Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang and Jacob Davidsen: Introducing the Collaborative E-learning Design method (CoED)
http://www.ld-grid.org/workshops/ASLD11
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
This document proposes a framework to support teachers in designing ICT lessons for 21st century learning using technological pedagogical content knowledge (TPACK) and design thinking. It argues that design thinking can help teachers address complex factors in lesson design and transform their various forms of TPACK knowledge. The framework depicts the iterative process of design thinking, which involves framing problems, developing ideas and materials, implementing lessons, and reflecting. It suggests teachers draw on different TPACK knowledge domains through guiding questions at each stage to support 21st century learning goals like cognitive, metacognitive, sociocultural, productivity and technological skills. The framework is intended to address limitations of existing ICT lesson design models and help teachers develop lessons engaging students in
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
1) Learning design makes explicit the pedagogical approach and activities in a course through various representations and frameworks.
2) These include course maps, pedagogy profiles, task swimlanes, and learning outcome mappings which describe different dimensions of a course.
3) Making the design explicit through different representations supports collaboration between educators and sharing of best practices.
Tools and resources to guide practice june 23Grainne Conole
The document discusses various tools and resources that can be used to guide learning design practice, including conceptual learning design views, visualisation tools, and pedagogical planners. It provides examples of how conceptual learning design views like course maps, pedagogy profiles, and task swimlanes can be used to represent a learning intervention. It then reviews several visualisation tools, including LAMS, WebCollage, CompendiumLD, and CADMOS, describing their features and how designs can be created and represented in each.
This document discusses how the Four-Component Instructional Design (4C/ID) model can be used to design multimedia learning environments for complex learning. The 4C/ID model proposes that learning environments should include: 1) authentic learning tasks, 2) supportive information, 3) procedural information, and 4) part-task practice. Each of these four components can be facilitated by different multimedia principles. The document relates 14 multimedia principles to processes involved in each of the four components, such as induction, elaboration, knowledge compilation, and psychological strengthening. It argues that the 4C/ID model provides a framework for designing educational programs and multimedia messages that take into account human cognitive architecture and multimedia principles.
Collaborative learning with think pair -caijjournal
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
The document discusses considerations for instructional design in blended learning. It defines blended learning as systematically selecting the most appropriate media based on learning objectives. When designing blended learning, a thorough needs assessment and media analysis is important. The presentation will cover defining blended learning, reviewing the evolution of instructional media, identifying learning environments and media selection considerations, and defining concepts like elasticity and synchronicity.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
1. Scaffolding involves providing supports to help learners engage in tasks they cannot yet accomplish independently.
2. In CSCL, scaffolding can guide collaboration through structuring tasks, prompting discussion, and providing feedback.
3. Scaffolds should fade as learners' skills develop so they can eventually work independently.
4. Effective scaffolds sequence learning activities, clarify goals and expectations, and help learners monitor their understanding.
The chapter discusses how scaffolding is important for supporting collaboration in online learning environments and ensuring learners can successfully engage in complex collaborative tasks. Scaffolds should be adaptive and gradually reduced as
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
This document proposes a multi-level pattern approach to learning design that considers enactment aspects in the classroom. It discusses how patterns can be extracted from teacher practice at different levels, from atomic enactment patterns to larger pedagogical patterns. These patterns aim to support teachers in designing and enacting learning activities, especially those involving technology and collaboration. The approach was tested in teacher workshops where patterns helped enrich lesson ideas and reflect on classroom situations. Considering enactment can make designs more effective and help teachers implement them in authentic settings.
Using a wiki to evaluate individual contribution to a collaborative learning ...Debora Cunha
This document discusses using a wiki to evaluate individual contributions to collaborative learning projects. It proposes a methodology where students collaboratively write a document in a wiki environment. This allows the teacher to evaluate each student's contribution by analyzing data from the wiki, such as comments, links, and page edits. The methodology structures the writing process into individual study, planning the document structure, individually writing sections, linking sections, and peer reviewing. Analyzing the wiki data and peer reviews provides insights into each student's participation and learning from the collaborative writing project.
The document describes the e-Design Template, which is a pedagogic template that guides e-learning designers by highlighting core principles for effective e-learning. It suggests learning activities for different delivery patterns, such as distance and blended learning. The template aims to steer between holistic models and principle-light guides by offering a practical, principle-based approach. It focuses designers on constructing student-centered, active learning experiences through a four-phase framework that scaffolds learner independence. Examples of how the template can be applied to different tools and delivery patterns are provided.
