The document summarizes an 8-part workshop on learning design for course teams. The workshop guides participants through a series of "e-tivities" to develop key course design documents, including a course mission statement, learning outcomes, course map, activity profile, storyboard, and implementation on a virtual learning environment. The workshop is structured to help course teams align all aspects of their course design and ensure consistency across documents. Participants reflect on their work at each stage and receive feedback from peers. The overall goal is to help course teams create well-designed online courses through a collaborative design process.
INTENDED LEARNING OUTCOMES
1. Identify the benefits and uses of ePortfolios
2. Adopt templates to start creating your teaching ePortfolio
3. Apply the recommended generic structure strategically to your ePortfolio
4. Add selected artifacts/evidence for showcasing your achievements
webinar presentation by Kristina Hoeppner and Ellen Marie Murphy for the EPAC / AAEEBL / ePortfolio California webinar series "ePortfolio Technologies". Recording of the presentation at http://eportfolioca.org/training-a-support/exploring-eportfolio-technologies-webinar-resources#Mahara
December 7, 2011
Interoperability - LTI and Experience API (Formerly TinCan) Nine Lanterns
A webinar looking at the differences between SCORM, LTI and the Experience API (TinCan) within a Learning Management System environment. Presented by James Ballard, Senior Analyst at Nine Lanterns. Listen to the presentation: https://attendee.gotowebinar.com/recording/3218434722750502146
Build your Responsive Open Learning Environment (Part I)ROLE Project
ROLE Workshop slides. PLE Conference 2012, Aveiro, Portugal.
Workshop Organisation:
Alexander Mikroyannidis, OU
Evgeny Bogdanov, EPFL
Sylvana Kroop, ZSI
Daniel Dahrendorf, IMC
Presentation created by:
Alexander Mikroyannidis, OU
Daniel Dahrendorf, IMC
Blackboard Introduction for secretary
(a general presentation prepared, only discussed slides that were interesting for them. I skipped the part of the Grade Center)
Training In-Service Teachers to be Online Instructors and Online Course Devel...Richard Smith
This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas
February 8, 2010
INTENDED LEARNING OUTCOMES
1. Identify the benefits and uses of ePortfolios
2. Adopt templates to start creating your teaching ePortfolio
3. Apply the recommended generic structure strategically to your ePortfolio
4. Add selected artifacts/evidence for showcasing your achievements
webinar presentation by Kristina Hoeppner and Ellen Marie Murphy for the EPAC / AAEEBL / ePortfolio California webinar series "ePortfolio Technologies". Recording of the presentation at http://eportfolioca.org/training-a-support/exploring-eportfolio-technologies-webinar-resources#Mahara
December 7, 2011
Interoperability - LTI and Experience API (Formerly TinCan) Nine Lanterns
A webinar looking at the differences between SCORM, LTI and the Experience API (TinCan) within a Learning Management System environment. Presented by James Ballard, Senior Analyst at Nine Lanterns. Listen to the presentation: https://attendee.gotowebinar.com/recording/3218434722750502146
Build your Responsive Open Learning Environment (Part I)ROLE Project
ROLE Workshop slides. PLE Conference 2012, Aveiro, Portugal.
Workshop Organisation:
Alexander Mikroyannidis, OU
Evgeny Bogdanov, EPFL
Sylvana Kroop, ZSI
Daniel Dahrendorf, IMC
Presentation created by:
Alexander Mikroyannidis, OU
Daniel Dahrendorf, IMC
Blackboard Introduction for secretary
(a general presentation prepared, only discussed slides that were interesting for them. I skipped the part of the Grade Center)
Training In-Service Teachers to be Online Instructors and Online Course Devel...Richard Smith
This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas
February 8, 2010
Get up to SPEED on e-design and delivery at LSBUwitthaus
Presentation given at LSBU about SPEED project (www.tinyurl.com/speed-website), 23 Oct 2012. Also see www.tinyurl.com/lsbudecisions - collaborative document generated by the group during the session.
The second presentation about ePortfolios for NUML, Islamabad, Pakistan, December 12, 2018. This presentation focuses on the "e" part of ePortfolios: online tools and mobile apps.
