The document discusses the metaphor of alchemy as a metaphor for transforming teaching and learning. It discusses four elements - history, pedagogy, design, and alchemy - that act as catalysts for this transformation. Under history, it discusses the evolution of educational technology over time and compares past technologies to modern equivalents. For pedagogy, it proposes a learner-centered, active, contextual, problem-based, social, and emergent approach. For design, it discusses aligning course design with standards and transforming existing courses. It provides an example of a more transformative course design compared to a common design.
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
12 13 PGCE ICT Reflective Practice Seminar 2Miles Berry
The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will share your reflections on your two extended lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
UT-Austin Guest Lecture, ""Patterns and Outcomes of Youth Engagement in Colla...Rebecca Reynolds
Reports results of a program of game design learning in which information resource uses by students to solve programming challenges are explored. Students in MS and HS take a game design class daily, for credit and a grade for a full year and use a learning management system stocked with information resources to support their programming and game design. Results highlight types of inquiry they conduct, which strategies were more and less successful, and how their resource uses appear to connect to their learning outcomes. The results are discussed in relation to the overall landscape of educational technologies, considering the issue of structure.
Authentic learning and Graduate Attributes - The Learner Conference 2013 Univ...Vivienne Bozalek
This was a presentation given on 11 July 2013 at the University of the Aegean, Rhodes, Greece by Vivienne Bozalek from the University of the Western Cape
Intro presentation for Dr. Brian Housand's presentation on The 4 C's of Gifted Education and Technology at DISCOVER! Purdue University - June 22-25, 2009
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
The math teacher opts out, the English teacher says she’ll participate if there’s time and
the social studies teacher is wondering about covering standards. How can we ensure
engaging projects still meet standards? Come learn how to performance map a project to
ensure rigor and provide relevance.
Day 3 Problem Solving Intensive Interventionvthorvthor
Problem solving intensive intervention/instruction needs for individual students who are not responding to standard protocol interventions, and planning for transferring support into Tier 1 services.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
UT-Austin Guest Lecture, ""Patterns and Outcomes of Youth Engagement in Colla...Rebecca Reynolds
Reports results of a program of game design learning in which information resource uses by students to solve programming challenges are explored. Students in MS and HS take a game design class daily, for credit and a grade for a full year and use a learning management system stocked with information resources to support their programming and game design. Results highlight types of inquiry they conduct, which strategies were more and less successful, and how their resource uses appear to connect to their learning outcomes. The results are discussed in relation to the overall landscape of educational technologies, considering the issue of structure.
Authentic learning and Graduate Attributes - The Learner Conference 2013 Univ...Vivienne Bozalek
This was a presentation given on 11 July 2013 at the University of the Aegean, Rhodes, Greece by Vivienne Bozalek from the University of the Western Cape
Intro presentation for Dr. Brian Housand's presentation on The 4 C's of Gifted Education and Technology at DISCOVER! Purdue University - June 22-25, 2009
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
The math teacher opts out, the English teacher says she’ll participate if there’s time and
the social studies teacher is wondering about covering standards. How can we ensure
engaging projects still meet standards? Come learn how to performance map a project to
ensure rigor and provide relevance.
Day 3 Problem Solving Intensive Interventionvthorvthor
Problem solving intensive intervention/instruction needs for individual students who are not responding to standard protocol interventions, and planning for transferring support into Tier 1 services.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
Not Your Grandma’s Oldsmobile: Navigating the Changing World of Adult Learning
The adult learner is becoming more paradoxical. He/she is becoming more technologically dependent, yet more ubiquitous, searching for equilibrium, yet looking for applicative answers to real world questions, attending courses with the intention of learning, yet desperately in need of being inspired. The world of learning theory has been addressing these issues, but bringing it altogether is the difficult part. So how does one create a learning environment for the 21st century ubiquitous, technology savvy learner who is desperate to be inspire and inspire others? Instructional Design Scholar, author and award winning educator, T M “Tim” Stafford will help unwrap this learning “trilemma” and help create an understanding of the evolution of learning, an understanding of epistemology and how to move towards transformative practice. This fun and engaging time together will inspire you to embrace the shifts in paradigm for the new breed of learner and a new level of instructional design.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
The search for early signs of important changes and themes in education, technology and society occupy a number of people scattered over the globe every year when producing the NMC Horizon Report (http://www.nmc.org). A scan of the horizon reveals signals and can provide foresight to support current challenges in research, innovation, policy and practice. Some of the challenges are more or less well-understood but where solutions remain elusive; others are wicked challenges - complex to even define. David will discuss techniques, outcomes and tactical insight in the field of near future work.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
130627 edmedia-invited
1.