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
This document defines instructional components that can be used as a theoretical tool for instructional design. It identifies two classes of components: knowledge components and strategy components. Knowledge components describe the essential information about what is being taught, such as entities, parts, actions, properties, etc. Strategy components describe how the information is presented to the learner, including presentation, practice, and guidance. The goal is to provide a common vocabulary that instructional designers can use to more precisely describe instructional products and theories.
This document discusses interactive whiteboards (IWBs) and how teachers can effectively integrate them into classroom instruction. It defines IWBs and their components. It discusses frameworks like TPCK that teachers can use to determine how to balance technology, pedagogy and content. It also addresses challenges of implementing IWBs and the stages teachers may progress through, from initially using them as a substitute for traditional whiteboards to fully synergizing technology, pedagogy and content. The document stresses the importance of ongoing professional development and support for teachers as they learn to incorporate new technologies.
Introduction of TPACK-XL: Building Future Teachers' Knowledge Base to Teach i...Dr. Milad M. SAAD
This presentation is an innovative theoretical grounding that builds on TPACK to provide a guiding conceptual perspective in designing teacher education programs.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
This document proposes a framework to support teachers in designing ICT lessons for 21st century learning using technological pedagogical content knowledge (TPACK) and design thinking. It argues that design thinking can help teachers address complex factors in lesson design and transform their various forms of TPACK knowledge. The framework depicts the iterative process of design thinking, which involves framing problems, developing ideas and materials, implementing lessons, and reflecting. It suggests teachers draw on different TPACK knowledge domains through guiding questions at each stage to support 21st century learning goals like cognitive, metacognitive, sociocultural, productivity and technological skills. The framework is intended to address limitations of existing ICT lesson design models and help teachers develop lessons engaging students in
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
1) Learning design makes explicit the pedagogical approach and activities in a course through various representations and frameworks.
2) These include course maps, pedagogy profiles, task swimlanes, and learning outcome mappings which describe different dimensions of a course.
3) Making the design explicit through different representations supports collaboration between educators and sharing of best practices.
Tools and resources to guide practice june 23Grainne Conole
The document discusses various tools and resources that can be used to guide learning design practice, including conceptual learning design views, visualisation tools, and pedagogical planners. It provides examples of how conceptual learning design views like course maps, pedagogy profiles, and task swimlanes can be used to represent a learning intervention. It then reviews several visualisation tools, including LAMS, WebCollage, CompendiumLD, and CADMOS, describing their features and how designs can be created and represented in each.
This document discusses how the Four-Component Instructional Design (4C/ID) model can be used to design multimedia learning environments for complex learning. The 4C/ID model proposes that learning environments should include: 1) authentic learning tasks, 2) supportive information, 3) procedural information, and 4) part-task practice. Each of these four components can be facilitated by different multimedia principles. The document relates 14 multimedia principles to processes involved in each of the four components, such as induction, elaboration, knowledge compilation, and psychological strengthening. It argues that the 4C/ID model provides a framework for designing educational programs and multimedia messages that take into account human cognitive architecture and multimedia principles.
Collaborative learning with think pair -caijjournal
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
The document discusses considerations for instructional design in blended learning. It defines blended learning as systematically selecting the most appropriate media based on learning objectives. When designing blended learning, a thorough needs assessment and media analysis is important. The presentation will cover defining blended learning, reviewing the evolution of instructional media, identifying learning environments and media selection considerations, and defining concepts like elasticity and synchronicity.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
1. Scaffolding involves providing supports to help learners engage in tasks they cannot yet accomplish independently.
2. In CSCL, scaffolding can guide collaboration through structuring tasks, prompting discussion, and providing feedback.
3. Scaffolds should fade as learners' skills develop so they can eventually work independently.
4. Effective scaffolds sequence learning activities, clarify goals and expectations, and help learners monitor their understanding.
The chapter discusses how scaffolding is important for supporting collaboration in online learning environments and ensuring learners can successfully engage in complex collaborative tasks. Scaffolds should be adaptive and gradually reduced as
Asld2011 dimitriadis prieto_villagrá-sobrinYishay Mor
This document proposes a multi-level pattern approach to learning design that considers enactment aspects in the classroom. It discusses how patterns can be extracted from teacher practice at different levels, from atomic enactment patterns to larger pedagogical patterns. These patterns aim to support teachers in designing and enacting learning activities, especially those involving technology and collaboration. The approach was tested in teacher workshops where patterns helped enrich lesson ideas and reflect on classroom situations. Considering enactment can make designs more effective and help teachers implement them in authentic settings.