Information on creating portfolios for students or teachers highlighting several Web 2.0 tools. This provides steps, ideas and purpose of a digital portfolio.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
Towards a ThirdSpace: designing an inclusive open online learning ecosystemwitthaus
Presentation by Gabi Witthaus and Marwa Belghazi at MOONLITE workshop: Reaching out - Open Digital Learning for Disadvantaged Communities, University of Wolverhampton, 27 March 2019
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...witthaus
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
OpenCred Study – Recognition of open learning in Europe: some issues for inst...witthaus
Slides from a European University Association (EUA) Webinar on 19 Nov 2014. I spoke about the OpenCred study, which is part of the EU's OpenEdu project and investigates recognition practices for non-formal, open learning in Europe. The Webinar recording is at https://connect.sunet.se/p830rtdeaki/. My bit of the session is from 22:30 to 38:29.
Presentation given on behalf of Grainne Conole at NLC2014, 8 April 2014: description of the 7Cs of Learning Design framework and some background to the concept of Learning Design.
POERUP elevator pitch: 26 countries in 26 minuteswitthaus
Presentation by POERUP team at OER13 in Nottingham - an overview of open educational resources policies worldwide, based on the POERUP project research (http://www.poerup.info)
iTunes U and the OERu: Two Different Ways to Reach the Worldwitthaus
Presentation given by Terese Bird and Gabi Witthaus at the Higher Education Academy's SCORE showcase event at the Open University on 11 July 2012. Full case study report available at http://tinyurl.com/iTunesU-OERu .
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Chapter 3 - Islamic Banking Products and Services.pptx
7Cs Learning Design Generic Workshop Slides
1. The 7Cs of Learning Design:
A Pilot Workshop
Slides by Gabi Witthaus, based on two Carpe Diem-OULDI workshops:
one with SAIDE (South African Institute for Distance Education), and one
with the Beyond Distance Research Alliance, March-April 2012.
Background info and more resources available from
http://cloudworks.ac.uk/cloudscape/view/2409
Picture by mckaysavage on flickr
2. In course teams, before the workshop:
• Create your own Course Mission Statement
• Write+-6 high-level outcome statements for your course
• Commit to whole process, including putting your hands on VLE
E-tivity 8: E-tivity 1: Consider
Action Planning your Course Features
E-tivity 7: Put it all E-tivity 2: Develop
together on the VLE/ your Course Map
LMS Reality check by
learner/ peer
E-tivity 6: Develop E-tivity 3: Develop your
your e-tivities Activity Profile
E-tivity 4: Develop
E-tivity 5: Do a Learning your Storyboard (including
Design Resource Audit assessment plans)
Note: This workshop is structured around eight e-tivities, which are done in course teams. This diagram gives an overview of the e-tivities. Each e-
tivity will require frequent cross-checking and updating of outputs of earlier e-tivities, especially those within same-colour groups. E-tivity 8 may lead
back to any or all of the outputs of previous e-tivities. The whole flow can be done in a face-to-face workshop (2-3 full days) or online (over 2-3
weeks). If done online, the e-tivities are done by course teams asynchronously, and there is a synchronous session in between each e-tivity to reflect
on the previous e-tivity and prepare for the next one. Whether conducted face-to-face or online, all e-tivities are done in a Wiki, which is created for
participants before the workshop begins.
3. Background to the workshop: a brief web tour
• Carpe Diem website: www.le.ac.uk/carpediem
• OULDI website: http://www.open.ac.uk/blogs/OULDI/
• 7Cs OER page: http://tinyurl.com/uol-7Cs-oers
• Cloudworks cloudscape:
http://cloudworks.ac.uk/cloudscape/view/2409
• More about Cloudworks (from Cambridge blog):
http://tinyurl.com/cloudworks-cam
• VLE for this workshop [Facilitator to provide]
4. Silent brainstorm: How to ruin a course
[Participants to fill this space ]
When you are finished, you might want to add your points to http://cloudworks.ac.uk/cloud/view/2597
6. Intro to E-tivity 1: Consider your Course Features
Course Features E-tivity Rubric: http://tinyurl.com/coursefeatures-uol
7. Course Features viewed on Linoit.com (unsorted)
This canvas is available (read-only) at http://tinyurl.com/linoit-coursefeatures . You
can create your own canvases by opening a free account at www.linoit.com .
8. Course Features – additional resources
• Course features explanation in JISC DesignStudio:
http://tinyurl.com/coursefeatures
• Course features instructions on Cloudworks:
http://cloudworks.ac.uk/cloud/view/5950
• Course Features resources (Leicester), including cut-
out cards in Excel: http://tinyurl.com/coursefea-uol
Note: in some resources, “Course Features” are referred to as “Pedagogical Features”.
9. Reflection on Course Features e-tivity
• Did individuals in the teams have different views on
any of these key aspects? If so, what were these?
