The document outlines strategies for designing and evaluating effective learning activities. It introduces the 7Cs framework for learning design, which involves conceptualizing a course vision, capturing resources, communicating activities, collaborating, considering outcomes and assessment, combining elements, and consolidating the design. Each step of the 7Cs process is described in detail. The document emphasizes the importance of aligning learning outcomes, teaching activities, and assessment. A variety of learning design tools and approaches are also presented, such as course mapping, activity profiling, storyboarding, and rubrics for evaluation.
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The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Individuals benefit from ongoing and professional development through formal and informal learning experiences but are often offered limited support to manage the evidence of their learning for future uses (eg for such things as applying for a job or a promotion, supporting performance management or recognition of prior learning and/or applying for a grant or entry into a tertiary institution).
This presentation demonstrates how Mahara is being used to with educators and support staff using collaborative learning techniques, critical reflective dialogue and shared learning experiences to support their action-based learning and action-research projects. This session will also showcase how the educators and support staff collectively generate and gather evidence in Mahara which they can be used in the future or as part of their ongoing reporting requirements.
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I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
"Collaborative Learning Spaces: Methods, Ethics, Tools, Design." Great Plains Alliance for Computers and Writing Conference. North Dakota State University, Fargo, ND. October 2010.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
The Pillars of Digital Leadership represent a framework for all educators to initiate sustainable change to transform school cultures. They provide a framework for the purposeful integration of technology to facilitate student learning, improve communications with stakeholders, enhance public relations, create a positive brand presence, discover opportunity, transform learning spaces, and help educators grow professionally.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper details an explorative and experimental project that is seeking to better implement virtual
technologies of Web 2.0 into the pedagogy of higher education. Our project endeavours to position these
technologies as a means of reorienting pedagogic practice within higher education around truly chaordic
communities of practice that serve to develop digital citizens. We have undertaken this project with the
belief that higher education should be concerned with answering the calls of our increasing digital society;
that is to say become a place for foster digitally literate learners, who’s learning is not restricted to physical
boundaries of the university but rather happens at all times over physical and virtual spaces.
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How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
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The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
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The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Individuals benefit from ongoing and professional development through formal and informal learning experiences but are often offered limited support to manage the evidence of their learning for future uses (eg for such things as applying for a job or a promotion, supporting performance management or recognition of prior learning and/or applying for a grant or entry into a tertiary institution).
This presentation demonstrates how Mahara is being used to with educators and support staff using collaborative learning techniques, critical reflective dialogue and shared learning experiences to support their action-based learning and action-research projects. This session will also showcase how the educators and support staff collectively generate and gather evidence in Mahara which they can be used in the future or as part of their ongoing reporting requirements.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
"Collaborative Learning Spaces: Methods, Ethics, Tools, Design." Great Plains Alliance for Computers and Writing Conference. North Dakota State University, Fargo, ND. October 2010.
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
The Pillars of Digital Leadership represent a framework for all educators to initiate sustainable change to transform school cultures. They provide a framework for the purposeful integration of technology to facilitate student learning, improve communications with stakeholders, enhance public relations, create a positive brand presence, discover opportunity, transform learning spaces, and help educators grow professionally.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 19 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper details an explorative and experimental project that is seeking to better implement virtual
technologies of Web 2.0 into the pedagogy of higher education. Our project endeavours to position these
technologies as a means of reorienting pedagogic practice within higher education around truly chaordic
communities of practice that serve to develop digital citizens. We have undertaken this project with the
belief that higher education should be concerned with answering the calls of our increasing digital society;
that is to say become a place for foster digitally literate learners, who’s learning is not restricted to physical
boundaries of the university but rather happens at all times over physical and virtual spaces.
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Contemporary educational models are able to offer Education to FEW, EXPENSIVE, WORTHLESS kind. All academics across the world are in search of Educational models that can offer Education to ALL, PAID, EXCELLENT education.. Here is a model offered on the lines of Nai Talim - Gandhian Education . Your search for excellent education ends here ..