Using a wiki to evaluate individual contribution to a collaborative learning ...Debora Cunha
This document discusses using a wiki to evaluate individual contributions to collaborative learning projects. It proposes a methodology where students collaboratively write a document in a wiki environment. This allows the teacher to evaluate each student's contribution by analyzing data from the wiki, such as comments, links, and page edits. The methodology structures the writing process into individual study, planning the document structure, individually writing sections, linking sections, and peer reviewing. Analyzing the wiki data and peer reviews provides insights into each student's participation and learning from the collaborative writing project.
The document describes the e-Design Template, which is a pedagogic template that guides e-learning designers by highlighting core principles for effective e-learning. It suggests learning activities for different delivery patterns, such as distance and blended learning. The template aims to steer between holistic models and principle-light guides by offering a practical, principle-based approach. It focuses designers on constructing student-centered, active learning experiences through a four-phase framework that scaffolds learner independence. Examples of how the template can be applied to different tools and delivery patterns are provided.
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
This document defines instructional components that can be used as a theoretical tool for instructional design. It identifies two classes of components: knowledge components and strategy components. Knowledge components describe the essential information about what is being taught, such as entities, parts, actions, properties, etc. Strategy components describe how the information is presented to the learner, including presentation, practice, and guidance. The goal is to provide a common vocabulary that instructional designers can use to more precisely describe instructional products and theories.
This document discusses interactive whiteboards (IWBs) and how teachers can effectively integrate them into classroom instruction. It defines IWBs and their components. It discusses frameworks like TPCK that teachers can use to determine how to balance technology, pedagogy and content. It also addresses challenges of implementing IWBs and the stages teachers may progress through, from initially using them as a substitute for traditional whiteboards to fully synergizing technology, pedagogy and content. The document stresses the importance of ongoing professional development and support for teachers as they learn to incorporate new technologies.
Introduction of TPACK-XL: Building Future Teachers' Knowledge Base to Teach i...Dr. Milad M. SAAD
This presentation is an innovative theoretical grounding that builds on TPACK to provide a guiding conceptual perspective in designing teacher education programs.
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
Inted2013 lillian buus - Different approaches to experimenting with social ...Lillian Buus
This document introduces the author's PhD research on integrating social media and web 2.0 activities into a problem-based learning approach. It describes three case studies where teachers experimented with different social media integrations. The first case involved using Facebook for unlimited supervision of student mini-projects. The second used Eitherpad and Facebook for online comments during lectures. The third involved peer reflections. Preliminary findings suggest social media can expand dialogue, but large class sizes pose challenges. The research aims to understand how social media integration impacts the teaching and learning process in PBL environments.
The document discusses Aalborg University's implementation of a "Help Me!" block in Moodle to provide context-sensitive support. It summarizes the university's support concept of empowering users to help themselves through guides, screencasts, and the "Help Me!" block. The presentation then demonstrates the block, discusses challenges in upgrading it to the latest Moodle version, and explains how it provides a more dynamic form of support compared to existing Moodle help functions. It encourages attendees to contact the university representatives for more information.
Asld11 learning design workshop 131011 - presenting co ed Lillian Buus
The CoED method is a collaborative e-learning design method that aims to support experts in efficiently designing targeted e-learning and education. It involves domain specialists, educators, and future users in a three-phase design process focused on learning, systems development, and creative facilitation. The phases are: 1) Focusing the design approach and understanding of learning, domain, and technology. 2) Identifying overarching values and principles through card sorting and discussion. 3) Specifying a detailed design through a "storyline" of learning activities aligned with the identified values. The goal is to develop design specifications or early prototypes within a few hours.
Our presentation on the Moodle Moot 2012 in Dublin, Ireland
Looking on Moodle supporting Problem-based, project-organised learning at Aalborg Univerisity?
Presentation about e-learning at the Teach4Tomorrow course - 25. sept. 2015
Can be found on Prezi: http://prezi.com/lyccljz6pv1s/?utm_campaign=share&utm_medium=copy&rc=ex0share
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
This document discusses learning design, a new methodology for designing and reusing learning interventions. It provides context by discussing challenges in modern education and how traditional approaches may no longer meet learner needs. It introduces learning design as a way to make the design process more explicit and shareable. Key points include:
- New technologies and changing society create challenges for how learning is designed and supported.
- Traditional education focuses on content and assessment but may not develop skills needed in modern society.