• Did you understand any of the terms in different
ways? If so, what were these?
• Did you have any ideas as to what the colours
represented? See next slide ;-)
• Did you have significantly more or fewer of any
colour? What might be the implications for learners
of this?
10. Course Features Key
• Green = collaboration and communication
• Blue = content and student experience
• Purple = reflection and demonstration
• Orange = guidance and support
15. Course Map – the Categories Explained
http://tinyurl.com/coursemap-flickr
16. Course map – additional resources
• Course map explanation in JISC DesignStudio:
www.tinyurl.com/coursemap-ds
• Course map instructions on Cloudworks:
www.tinyurl.com/coursemap-cloudworks
• Cambridge blog on Course Map:
http://tinyurl.com/coursemap-cam
• Course Map resources (Leicester):
http://tinyurl.com/coursemap-uol
17. Reflection on Course Map E-tivity
• Which quadrants were easier to fill in? Which were
more difficult?
• Did you make any changes to your Course Features
lists as a result of your Course Map?
• Is your Course Map aligned with your course mission
statement and overarching outcomes?
• Are there aspects of the Course Map that you would
like to return to later in the workshop?
18. Silent brainstorm – How’s the course going so far? Add your comments:
[Participants to fill this space ]
Surprises Great Discoveries
Frustrations Highlights
22. Activity Profile – additional resources
• Flash version (saves as JPEG and cannot be edited
afterwards): http://tinyurl.com/ActivityProfileFlash
• Excel version: http://tinyurl.com/ActivityProfileExcel
• Activity profile explanation in JISC DesignStudio:
www.tinyurl.com/activity-profile-ds
• Activity profile instructions on Cloudworks:
www.cloudworks.ac.uk/cloud/view/3420
• Cambridge blog on activity profile:
http://tinyurl.com/activityprofile-cam
• Activity profile resources (Leicester):
http://tinyurl.com/activityprofile-uol
Note: in some resources the Activity Profile is referred to as the Pedagogy Profile.
24. Reflection on Activity Profile E-tivity
• Were there any surprises for your group in the way
your profile turned out?
• Did you feel that different activity types were needed
at different stages in your course (in terms of
Salmon’s 5-stage model)?
• Is your Activity Profile aligned with your course
mission statement, overarching outcomes and
Course Map?
• Are there aspects of the Activity Profile that you
would like to return to later in the workshop?
26. Brainstorm: Learning Outcomes
[Participants to add to these columns]
“Soft” outcome verbs “Hard” outcome verbs
Appreciate Argue
Understand Create
27. Assessment plans (to be discussed in course teams)
1. WHAT must be assessed?
2. We would like to assess in THESE WAYS (e.g. through an
exam, assignment, etc):
3. We would rather NOT assess in these ways:
4. We will exploit technology for formative and summative assessment by…
(e.g. by setting up a multiple-choice exam on our VLE; by providing
formative feedback on e-tivities):
5. The work done during the course will contribute to formative and
summative assessment in these ways:
6. Formative feedback will be offered by tutors and peers in these ways and
using these technologies:
7. Peer-assessment will be built into our course as follows:
28. Intro to E-tivity 4: Develop your Storyboard
Storyboard E-tivity rubric: http://tinyurl.com/storyboard-uol
29. Storyboard Template Viewed on Linoit.com
This canvas is available (read-only) at http://tinyurl.com/linoit-storyboardview . You
can create your own canvases by opening a free account at www.linoit.com .
31. Reflection on Storyboard e-tivity
• Does your Storyboard reflect the alignment of your
outcomes, assessment, content and learning
activities?
• Did you make any changes to your Course
Features, Course Map and Activity Profile while
developing the Storyboard?
• Are there aspects of the Storyboard that you would
like to return to later in the workshop?
33. Discuss: How are you reusing OERs?
Design
Low-cost Strategic
Curriculum
Enhancement Enhancement
Delivery
Rapid Planned
Enhancement Enhancement
Used as is Repurposed
(Just-in-time) (Structured)
OER
Armellini and Nie, 2012 (http://tinyurl.com/LDRA-uol )
35. Example of a Completed LD Resource Audit
Format
Content (under the Text & graphics Audio Video Slides (e.g. Other (e.g. Adobe
appropriate licences) PowerPoint) Presenter)
OER for section 1.
Reflective task from
What I find and reuse iTunesU resources for Slideshare resource for Organisation X’s
source Z. Podcast for section 3.
as is sections 1 and 7. section 5. website.