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Key competencies of the future are:
critical thinking,
creativity,
problem solving,
communication
and collaboration.
To become an innovative school means to start changing the pedagogic paradigm on all the levels of management as well as with the entire teaching staff with the goal that its agents become more innovative. In the article, the project “Innovative Pedagogy in the Light of the 21st Century Competencies” issued by the Ministry of Education is presented. Its dominant goal is to systematically develop the 1:1 pedagogy implementation (http://www.education.qld.gov.au/smartclassrooms) and all the accompanying e-services, as for instance the e-portfolio, distance learning “Innovative Pedagogy Node”, the development of the implementing curricula with the integration of ICT, didactic trainings for different agents, and the development of the good practice criteria.
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LTS Lunch 27 Jan 10 - Tools for Learning Designaewp2
__What is Learning Design?
The focus of course designers is often first on covering the requisite ground in a logical structure, second on developing the best possible explications of difficult areas, and only third on lighting a fire of inquiry in their students. This fire is nourished when students are involved and challenged, stifled when they are passive recipients of knowledge. Planning how learning will happen needs as much consideration and care as what will be learned.
__Design Tools
Modern technology can be integrated in teaching to give new flexibility in teaching styles, whether at the level of activities, courses or whole programmes. It also provides tools to help us extract the benefits of that flexibility:
- by making the pedagogical structure more visible and explicit to students and planners, thereby promoting understanding and reflection
- by serving as a description or template to be collaborated on, adapted and reused
- by sharing best practices and understanding between those involved in design and teaching
__Course Tools
CARET's Course Tools project is developing easy-to-use web tools for fast and flexible access to course information and planning at Cambridge. I will briefly introduce the Lecture Explorer and Oxford's Phoebe.
__Learning Design Initiative
CARET is partnering with the OU to develop “a learning design methodology and suite of practical tools and resources that bridge between good pedagogic practice and effective use of new technologies”; broadly structured around understanding the curriculum design process, supporting collaborative design, offering support such as case studies, course templates and ‘best practice’ checklists, visualising designs in various ways, and sharing the results. I will introduce CompendiumLD and Cloudworks.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
1. Strategies for designing and evaluating
effective learning activities
Gráinne Conole
National
Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
2. Outline
• The importance of e-learning
• E-learning timeline and
emergent technologies
• E-Pedagogies
• Social media
• What is good learning?
• The 7Cs of Learning Design
– Designing Courses
– Evaluating Courses
5. Barriers to adoption
• Lack of digital literacy skills
• No reward for teaching
• Competition from other
providers
• Scaling innovation
• Democratisation
6. The importance of e-learning
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital literacy skills
– Promoting different pedagogical approaches
– Fostering creativity and innovation
– Connecting students beyond the formal course
• For life
– Preparing students for an uncertain future
– Improving employability opportunities
– Increased importance of technology in society
8. Facilitating learning
• Guidance and support
• Content and activities
• Communication and
collaboration
• Reflection and
demonstration
Learner
centred
10. A
Constructivist
Building on prior
knowledge
Task-orientated
Situative
Learning through
social interaction
Learning in context
Connectivist
Learning in a
networked
environment
E-pedagogies Mayes & De Freitas, 2004
Conole 2010
E-training
Drill & practice
Inquiry learning
Collective intelligence
Resource-based
Experiential,
Problem-based
Role play
Reflective &
dialogic learning,
Personalised
learning
Associative
Focus on individual
Learning through
association and
reinforcement
12. Pedagogical approaches Social media tools and approaches
Personalised learning The ability to adapt, customised and
personalise. Mix and match of tools, use of
RSS feeds and filters
Situated learning, experiential learning,
problem-based learning, scenario-based
learning, role play
Use of location-aware functionality,
immersive 3D-worlds,connection with
peers and experts via social networking
tools, scenario-based and authentic tasks in
virtual worlds, application of gaming
technologies for educational purposes
Inquiry-based learning, resource-based
learning
Tools to support user-generated content
and facilitating easy sharing/discussion,
media repositories (Flickr, YouTube, and
SlideShare), social bookmarking sites
(Delicious), digital repositories and tools
for content generation, use of search
engines, participation in distributed virtual
communities, use of folksonomies and
social book marking as mechanisms for
finding and organising resources
13. Pedagogical approaches Social media tools and approaches
Reflective and dialogic learning, peer
learning
Tools for fostering peer reflection such as
blogs and e-portfolios, commenting on
other learners’ blog posts, co-creation of
learning artefacts in wikis
Communities of Practice Use of social networking tools to
participate in communities of learning
and/or teaching
Scholarly practice and the sharing of
designs and good practice
Use of Web 2.0 technologies to participate
in a distributed network of educators and
researchers.