- Learning design aims to make the design process more holistic, explicit and reusable to better support learners and facilitate innovation.
- The methodology draws from design practices in other fields like music, architecture and chemistry to provide a
This document discusses learning design and its importance. It defines learning design as representing teaching and learning activities in a format that can be shared and adapted by teachers. This allows good practices to be transferred and helps teachers incorporate new technologies and resources into their lessons. The document outlines why focusing on design processes is important to improve teaching quality and support teachers in a time of many new tools and resources. It also defines key terms like learning activities and discusses different levels and interpretations of learning design.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
1. The document discusses an ecological approach to learning design that models learning designs as learning ecosystems. It provides examples from connectivist MOOCs to illustrate key concepts.
2. A learning ecosystem is composed of various components that provide learning and teaching services, including learning objectives, activities, resources, support, monitoring, and assessment. These services are provided by teachers, learners, and the socio-technical system.
3. Principles that govern learning ecosystems include feedback loops between components that allow the ecosystem to adapt over time, and the flow of learning through networks of interconnected teaching and learning services that engage users in productive learning.
This document summarizes a workshop on blended learning design and research. The workshop included an overview of blended learning, examining a case study theme in groups, presentations of the case studies with peer feedback, and a wrap up. The overview of blended learning discussed definitions and approaches like the flipped classroom. The rest of the workshop guided participants through analyzing, designing, and implementing a blended learning case study of their choice on a given theme.
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
Nordforsk - meso-pedagogy and tools.pptThomas Ryberg
The document discusses problem-based learning (PBL) as a meso-pedagogy and the Collaborative E-learning Design (CoED) method as a tool to empower teachers in designing technology-enhanced learning. PBL sits between macro-level policies and micro-level classroom practices, providing structure while allowing flexibility. CoED is a participatory design process involving experts, users and facilitators to rapidly prototype early e-learning designs based on negotiated teaching and learning values. The methodology, principles and phases of CoED are outlined.
This document discusses pedagogical planners, which are tools designed to guide practitioners through creating effective learning designs that incorporate technology. It reviews several existing pedagogical planners: DialogPlus, Phoebe, the London Pedagogical Planner, the Learning Design Support Environment, and LAMS. While each tool takes a different approach and has varying functionality, they generally aim to provide structured guidance and resources to help practitioners make informed decisions during the learning design process. The document also discusses the need for such tools and concludes by considering the future direction of this area of research.
The document discusses using a learning design approach to shift from implicit, belief-based teaching practices to more explicit, evidence-based design informed by validated tools and methods. It describes learning design as both a process of planning learning activities and a product - the representation or structure produced. Key aspects include design as a conscious, creative, communicative, and social process. Challenges of this approach include balancing precision with the natural fuzziness of practice, and balancing personal designs with those meant for sharing.
Course Team Approaches To Task Design: Adam UnwinBrian.Sayer
This document summarizes research into how course teams design online learning tasks. It found that teams were more effective when they included people with technology expertise and represented all relevant roles. Utilizing student feedback, having exemplars to build from, and fostering shared values across the team helped as well. However, lack of time was a major barrier. The research included interviews and focus groups with staff and students to understand perspectives on task design and identify effective practices.
Semantically Enchanced Personalised Adaptive E-Learning for General and Dysle...Eswar Publications
E-learning plays an important role in providing required and well formed knowledge to a learner. The medium of e- learning has achieved advancement in various fields such as adaptive e-learning systems. The need for enhancing e-learning semantically can enhance the retrieval and adaptability of the learning curriculum. This paper provides a semantically enhanced module based e-learning for computer science programme on a learnercentric perspective. The learners are categorized based on their proficiency for providing personalized learning environment for users. Learning disorders on the platform of e-learning still require lots of research. Therefore, this paper also provides a personalized assessment theoretical model for alphabet learning with learning objects for
children’s who face dyslexia.
This document discusses instructional design and constructivism. It begins by defining instructional design and outlining its historical foundations in behaviorism and systems approaches. It then discusses constructivism as an influential learning theory, noting that it poses challenges for instructional design since it is not itself a design theory. The document argues that instructional designers must translate constructivism's principles into pragmatic design approaches focused on moderate constructivism. Overall, it examines the relationship between learning theories like constructivism and their application in instructional design models and processes.
This document discusses current trends and issues in instructional technology. It begins by defining educational technology as the study and ethical practice of facilitating learning and improving performance through appropriate technological processes and resources.