2.
3. design alchemy
transforming the way we think about
teaching and learning
roderick sims, phd
online learning specialist
learning and teaching support
university of southern queensland
rod.sims@usq.edu.au
Design Alchemy by Roderick Sims is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
5. the
alchemist
… conversion of base
metals into metals of
greater value
… magical powers of
transmutation
… metaphor for
education
… and the roles we play
as the teacher, the
learner or the designer
12. history
old wine, new bottles
2013: MOOCs are catalyzing institutions to rethink the “rules” of
higher education … large-scale online learning is reshaping
pedagogy, delivery systems, business models, and credentialing,
challenging what it means to be a university.
(Educause Webinars)
1983: Control Data PLATO is changing how the world learns …
A new mainframe technology serving up to 1000 simultaneous
learners … two decades before the World Wide Web, PLATO
pioneered online forums, message boards, email, chat
rooms, instant messaging, remote screen sharing, multiplayer
games – the worlds first online community.
(www.science.uva.nl/museum/PLATO.php)
(thinkofit.com/plato/dwplato.htm)
17. pedagog
y
what is an online pedagogy?
how can we cater for
online, blended, flexible
and distance modes
18. pedagog
y
learner-
centred
active
contextual
problem-
based
social
emergent
an [online?] pedagogy
Sims, R. (2012). Reappraising design practice, in Holt, D., Segrave, S. & Cybulski, J. (Eds.), Professional Education Using e-Simulations: Benefits of Blended Learning Design.
IGI Global.
Sims, R. (2009). From three-phase to proactive learning design: Creating effective online teaching and learning environments, in J. Willis (ed.) Constructivist Instructional
Design (C-ID): Foundations, Models, and Practical Examples. Information Age (pp. 379-391).
24. pedagog
y
learner-
centred
active
contextual
problem-
based
social
emergent
LEARNER-CENTRED ACTIVITY
A recent OLT report has suggested that all courses with
online learning were “pedagogically deficient”.
Using your own workplace as a case study, what
interventions would you adopt to resolve this deficiency?
Ideas that challenge existing practice or propose contentious
solutions are encouraged.
Working collaboratively with one or two peers, develop a
substantiated, evidence-based response.
Your response should be [criteria].
LEARNER-CENTRED ACTIVITY
A recent OLT report has suggested that all courses with
online learning were “pedagogically deficient”.
Using your own workplace as a case study, what
interventions would you adopt to resolve this deficiency?
Ideas that challenge existing practice or propose
contentious solutions are encouraged.
Working collaboratively with one or two peers, develop a
substantiated, evidence-based response.
Your response should be [criteria].
problem
based
contextual
emergent
social
an online pedagogy
active
27. design
how do we create these
transformative experiences?
http://cosmiccowgirlsmagazine.wordpress.com/2012/06/14/creativity-as-spiritual-practice-creating-sacred-art-matters/
28. design
• Biggs, J and Tang C. (2011). Teaching for Quality Learning at University.
McGraw-Hill and Open University Press, Maidenhead.
• Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns
for Learning and Technology. Routledge.
• Sims, R. (2012). Reappraising design practice, in Holt, D., Segrave, S. & Cybulski,
J. (Eds.), Professional Education Using e-Simulations: Benefits of Blended
Learning Design. IGI Global.