Guidelines on
assignment writing.
OER for section 2.
What I find, tweak and
Assessment rubric from
use
W.
What I find, repurpose New podcast based on Slides adapted from
OER for section 3.
and use X. resource Y.
What I create for this Introduction to all 5 to 8-minute A 5-minute talking Support slides for Detailed presentations
module sections of the module. summaries of key head to introduce the sections 4, 7 and 8. for sections 2, 3 and 6.
5 e-tivities. Summaries. points per section. programme and the
Assessment rubrics. Advice and guidance academic team.
for assessment.
Feedback on draft
assignments.
36. OER search mini-workshop
1. Search for one key phrase for your course in:
a) OER Commons: www.oercommons.org
b) JorumOpen: http://open.jorum.ac.uk
c) Xpert: http://xpert.nottingham.ac.uk
d) Open Courseware Consortium: www.ocwconsortium.org
e) OU LabSpace: http://labspace.open.ac.uk/
f) Google with usage rights filter (“Free to use share or modify”):
http://www.google.com/advanced_search
g) Or any repository listed at
http://wikieducator.org/OER_Handbook/educator/Find/General_repositories
2. Then compare search results with your colleagues.
37. Learning Design Resource Audit: additional resources
• JISC OER Infokit: http://tinyurl.com/jisc-oer-infokit
• For guidance and resources on attribution of OERs
and CC-licensed images, see:
http://www.scoop.it/t/baked-in-licences/
• Learning Design Resource Audit resources
(Leicester): www.tinyurl.com/ldra-uol
38. Reflection on Learning Design Resource Audit
• How has the resource audit contributed to the
development of your course?
• Did you identify any gaps that could be filled by OERs? If
yes, how do you intend to use OERs in terms of the 4
quadrants: rapid, strategic, low-cost or planned
enhancement?
• Did you make any changes to your Course Map, Activity
Profile or Storyboard while doing the resource audit?
• What further work remains to be done on the resource
audit?
39. Brainstorm: What progress have you made on your course so far?
[Participants to add to the relevant columns]
Course Team 1 [Name of course] Course Team 2 [Name of course] Course Team 3 [Name of course]
41. Intro to E-tivity 6: Develop your e-tivities
“Develop your E-tivities” E-tivity Rubric: http://tinyurl.com/etivity-uol
42. E-tivities development – additional resources
• “Develop your E-tivities” resources
(Leicester), including “How to create e-tivities” and
Reality Checker’s Form: http://tinyurl.com/etivity-uol
• Task swimlane activity (another way of designing at
the learning activity level):
http://cloudworks.ac.uk/cloud/view/3421
• Information literacy cards on JISC DesignStudio (for
embedding information literacy in e-tivities):
http://tinyurl.com/infolit-cards
43. Questions for reflection on E-tivities development
• Have you clearly articulated the main assessment tasks
for this course?
• Do the e-tivities reflect clear alignment with the
outcomes and the assessment tasks?
• Do you need to make any changes to your Course Map,
Activity Profile, Storyboard or Learning Design Resource
Audit to ensure better alignment with the e-tivities?
• What did you learn from your Reality Checker? (E-
tivities Reality Checker’s Form available at
www.tinyurl.com/etivity-uol)
47. “Put it all together on the VLE”: additional resources
•Slide presentation on using VLEs effectively from
Goldsmiths’, University of London:
http://tinyurl.com/using-vle-effectively
•And for some creative inspiration:
http://tinyurl.com/warwick-vledesign-idea
•“Put it all together on the VLE” resources (Leicester):
http://tinyurl.com/vle-uol
48. Reflection on “Put it all together on the VLE” e-tivity
• What did you learn from your reality checker(s)
about your VLE design?
• What decisions have you made about the way you
will structure your materials and e-tivities on the
VLE?
• What work remains to be done to make the VLE
student-ready?
52. And… off we go!
Image by audi-insperation on Flickr
53. Many thanks to the following
people, whose helping hands
may not always have been visible:
•The OULDI and Carpe Diem projects for all the resources
•Rebecca Galley for help with the planning
•Prof. Grainne Conole for her input
•Dr Ale Armellini for his input
•Dr Ming Nie for the evaluation and support
•SAIDE and BDRA workshop participants for their enthusiastic participation and
constructive feedback
•JISC and the HEA for the funding that enabled the project
Image by audi-insperation on Flickr
Editor's Notes
For participants to fill in – silent brainstorm.
First askparticipants to guesswhat the colours represent. (See previous slide.)