The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
CSCL Tools for Regulating Collaboration & TeamworkTieLab
Mariel Miller & Allyson Hadwin, University of Victoria
Presented at the 2013 conference for the Canadian Society for the Study of Education (CSSE)
Increasing emphasis on collaboration in academic and work contexts means learners are required to develop skills for regulating teamwork. The purpose of this study was to examine scripting and visualization tools for supporting regulation of shared task perceptions during a complex collaborative task. Prior to the task, groups engaged in individual and group planning using either (a) a scripting tool structuring regulation including task analysis, or (b) a scripting tool augmented with visualization of each member’s task perceptions. Findings indicated that, in both groups, shared task perceptions were generally accurate in relation to the instructor’s expectations. However, groups (a) struggled to construct consensus among diverse individual perceptions, (b) demonstrated little active and purposeful construction of shared task perceptions, and (c) encountered planning related challenges during collaboration. Groups showed small improvements across assignments, however, many difficulties re-occurred.
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
During CIDREE 2015 meeting, we presented the main results of some of our different works, highlighting specifically some important concepts and explaining how we believe they articulate with the Professional Vision.
Mobile messaging down, mobile content sales revenue down, but mobile Internet showed a slight increase, while other mobile VAS demonstrated strong growth - more than 28%.
Taking Advantage of XMetaL’s XInclude SupportXMetaL
In XMetaL Author 6.0 we introduced “Support for modular XML documents via W3C XInclude”. Beyond the checkbox on the marketing datasheet, what does this support really mean for partners and customers? As an XMetaL implementer, you can provide your end users with new content reuse capabilities. We take a look at what XMetaL allows, and what you need to do to allow your end users to take advantage of this powerful new feature.
A recording of this presentation is available here: http://tinyurl.com/2we2xee
Presentation given at the ALIA Conference (Sept 1st, 2010) http://conferences.alia.org.au/access2010/
NOTE: slide 2 is a screenshot from Mike Wesch's "The Machine is Us/ing Us" (http://www.youtube.com/watch?v=6gmP4nk0EOE) while the last 2 minutes of this video is played.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
A module map is use in planning a course module. It is a succint vision of the planned course, including brief descriptions of key components of a course or module.
2. The OU Learning Design
Initiative (OULDI)
Shift frombelief-based, implicit approaches
todesign-based, explicit approaches
Learning Design
A design-based approach to
creation and support of courses
Encouragesreflective,scholarly practices
Promotessharing and discussion
GrainneConole Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Pau
3. A Design approach
Utilises a shareddesign languageto both generate
designs and as a mechanism for interpreting and
discussing them (Winograd, 1996:64)
Uses anotational systemwhich helps us remember
and navigate designs, enables designs to take
form and be shared, and helps us sharpen and
multiply abstract design categories (Gibbons and Brewer,
2005:121)
Recognises that differentrepresentationsof a
design are needed to articulate certain elements of
the design, while ignoring others
4. A contextualised co-creative
approach
Responsive to project, institution and personal
pedagogic perspectives
Aligned to institutional drives
Feedback from participants used to inform
next steps
Open and transparent decision making
process
Driven forward by champions at every level
5.
6. Areas of focus
to engage with Academics at the Curriculum
Design stage to promote and support the use
of pedagogically appropriate technology in
course design and delivery.
to identify the most appropriate stage in this
process to engage with Academics, and the
best methods for doing so.
7. Objectives
To review existing curriculum design processes;
To work with academic teams to identify the most
appropriate stages in the curriculum design process
where support is needed and the best method of
offering this support to improve quality.
To pilot learning design methodologies, tools and
techniques that have already being developed and
to document and evaluate this experience;
To build and engage with a community of practice
within the University and organise events about
enhancing the curriculum and increase exchanges
of learning and teaching ideas and experiences.
8. Activities
2 workshops –Design a course in a day
New Lecturers
Piloting tools while (re-) designing
modules/programmes
Online events
1-2-1 mentoring
Internal dissemination events
Presentations on the experience of using the tools
11. Next steps
Engagement!