Use of blogs, Twitter and wikis to co-
create knowledge and understanding, to
critique practice, and to share professional
practice and resources
14. Activity: What’s your digital network?
http://www.flickr.com/photos/factoryjoe/195492568/
16. Useful sites
• You might like to explore the
following sites
– The EDUCAUSE 7 Things you
should know about… (pick on
technology and list the main
things you like)
– The AUTC Learning Design site
(pick one design and list the
main things you like)
– The CommonCraft videos (pick
one technology and list the
main things you like)
http://cloudworks.ac.uk/cloud/view/8805
17. Outline
• An overview of Learning Design
• Activities
– A1: How to ruin a course
– A2: Course Features
– A3: Resource audit
– A4: Course Map
– A5: Activity Profile
– A6 Constructive alignment
– A7: Story board
– A8: Evaluation Rubric
• Evaluation
18. The promise and the reality
New forms of interaction,
communication and
collaboration. Lots of free
resources
Not fully exploited
Bad pedagogies
Teachers don’t have the time
or the skills
https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
19. What is learning design? (1)
Guidance
https://www.flickr.com/photos/anonymouscollective/1899303123
20. What is learning design? (2)
https://www.flickr.com/photos/frawemedia/5187769740
21. What is learning design? (3)
https://www.flickr.com/photos/10075621@N06/3810402230
Sharing
22. Learning Design
Shift from belief-based, implicit
approaches to design-based,
explicit approaches
Encourages reflective, scholarly
practices
Promotes sharing and discussion
Learning Design
A design-based approach to
creation and support of
courses
http://olds.ac.uk
23. http://www.larnacadeclaration.org/
• What is Learning Design?
• Teachers need help with making effective design
decisions that are pedagogically based and make
appropriate use of digital technologoies
24. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
25. Conceptualise
• Vision for the course,
including:
– Why, who and what you want to
design
– The key principles and
pedagogical approaches
– The nature of the learners
Conceptualise
Course Features
Personas
26. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
27. Principles
Theory based Practice based Cultural
Aesthetics
Political
International Serendipitous Community based
Sustainable
Professional
29. Guidance &
Support
Learning pathway Mentoring Peer support
Scaffolded
Study skills
Tutor directed Help desk Remedial support
Library support
Step by step
32. Communication &
Collaboration
Structured debate Flash debate Group project
Group
aggregation
Group
presentation
Pair debate For/Against debate
Question &
Answer
Group project
Peer critique
33. Capture
• Finding and creating
interactive materials
– Undertaking a resource audit of
existing OER
– Planning for creation of
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content
Capture
Resource Audit
Learner Generate
Content
34. Communicate
• Designing activities that foster
communication, such as:
– Looking at the affordances of
the use of different tools to
promote communication
– Designing for effective online
moderating
Communicate
Affordances
E-moderating
35. Collaborate
• Designing activities that foster
collaboration, such as:
– Looking at the affordances of
the use of different tools to
promote collaboration
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.
Collaborate
Affordances
CSCL Ped.