• Wiggins, G. & McTighe, J.(2005). Understanding by Design. (2nd Ed). USA:
Association for Supervision and Curriculum Development.
design drivers
29. design
Tertiary Education Quality and Standards Agency Act 2011
The provider ensures there are safe, well-maintained facilities
sufficient to achieve expected student learning and research
outcomes, as appropriate to the scale, scope, location, mode of
delivery and nature of its courses of study
Assessment is effective and expected student learning
outcomes are achieved
The course of study is designed to ensure equivalent student
learning outcomes regardless of a student’s place or mode of
study.
30. design Bachelor Degree
Purpose
apply a broad and coherent body of knowledge in a range of contexts to
undertake professional work and as a pathway for further learning
31. design Bachelor Degree
Purpose
apply a broad and coherent body of knowledge in a range of contexts to
undertake professional work and as a pathway for further learning
Knowledge
broad and coherent … with depth in the underlying principles and concepts as a
basis for independent lifelong learning
32. design Bachelor Degree
Purpose
apply a broad and coherent body of knowledge in a range of contexts to
undertake professional work and as a pathway for further learning
Knowledge
broad and coherent … with depth in the underlying principles and concepts as a
basis for independent lifelong learning
Skills
• cognitive skills to review critically, analyse, consolidate and synthesise
knowledge
• cognitive and technical skills to demonstrate a broad understanding of
knowledge with depth in some areas
• cognitive and creative skills to exercise critical thinking and judgement in
identifying and solving problems with intellectual independence
• communication skills to present a clear, coherent and independent
exposition of knowledge and ideas
33. design Bachelor
Purpose
apply a broad and coherent body of knowledge in a range of contexts to
undertake professional work and as a pathway for further learning
Knowledge
broad and coherent … with depth in the underlying principles and concepts as a
basis for independent lifelong learning
Skills
• cognitive skills to review critically, analyse, consolidate and synthesise
knowledge
• cognitive and technical skills to demonstrate a broad understanding of
knowledge with depth in some areas
• cognitive and creative skills to exercise critical thinking and judgement in
identifying and solving problems with intellectual independence
• communication skills to present a clear, coherent and independent exposition of
knowledge and ideas
Application of
Knowledge
and Skills
• with initiative and judgement in planning, problem solving and decision
making in professional practice and/or scholarship
• to adapt knowledge and skills in diverse contexts
• with responsibility and accountability for own learning and professional
practice and in collaboration with others within broad parameters
34. design
do our course specifications align
with these standards and models?
how can we transform our courses
to align with these standards?
design drivers
36. a common design
Week Activity Resources
1 Read
Post and Discuss x 2
Quiz
Textbook Chapters 1 - 7
2 Read
Post and Discuss x 2
Quiz
Textbook Chapters 8 - 14
3 Read
Post and Discuss x 2
Quiz
Textbook Chapters 15 - 21
4 Read
Post and Discuss x 2
Quiz
Textbook Chapters 22 - 28
5 Read
Post and Discuss x 2
Exam
Textbook Chapters 29 - 35
Quiz Question:
What percentage of the ozone layer is said to be depleted?
design
37. the transformation
knowledge application:
use knowledge of business law to establish a commercial business structure operating legally and
ethically
Outcome Assessment Activity Resources
apply the principles of business
law legislation to develop a
proposal to establish a
commercial business
1. justify compare business
types
identify
stakeholders
textbook
2. contract and
property laws
ask question
solve problem
textbook
legislation
3. hr, tax, liability
laws
ask question
solve problem
textbook
legislation
4. international,
federal, state laws
ask question
solve problem
textbook
legislation
5. ethics debate ethics
justify legal change
textbook
design
39. sustainability
activities
assessment
outcomes
resourcesresources
design From UNSUSTAINABLE to SUSTAINABLE
Read Smith & Jones (2nd edition) pages 75-108.
Use the course textbook or an equivalent resource and
review the section(s) on “leadership skills”.
From UNSUST
SUSTAINABLE
From UNSUSTAINABLE to SUSTAINABLE
Referring to the Tertiary Education Quality and
Standards Agency Act 2011, identify the key implications
for the University.
Referring to the current legislation relating to quality in
higher education, identify the key implications for the
University.