Want more workshops on course design
Reflective accounts
Potential for developing new workshops as
standard offering
12. Brunel University
Blended Learning Design Learning Design Initiative
Mapping the Curriculum Design
Workshops & Review processes
Blending face-to-face teaching with e-
Introducing staff to a new methodology for learning within the context of student
needs, the programme, the teaching In-depth consideration of blended
learning design, providing support and
style of the lecturer and available learning within the Quality processes at
guidance for decisions about creating
technologies Brunel
blended learning modules / learning
activities
Encouraging lecturing staff to think Methods: Source documents and
Participants acquire appropriate new skills profoundly about the best blend at the semi-structured interviews, to identify
initial stages of the design process „touch points‟ within Brunel‟s quality life
Objectives: cycle - for the provision of consultation
Detailed consideration of pedagogic to staff in relation to blended learning
• Awareness of range of resources / tools / principles in programme design
methods available to support learning Learning Design Tools :
design – including case studies of good Cloudworks & Compendium LD
practice, learning object repositories and
learning design tools and methods Use of Soft Systems Methodology
(SSM)
Compendium LD
• Experience of thinking about the Learning Design
blended design process from different Visualisation Tool
perspectives
• Transfer of the experience gained from
the design challenge to participants‟ own
context
A visualisation map Cloudworks
(using Compendium Social
LD) of a new course Networking
designed during the site for Learning
workshop by one of & Teaching
the Business School
Teams
13. Areas of focus
Blending face-to-face teaching with e-learning
within the context of student needs, the programme,
the teaching style of the lecturer and available
technologies
Encouraging lecturing staff to think profoundly
about the best blend at the initial stages of the design
process
Detailed consideration of pedagogic principles in
programme design
14. Blended Learning Design
Workshops
Purpose:Introduce staff to a new methodology for learning
design, providing support and guidance for creating blended
learning modules / learning activities
Objectives:Awareness of range of resources / tools /
methods available to support learning design
Experience of thinking about the blended design process
from different perspectives
Transferring the experience gained from the design
challenge to participants‟ own context
15. Mapping the Curriculum
Design & Review processes
In-depth consideration of blended learning within the
Quality processes at Brunel
Method:
Source documents and semi-structured interviews, to
identify „touch points‟ within Brunel‟s quality life cycle
For the provision of consultation to staff in relation to
blended learning
16. Brunel’s Adaptation of SSM
Define project Recommend
requirement 1. action plan to
areas for 7.
Define possible
improvement changes which 6.
are both desirable
and feasible
Express current
situation 2.
Compare models 5.
1.
with real-world
processes
Real World
Systems Thinking
about the Real
Formulate Build revised visual World
3. 4.
definition of model to reflect
proposed systems proposed systems
18. Strong departments, weak centre
Academic freedom applies to teaching and
learning, as well as research
Collaboration and co-ordination mechanisms are
created as needed; rely on co-operation more
than formal authority
Context
Institutional
Change approached as unique projects rather
than as an established process
Informal process dominates, driven by
consideration for students and colleagues
Interdisciplinary research creating need for more
interdisciplinary programme endpoints
“Departmental boundaries should not determine
Tripos provision”
Current changes include formation of Social
Science Tripos, as part of effort to raise profile of
social sciences, and redesign of chemistry first
18 year
19. Develop an understanding of how
OULDI tools might support the
formal, and especially informal,
parts of the design process at
Aims Cambridge.
Initiate, support and engage with a
“learning and teaching innovation”
network of University teaching staff,
including curriculum enhancement
events and exchange of ideas and
experiences in design and delivery.
Monitor and evaluate the academic
use of OULDI tools to share and
reflect upon learning and teaching.
19
23. teachmeets informal flashmobs of teachers
interested in technology, sharing their ideas and
experiences
http://www.teachmeet.org.uk/ [original site]
http://teachmeet.pbworks.com/Cambridge-
reflection
Support and
Librarian-TeachMeet [Cam librarians]
23things self-directed course exploring and
reflecting on 23 „things‟ introduced over 12 weeks
http://23thingscambridge.blogspot.com/ [see
„about‟ section]
OULDI tools will both support and feature in the
above
http://cloudworks.ac.uk/ [for sharing and reflection]
http://cloudworks.ac.uk/cloudscape/view/1882
23
[Learning Design Toolbox]
Purpose: includes Participants acquiring appropriate new skillsObjective 1 to include case studies of good practice, learning object repositories and learning design tools and methods