It then discusses the history of instructional design, which began in the 1940s with the military's creation of the ADDIE model - a five phase process of analysis, design, development, implementation, and evaluation. The document also outlines Benjamin Bloom's taxonomy of learning objectives and how it is commonly visualized as a pyramid.
The core models of instructional design that are discussed are Bloom's taxonomy, which categorizes different types of learning objectives, and the ADDIE model, which provides a systematic process for creating instructional
This document presents a 10-step model for developing multimedia learning projects. The model was developed through a literature review on existing instructional design and multimedia development models, and feedback from a panel of experts using a modified Delphi technique. The 10 steps are: 1) Define instructional goals and audience; 2) Review existing options; 3) Determine format, budget, timeline; 4) Determine content and assessments; 5) Develop evaluation strategies; 6) Create flowcharts and storyboards; 7) Develop prototypes; 8) Conduct formative evaluations; 9) Complete design; 10) Conduct summative evaluations. The model is intended to provide novice faculty and designers with a succinct guide for developing multimedia projects based on best practices.
Similar to Asld2011 ryberg buus_georgsen_nyvang_davidsen (20)
Education as a design practice and a design scienceYishay Mor
The document discusses education as a design practice and science. It talks about how education should help students examine the world critically and make their own decisions. Effective education erodes boundaries between online/offline and formal/informal learning. The speaker advocates a hybrid approach to education that incorporates critical thinking, inquiry-based learning, and playfulness. Education involves designing learning experiences and conditions for students to learn. Learning design questions include defining objectives, assessing outcomes, and planning learning experiences and paths.
The document describes an online learning platform that focuses on quality in its design, pedagogy, and content. It provides an innovative social learning approach using high quality content built from the best resources on the web. Courses on the platform have a simple, delightful, and flexible user experience and are structured into intuitive weeks of activities and steps to clearly meet learning objectives.
OEC Paris Residential: scenarios workshopYishay Mor
This document outlines the agenda and process for a workshop aimed at exploring challenges in education and identifying potential innovations. The workshop will:
1) Have participants get to know the key actors in the education domain, understand the forces influencing them, and describe their current practices.
2) Identify tensions or gaps between the forces and intentions of different actors.
3) Explore alternative practices and innovations that could better address stakeholders' concerns, with groups proposing new ideas and getting feedback.
This document summarizes a workshop that aimed to explore how MOOCs can help unemployed youth in Europe. A study was conducted that included a literature review of MOOCs, a survey of over 2,800 individuals, and expert reviews. The survey found high demand for MOOCs in web design and a need for hands-on, practical courses that develop job skills. Recommendations included improving the mapping of supply and demand of MOOCs, establishing quality standards, and ensuring courses acknowledge learner demands for practical, skills-based content with opportunities for feedback and networking.
OpenEducation Challenge Incubator ProgrammeYishay Mor
The document summarizes the OpenEducation Challenge Incubator Programme, which aims to support teams in developing high-quality educational projects. The programme helps participants work in teams to design learning experiences, develop business plans, prototype systems, and present their innovations. It uses workshop and residential formats for collaboration, feedback, and planning next steps. Teams have private workspaces but share learning through common areas and presentations, with guidance from mentors and tutors throughout the process.
OpenEducation Challenge Finalists' Workshop: Design Thinking SessionYishay Mor
http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
This document discusses various types of open online courses including MOOCs, SPOCs, NOOCs, DOCCs, and more. It notes that while MOOCs are seen as the future of education, they still need to figure out effective pedagogical models and business models. The document then provides context on the history of distance education and compares different generations. It also shares perspectives on guided vs self-guided learning and scenarios for open higher education in 2030. Design patterns for MOOCs are presented including using external platforms to supplement limitations of MOOC platforms. The role of flexibility in MOOC design is discussed.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013Yishay Mor
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
This document outlines lessons learned from running the OLDS MOOC on designing open learning. It discusses the course's design principles of being radically open, having a daily structure with autonomous activities, and emphasizing peer support and collaborative learning. It then describes the technological tools used, including Google sites, groups, and Cloudworks. Feedback indicates the course's techniques helped participants in their own work. Evaluations and publications about the course were also produced. The document concludes by humorously suggesting ways to "ruin a MOOC", such as using home-brew technology, over-involving facilitators, or adding unnecessary complexity.
