This document provides an agenda and overview for a pilot workshop on the 7Cs of Learning Design. The workshop is split into 6 sessions with presentations from the organizers and e-tivity activities for course teams to work on together. The e-tivities focus on key aspects of course design like course features, course maps, learning resource audits, activity profiles, and storyboards. The goal is for course teams to work through these e-tivities to develop and refine their course design using the 7Cs framework.
Designing accessible courses - a reflection on the use of UDL and OERs to cre...Danny Ball MA (ODE)
A short presentation developed for The Open University's H818 Networked Practitioner online conference 2017.
In this presentation I provide an overview and demonstration of an open education course I have been developing for higher education practitioners, which utilises both Universal Design for Learning (UDL) and open education resources (OERs).
This presentation is based on a pilot study during March and April 2012, in which we experimented with the integration of resources from the University of Leicester's Carpe Diem learning design workshop programme and the OU's OULDI materials.
The slides are designed to enable a learning design workshop facilitator to lead a two to three day face-to-face workshop, or a two-to-three week long online workshop. It takes participants systematically through a series of eight learning design "e-tivities", and provides guidance and support for both the workshop facilitator and the participants at each stage in the process.
More info at http://cloudworks.ac.uk/cloudscape/view/2409.
Designing accessible courses - a reflection on the use of UDL and OERs to cre...Danny Ball MA (ODE)
A short presentation developed for The Open University's H818 Networked Practitioner online conference 2017.
In this presentation I provide an overview and demonstration of an open education course I have been developing for higher education practitioners, which utilises both Universal Design for Learning (UDL) and open education resources (OERs).
This presentation is based on a pilot study during March and April 2012, in which we experimented with the integration of resources from the University of Leicester's Carpe Diem learning design workshop programme and the OU's OULDI materials.
The slides are designed to enable a learning design workshop facilitator to lead a two to three day face-to-face workshop, or a two-to-three week long online workshop. It takes participants systematically through a series of eight learning design "e-tivities", and provides guidance and support for both the workshop facilitator and the participants at each stage in the process.
More info at http://cloudworks.ac.uk/cloudscape/view/2409.
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.
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.
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
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.
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.
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)
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.
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. The 7Cs of Learning Design:
A Pilot Workshop
Slides prepared for BDRA, 11 April 2012
Background info and more resources available
from http://tinyurl.com/7Cs-cloudscape
2. Plenary work
Course team work
Session 1 (e-tivities)
•Update on the Masters (GC)
•Mini-pres: background to
workshop (GW + MN)
•Intro to e-tivity 1 (GW)
E-tivity 1: Consider
your Course Features
Session 2
•Review of Course Features
(GW)
E-tivity 2: Develop
•Intro to e-tivity 2 (GC)
your Course Map
Session 3
• Review completed course E-tivity 3: Do a Learning
maps (GC) Design Resource Audit
• Intro to e-tivity 3 (AA)
http://cloudworks.ac.uk/cloudscape/view/2379
3. Plenary work
Course team work
Session 4 (e-tivities)
• Review of completed resource
audits (AA)
• Intro to e-tivity 4 (GC)
E-tivity 4: Develop your
Session 5 Activity Profile
•Review of Activity Profiles (GC)
•Intro to e-tivity 5 (AA)
E-tivity 5: Develop
your Storyboard
Session 6
•Review of Storyboards (AA)
•Task Swimlane (GC)
•Intro to e-tivity 6 (AA)
•Stock-taking and target-setting E-tivity 6: Develop
for next day (GC) your e-tivities
Items in italics to be done if time on Day 1; otherwise in follow-up workshops
4. Background to the workshop
• Update on MLI
• A brief web tour:
– OULDI website
– Carpe Diem website
– 7Cs OER page
– Cloudworks cloudscape for this workshop (with
links to extra background info, blogs, etc.)
– How to find the VLE for this workshop
6. Course Features resources
• http://tinyurl.com/coursefeatures
• http://tinyurl.com/coursefeatures-Excel
• http://linoit.com
7. Questions for 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?
8. Course Features Key
• Green = Communication and collaboration
• Blue = Content and activities
• Purple = Reflection and demonstration
• Orange = Guidance and support
14. Review of Course Maps
• Discussion of Course Maps
• Have you revised your Course Features?
15. Introduction to E-tivity 3: Learning
Design 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 www.tinyurl.com/resource-audit
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.
16. Review of Resource Audits
• Discussion of Resource Audits
• Have you revised your Course Features?
• Have your Course Maps changed?
17. Introduction to E-tivity 4:
Develop your Activity Profile
• http://tinyurl.com/ActivityProfileFlash
• http://tinyurl.com/ActivityProfileExcel
19. Review of Activity Profiles
• Discussion of Activity Profiles
• Have you revised your Course Features?
• Have your Course Maps changed?
• Do you need to modify your LD Resource
Audit?
22. Review of the Storyboards
•Discussion of Storyboards
•As a result of the Storyboards, are any changes
needed to:
–your Course Features?
–your Course Maps?
–your LD Resource Audit?
–your Activity Profiles?
23. Task Swimlane: Mapping an activity at
the micro-level
http://cloudworks.ac.uk/cloud/view/3421
25. And… off we go!
Image by audi-insperation on Flickr
26. 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 of an earlier workshop, on which this one is based
•Prof. Grainne Conole for all her input
•Dr Ale Armellini for all his input
•Dr Ming Nie for the evaluation and support
•JISC and the HEA for the funding.
Image by audi-insperation on Flickr
Editor's Notes
http://cloudworks.ac.uk/cloudscape/view/2379 –Cloudscape for the SAIDE workshop
Add all the URLs here
First askparticipants to guesswhat the colours represent. (See previous slide.)