply the 7Cs framework to conceptualize their own course designs.
Conole TechItUp Conference Kamloops
- The document discusses aligning design creativity in educational practice with effective use of technology and pedagogical principles. It proposes the learning design methodology to make the design process more explicit, shareable, and informed.
- Key aspects of the Open University Learning Design Initiative are presented, including tools to visualize designs, methods to share ideas through events and cloudworks, and an emerging evidence base to understand the design process.
- Various forms of representing designs are described, such as task swimlines, course maps, and pedagogy profiles, to help designers see curriculum differently and foreground different aspects.
Identifying and changing key curriculum design practices
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Enhancing School Community through Technology Professional Development for Te...
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Call For Expression Of Interest
The document announces an open call for expressions of interest in joining the Open University Learning Design Initiative (OULDI) project. The project aims to develop and implement a methodology for learning design using tools, practices, and innovations. New lecturers would pilot new approaches, resources, and tools; receive support for projects; and earn £500. The objectives are to: 1) review curriculum design processes; 2) identify stages needing support and best support methods; 3) pilot and evaluate learning design methodologies and tools; and 4) build a community of practice and increase learning/teaching exchanges. Interested parties should contact the provided contact for details.
Sample Intervention
The document provides a sample intervention for introducing a Learning Design methodology to trainee teachers. It outlines a 4 step process:
1) Introduction and preparatory work, including familiarizing with key concepts and tools in advance.
2) A 'kick-off' event called a Design Challenge to help participants envision their course, gather knowledge, assemble an early design, and provide peer feedback.
3) Agreeing on next steps like timelines and evaluation methods.
4) Launching the course design and evaluating its effectiveness with support available throughout the process from tools, resources and peer support options.
LTS Lunch 27 Jan 10 - Tools for Learning Design
The document discusses various tools for learning and course design, including Lecture Explorer for organizing course information, Electronic Timetabling tools, and workflow and collaboration tools. It also discusses learning design initiatives, templates, and tools like CompendiumLD for visually representing learning designs. Finally, it proposes workshop ideas for introducing tools that support pedagogical practice and designing courses, including representing a course outline in CompendiumLD.
Blended learning constructionla
The document discusses blended learning and outlines goals and elements of creating effective blended learning activities and courses. It provides examples of blended learning approaches and discusses teaching and social presences in online learning. Key aspects of design, facilitation, and direction of cognitive and social processes are covered.
Conole ld seminar
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
Conole ld seminar
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
Conole ld seminar
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
A new frontier for professional development: developing flexible pathways to ...
This document summarizes the results of a needs analysis conducted as part of a project to develop flexible pathways for professional development in higher education. The analysis found that while many staff engage in informal, unstructured professional development activities like collaborating with peers, fewer participate in formal, accredited programs. Barriers to participation included lack of relevance, work commitments, and issues with location or employment terms. Motivators included recognition of informal learning, allocation of time, and valuing of professional development by the institution. Based on the needs analysis, the project team will conduct interviews and design workshops to inform the development of flexible, online/blended professional development opportunities that can be formally recognized.
Designing Exemplary Online Courses in Blackboard
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Work-based Blended Learning
These are slides of my keynote talk at Corporate Learning colloquium held by Aberdeen Business School, Robert Gordon University, UK on June 03, 2010.
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030210 Ouldi Presentation For Nl
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