Iterative research and development of teacher training in learning design Yishay Mor
The METIS project aims to provide educators with an Integrated Learning Design Environment (ILDE) and workshops to train them in using the ILDE to support effective learning design. Research was conducted to identify the requirements of different contexts and user groups for the workshops. Examples of similar workshops were also evaluated to inform the design. An initial version of the METIS workshop structure was developed, which provides a "meta-design" that can be customized for different user groups. The structure will be used to develop and evaluate workshop packages for three user groups to test and improve the design.
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
Metis project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
OLDS MOOC Week 7: Formative evaluation paperYishay Mor
This document discusses the importance of formative evaluation in the learning design process. It defines formative evaluation as the systematic collection of information to inform decisions about improving an educational product during its development. The summary is:
Formative evaluation involves gathering feedback from experts, learners, and others to inform decisions about improving a learning design. This feedback is collected throughout the design process using methods like peer review, expert review involving content and design specialists, learner usability testing, and prototype testing. Formative evaluation helps ensure a learning design is effective, usable, and aligned with learner needs before completion.
The document discusses sharing design narratives to help bridge the gap in design knowledge between experts and novices. It advocates using structured storytelling to share accounts of critical events and problem-solving in design experiments. By focusing on the problem, actions taken, and unfolding effects, narratives can portray the complete path to an innovation, including failed attempts. This helps engage practitioners in collaborative reflection on successful practices.
Week 7 focuses on evaluating the learning design developed over the first 6 weeks. Learners are instructed to create an evaluation plan, implement two evaluation strategies based on the plan, analyze the results, and use the results to improve the learning design. The document emphasizes that evaluation should drive the entire learning design process and stresses the importance of planning evaluation up front by aligning decisions with evaluation questions and using multiple criteria and data collection methods to inform better decision making.
The Pedagogical Patterns Collector User GuideYishay Mor
The Pedagogical Patterns Collector (PPC) is a web tool that allows teachers to browse, adopt, adapt, and share pedagogical patterns and learning designs. The PPC contains sample patterns that can be viewed generically or with examples for specific subjects. Teachers can use the PPC to design new patterns or adapt existing ones. Patterns can be saved, exported, printed, and shared with other PPC users. The tool is meant to facilitate collaboration and reuse of good teaching ideas across different subject areas.
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
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1. Introducing the Collaborative E-learning Design method
(CoED)
Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang, Jacob Davidsen
Department of Communication and Psychology, e-Learning Lab – Centre for User Driven Innovation,
Learning and Design, Aalborg University, Denmark – [ryberg, lillian,marianne,nyvang,
jackd]@hum.aau.dk
Abstract
In this paper the main aim is to introduce and explain the Collaborative E-learning Design method (CoEd),
which has been developed through various project in e-Learning Lab – Centre for User Driven Innovation,
Learning and Design (Nyvang & Georgsen, 2007). We briefly situate this method within the wider area of
Learning Design, where after we present the theoretical background of the CoED method. We illustrate the
method through discussing its concrete implementation in a recently finished EU-funded LLP-project
(EAtrain2).
Introduction
Our aim in this paper is to present the rationale and theoretical underpinnings of a particular method called
CoED (Collaborative E-learning Design). The method was originally developed by Nyvang & Georgsen (2007)
as part of the Learn@Work project, and has since been further developed in other projects we have engaged in
as a research collective. The method facilitates design of networked learning activities. It divides the design
process in three steps and uses specific tools in each step. While it draws on existing methods, such as card
sorting, which is often employed within iterative design processes, we believe that it entails some novel
elements. Firstly, it seeks to address the gap between theoretical models of learning and then actual learning
designs. It does so by promoting negotiation and reflection among teachers by ‘forcing’ them to identify core
pedagogical values, and maintaining a focus on that these are embedded in the actual design. Secondly, it
specifically supports collaborative design processes, where teams of participants (potentially with different
disciplinary backgrounds) co-develop networked learning designs. In relation to this, it should be noted that the
method is rounded by and rooted in an educational model or system resembling the German “didaktik” tradition
(Westbury, 1998), where the individual teacher have a high degree of autonomy in terms of deciding content
and pedagogical method. In this way, it addresses an educational tradition where there is little tradition for more
systematically defined (or centrally decided), structured and documented designs, and where the teacher has a
high degree of freedom in terms of methods and in interpreting the curriculum (e.g. there are no instructional
designers acting as the mediating link between curriculum and teachers/tutor). The collaborative element
therefore addresses an educational reality where teachers have acted as highly individualised, autonomous
agents, but are increasingly asked to work as teams (e.g. to support cross-disciplinary teaching/learning,
knowledge sharing and better support of project work). For example the method is currently being employed to
support teams of university college teachers’ adoption of Blackboard, as a means to develop somewhat shared
pedagogical visions, practices and use of new tools (while respecting the autonomy of the individual
practitioners). Thirdly, an accompanying web based software tool1 makes it easy to re-design the cards used as
part of the method, which makes the method both scalable and applicable in different contexts. For example
colleagues from another university recently applied it in a workshop for university managers, as a way of
generating future visions for the entire university.