Patterns
36. Consider
• Designing activities that foster
reflection
• Mapping Learning Outcomes
(LOs) to assessment
• Designing assessment
activities, including
– Diagnostic, formative,
summative assessment and
peer assessment
Collaborate
LOs/Assessment
Assessment
Ped. Patterns
37. Combine
• Combining the learning activities
into the following:
– Course View which provides a
holistic overview of the nature of
the course
– Activity profile showing the
amount of time learners are
spending on different types of
activities
– Storyboard: a temporal sequence
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs
Combine
Course View
Activity Profile
Storyboard
Learning Pathway
38. Consolidate
• Putting the completed design
into practice
– Implementation: in the classroom,
through a VLE or using a
specialised Learning Design tool
– Evaluation of the effectiveness of
the design
– Refinement based on the
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks
Combine
Implementation
evaluation
Refinement
Sharing
40. The broader context: Integrated
Learning Design Environment (ILDE)
http://ilde.upf.edu/
41. Summary
• 7Cs – a new learning design framework.
– involves a range of conceptual representations of
courses
– evaluation indicates that the framework is
welcomed and that the conceptual designs enable
teachers to rethink their design practice to create
more engaging learning interventions for their
learners
– can also be used with learners, to give them an
indication of the nature of the courses they are
undertaking
42. A1: How to ruin a course
• List the ten ways in which technologies can
ruin a course
• Consider strategies to avoid these issues
Purpose: To consider the ways in which technologies can ruin a course
and creation of strategies to avoid these problems
E-tivity Rubric: hhttp://tinyurl.com/m3x32se
43. A2: Course Features
E-tivity Rubric: http://goo.gl/CRpc5
Purpose: To consider the features you want to include in your
module/course, which will determine not only the look and feel of the
course, but also the nature of the learners’ experience.
44. A3: Resource audit
• E-tivity Rubric: http://goo.gl/C31yv
Purpose: To identify which free resources (Open Educational Resources) to
include in your course/module, how much they need adapting and which
new resources you need to create.
45. A4: Course Map
E-tivity Rubric:http://goo.gl/Z5eu7
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content and the learner experience, reflection and
demonstration, and communication and collaboration.
46. A5: Activity Profile
• E-tivity Rubric: http://goo.gl/WMIzu
Purpose: To consider the balance of activity types that will be
included in your module/course.
Activity Profile Flash Widget
47. A6: Constructive alignment
Purpose: To consider the balance of activity types that will be
included in your module/course.
• Three aspects:
– Define the learning outcomes
– Select learning and teaching
activities likely to enable the
students to attain the
outcomes
– Assess the students'
outcomes and grade the
students learning
48. Constructive alignment
• Learners construct meaning from what they
do
• The teacher aligns the planned learning
activities with the learning outcomes
Biggs, 1999
49.
50. Assessment
• Key driver for learning
• Four types
– Diagnostic
– Formative (tutor)
– Formative (peer)
– Summative
51. Viewpoints assessment cards
• Clarify good
performance
• Encourage time and
effort on task
• Deliver high quality
feedback
• Provide opportunities to
act on feedback
52. Viewpoints assessment cards
• Encourage interaction
and dialogue
• Develop self-assessment
and reflection
• Give assessment choice
• Encourage positive
motivational beliefs
• Inform and shape your
teaching
54. A7: Storyboard
E-tivity Rubric: http://goo.gl/z1VON
Purpose: To develop a storyboard for your module/course in which
the learning outcomes are aligned with the assessment events, topics
(contents) and e-tivities.
56. A8: Rubrics for evaluation
Purpose: To devise a set of criteria for evaluating the success of the
design in a real learning context
• Brainstorming some criteria to evaluate the
success of the design in a real learning context
• Try and focus on measurable/observable things
• Think about what data collection you might use –
classroom observation, surveys, interviews
• Post its: Things I liked, room for improvement,
etc.
• Use the LTDI Evaluation Cookbook
– http://www.icbl.hw.ac.uk/ltdi/cookbook/