40. continuous improvement
design
a) modify
resources, activi
ties and/or
strategies based
on stakeholder
feedback
a) collaborate with
stakeholders to
assess
outcomes
b) adjust delivery
environment
and/or scaffold
online learning
behaviours
a) functional
components for
learning
environment
b) targeted
professional
development
(scaffolding)
build1 enhanc
e2 maintai
n3
Sims, R. & Jones, D. (2003). Where practice informs theory: Reshaping instructional design for academic communities of practice in online teaching and
learning. Information Technology, Education and Society, 4(1), 3-20.
47. course title
Fraud and Corruption Training
Creating A Safer Workplace
iii. Keeping us free from fraud and corruption
compliance (after)
knowledge application
use legislation and policy to recognise and
respond to fraud or corruption
alchemy
48. learning outcomes / assessment
1. discriminate fraud and corruption
– given a behaviour the student will be able to correctly identify whether or not it is an example
of fraud or corruption
2. locate and interpret legislation and policy
– given a fraudulent or corrupt behaviour, use the correct legislation and/or policy to make an
appropriate response
3. independently recognise and respond to fraud and corruption
– given a workplace scenario, choose an appropriate response
4. initiate a fraud and/or corruption complaint within policy
5. produce an action plan to minimise fraud and corruption within
your workplace
compliance (after)
alchemy
49. Keeping us free
from fraud and
corruption
Managers Professional
Discriminate
Locate and
Interpret
Independently
Recognise
Initiate a
Complaint
Produce Action
Plan
Academic
compliance (after)
alchemy
I added a title, but you could just say it too-- Taking the key elements from the alchemist, and using them as a metaphor for the key elements of effective learning..we can understand the infrastructure needs….(blah, blah)
Let’s examine the elements one by one…
I like your idea of fading out each previous when adding a new… sad that the reality is that each generation of learners has not seen a gradual elevation of the baseline following each new peak, vs a return to baseline as we shift gears?
Consider following this one with another brief bridge slide…reinforcing the objective, and setting the stage for the design ‘element’
Consider following this one with another brief bridge slide…reinforcing the objective, and setting the stage for the design ‘element’
Great slide! You are excellent with the graphics…
Look at you, right there…
Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
Great slide! You are excellent with the graphics…
a mention of the types of learning discussed here (online, blended, distance, flexible…)? Or too remedial?
This slide demonstrates how the template might be completed.
One form of sustainability comes from externalising the course resources.Rather than referring to specific resource information (e.g. web sites, textbook chapter) within the syllabus, the designer’s task is to ask the student to explore and locate the required information. For example:UnsustainableRead Smith & Jones (2nd edition) pages 75-108.SustainableUse the course textbook or an equivalent resource and review the section(s) on “leadership skills”In this way resources can be changed as required, without the need for editing of the syllabus.
The build-enhance-maintain process is recommended as a key success-factor, with the initial focus on pedagogical integrity rather than expensive, and often unnecessary, technological elements.
Within any design process there will be a range of stakeholders. (consider brief bridge slide from design to futures)It is important to ensure their needs and interests have been polled during the design process.Communicating with stakeholders, and encouraging their input to the design process, can eliminate problems that can occur when assumptions are made by the design team.For example, the design may assume that all students can read and write English, and proceed with development based on that assumption. If, however, the administration had planned for the course to be delivered in non-English-speaking countries then there is a clear disconnect. While this would suggest a communication issue between administration and design, it highlights the problems that could occur.
Within any design process there will be a range of stakeholders. (consider brief bridge slide from design to futures)It is important to ensure their needs and interests have been polled during the design process.Communicating with stakeholders, and encouraging their input to the design process, can eliminate problems that can occur when assumptions are made by the design team.For example, the design may assume that all students can read and write English, and proceed with development based on that assumption. If, however, the administration had planned for the course to be delivered in non-English-speaking countries then there is a clear disconnect. While this would suggest a communication issue between administration and design, it highlights the problems that could occur.
a mention of the types of learning discussed here (online, blended, distance, flexible…)? Or too remedial?
Are the next few slides examples of those 4 types of learning (online, blended, distance, and flexible)…would that be helpful for continuity or too obvious?