Initially, we locate CoED within the wider theoretical landscape of learning design, explain the theoretical
background to the method, and then how the CoED method works in practice. The latter we illustrate with
reference to its application in a recent project called EAtrain2.
Learning Design
Very broadly stated Learning Design is concerned with enabling educators to create, design and share
pedagogically sound, high-quality learning designs or effective practices. One common notion within this area is
the importance of learners’ activity or learning activities, as summed up by (Britain, 2004). Whereas early e-
learning research tended to focus on the development and sharing of content and structure, the area of learning
design signals a move away from an exclusive focus on delivering (digital) packaged content to students
(Conole, 2007).
1
Please refer to: http://www.old.ell.aau.dk/coed/
2. Within the area of learning design there are many interesting attempts of mapping the relations between learning
designs, learning activities, learning theories, pedagogical approaches, and the particular contexts they are
enacted in. These relations are particularly interesting because one of the points of learning designs is to make
teachers more reflective about their teaching practice, and how to design for effective learning by providing
them with ‘frameworks’ for creating and describing learning designs. This also encompasses providing teachers
with theoretically informed models of ‘best practice learning designs’ to promote better fits between ‘theory’
and ‘practice’ (Conole, Dyke, Oliver, & Seale, 2004). In this vein many theorists have worked on creating
impressive mappings of the differences and similarities between various learning theoretical perspectives
(Conole et al., 2004), but also more detailed schemes of how particular theories would entail different
pedagogical approaches and variations in more concrete learning activities (Fowler & Mayes, 2005; Mayes & de
Freitas, 2004).
As explored by de Freitas et al. (2008) more generalised frameworks and models can be useful tools in
supporting practitioners’ design of learning, but at the same time practitioners need to remodel these to make
them useful and meaningful in their own contexts. Alternatively, such standardised frameworks run the risk of
alienating and marginalising practitioners (de Freitas, Oliver, Mee, & Mayes, 2008, p. 38). In the CoED method
the point of departure is to let the preferences of the teaching practitioners play a pivotal role in the design
process. Thus, a very important part of the CoED method is the negotiation and collaboration on establishing a
shared pedagogical vision among practitioners. CoED, then, can be viewed as what Conole (2007) terms
‘mediating design artefacts’ in the shape of ‘toolkits’ (a •–”—…–—”‡† ”‡•‘—”…‡ –Šƒ– …ƒ „‡ —•‡† –‘ ’Žƒ •…‘’‡
ƒ† …‘•– ƒ ƒ…–‹˜‹–› ‘‘Ž‡ ’ ).
History and introduction - Theoretical and methodological background for CoED
From the historical point of view CoED is a methodological framework developed with input from:
• Systems development – because we design (for) information and communication technology (Dahlbom
& Mathiassen, 1993; Larman, 2003).
• Networked learning and collaborative learning – because we design for learning and learning as part of
the design process
• Facilitation, creation and representation
The systems development domain has drawn our attention to the fact that specification and design can be
regarded as a form of collaborative or community learning. According to Wenger, a social theory of learning
must include community, practice, meaning and identity (Wenger, 1998). Learning in a community of practice
thus involves negotiation of meaning which is a process of participation and reification. Within a team of
designers, which perhaps includes users, it is reasonable to expect participants to bring different knowledge and
beliefs to the process. This calls for a negotiation of meaning within the design team.
This final source of inspiration is of a more practical and technical nature than systems development and
learning theory. Card sorting represents a powerful way of organising and creatively facilitating a targeted
negotiation of meaning within systems development projects. Card sorting is a widely known technique for
exploring differences and negotiating areas of agreement within systems development. The technique can help
individuals explain to the designer how they think about a domain. With groups of card sorters the designer can
facilitate discussion and negotiation of priorities. For example through a series of steps, as will be exemplified
later in this paper, a group can arrive at a limited number of values all can agree on.
CoED phases and principles
The CoED method facilitates the design process in three phases.
Phases:
1. Focus the e-learning design process
2. Identify overarching values and design principles
3. Specify design
In the EAtrain2 project we used the CoED method and customized it in relation to the particular need in the
project (presented in Glud et al. (2010) and Ryberg et al. (2010)). The method was used in a face-to-face
workshop aimed at helping teaching practitioners within the field of “enterprise architecture” to design online
courses building on Problem Based Learning and web 2.0 learning. In the following we describe how we used
CoED in relation to the specific workshop within EAtrain2.
3. In phase I of the design process the idea is to focus the design activity in relation to the overall approach and
understanding of learning, domain, and technology. In the particular workshop the coordinator presented the
participants to key issues in pedagogical design of web 2.0 mediated learning. This was done to focus the
attention on:
1. The understanding of learning (and subsequently teaching)
2. The understanding of the domain of enterprise architecture, and
3. The understanding of PBL and web 2.0 technologies and the role they play in both the design and the
learning process (Nyvang and Georgsen 2007: 8).
The focus in the first phase related to the aim of designing for web 2.0 mediated learning and led the participants
to an understanding of PBL and web 2.0, as for them to further exploit these in the actual designs. However, the
content and scope of the first phase is dependent on the specific context, and in other projects web 2.0 and PBL
might not be important issues, and e.g. inquiry learning could be the main issue.
In phase II the goal is to identify the overall values and principles to guide the design. Following the CoED
method the participants in the workshop conducted a card sorting exercise, using cards with different statements
about teaching and/or learning values or pedagogical concepts (further
details can be found in Nyvang & Georgsen 2007; and Ryberg et al. 2009).
For the purpose of the workshop, these were specifically designed to address
tensions and issues relating to PBL and web 2.0. The participants prioritized
the cards into groups of: 1) the most important, 2) the important, 3) the less
important, and 4) the unimportant. During two rounds of card sorting,
participants discussed the various teaching/learning values. This helped the
participants sort out contradicting cards, and gradually agreeing on a set of
core pedagogical values, that would shape their more concrete design in the
third phase. They were instructed to finally choose five core-values for the
next phase.
In phase III the focus is to develop a detailed learning design guided by the
values and principles prioritised in phase II (Nyvang & Georgsen 2007: 9). In this
phase the participants worked in two groups or design teams. Each group had a
facilitator asking critical questions to support the group in formulating a design,
which held true to the values and preliminary design choices. To guide the dialogue
about the more detailed design, participants worked with a set of cards illustrating
three factors relevant for pedagogical, technical and domain-related issues:
Resources, activities and infrastructure (Nyvang & Georgsen 2007: 11) (and to very
briefly explain the relations: (Learning) Activities and (Learning) Resources are
located in/take place in or across various Infrastructures). The cards were designed by
the facilitators prior to the workshop and were deliberately targeted to reflect web 2.0
and PBL. Activities could be e.g. blogging, social bookmarking, lecture, assignment
or project work. Resources could be e.g. video, forum, case-description, blog,
camera, survey-tool or facilitator. Infrastructures could be a LMS, Google Apps,
Mobiles or Social Networking Sites. For a workshop specifically about Moodle or
Blackboard the cards could be tailored to reflect the particular tools in those systems.
The participants then used the various cards to create more detailed designs for their courses and used the
posters’ space to represent e.g. temporal aspects of the course (top to bottom reflecting start/end) or by drawing
arrows and relations between resources and activities. This prompted participants to discuss e.g. how to
technologically support a particular activity, or how e.g. a highly individualised technology would support
collaborative learning and how their concrete design reflected their commonly decided values.
Concluding discussion
This concrete implementation of the method did not generate very detailed designs of a course or particular
learning activities (nor was this the plan, as the work was to be continued in a subsequent work package).
However, our experiences are that within a day, practitioners often manage to create relatively detailed designs
and plans for activities within a course, while also negotiating a shared pedagogical vision for such a course
(although they often find, that they have more different pedagogical values and beliefs than they would have
anticipated). Engaging participant from different target groups gives the dialog and negotiation a broader variety
of perspectives on the learning design process. Thus, the CoED method can be one way of engaging with
4. practitioners on designing for networked learning and for practitioners to discuss their values, design concrete
learning activities and designs, while representing these in a very flexible, yet structured manner. As mentioned
in the introduction of the paper, this might speak particularly into educational traditions where teachers as
individuals are used to a high degree of ownership and control with content, methods and interpretation of
curriculum. Therefore, it introduces a scalable design concept that allows for different levels of detail in terms of
the resulting design, while maintaining a strong focus on the collaborative establishment or negotiation of
shared pedagogical core values.
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