This document discusses curriculum design and learning design initiatives. It provides an overview of tools and approaches to help teachers with design, including empirical evidence, tool development, materials, trials and workshops. Events and schemas are discussed as ways to meet a range of design needs. The design lifecycle includes gathering requirements, assembling resources, running courses, and evaluating outcomes. CompendiumLD is presented as a tool for building and sharing learning designs. Cloudworks is described as a way to find and share designs using tagging and user profiles. Developing an educational community that encourages sharing of ideas and designs is discussed.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
This is a PDF printable booklet of the Learner Engagement cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
This is a PDF printable booklet of the Learner Engagement cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
This is an updated version of my presentation about research-based effective practices in helping faculty become thoughtful users of clickers and peer instruction.
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
AERA 2009 - Strategies for Instructors on How to Improve Online GroupworkMichael Barbour
Koh, M. H., & Barbour, M. K. (2009, April). Strategies for instructors on how to improve online groupwork. Paper discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
1. Rethinking curriculum design
Overview of the OU Student
Tasks
Student
Resources
Tutor
Tasks
Learning Design Initiative Each student selects three
countries
Check resource ok
LO – skills: how to for Level 1 students
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Gráinne Conole,
Library key skills support
pack: internet
LO – skills: Find and retrieve data
searching of data about these three countries
The Open University UK
and assessing
quality of data Internet
Post research to group wiki What method
Elluminate seminar
used to post?
DONE: What if they Wiki Written / audio etc.
need more help?
22nd October 2008 DONE: Could
nominated person
have greater role?
Rest of group
Check summary and
post comment
Forum
What else could
tutor be doing?
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Reflect on tutor feedback Tutor reads comments and
gives feedback to group
2. Tools, resources, approaches to
helping teachers with design
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
3. Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
4. Empirical
evidence
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
5. Empirical Tool
evidence development
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
6. Empirical Tool
evidence development
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
7. Materials &
resources
Empirical Tool
evidence development
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
8. Materials &
resources
Empirical Tool
evidence development
Trials &
workshops
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
9. Materials &
resources
Empirical Tool
evidence development
Trials &
workshops
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
11. New forms
of creativity
Focus
New forms New forms
of delivery of sharing
12. New forms
of creativity
Events &
schema CompendiumLD
Focus
New forms New forms
of delivery of sharing
Cloudworks
13. New forms
of creativity
Events & Guidance
schema CompendiumLD
Focus
New forms New forms
of delivery of sharing
Cloudworks
14. New forms
of creativity
Events & Guidance
schema CompendiumLD
Workshops Focus
New forms New forms
of delivery of sharing
Cloudworks
15. New forms
of creativity
Events & Guidance Visualisation
schema CompendiumLD
Workshops Focus
New forms New forms
of delivery of sharing
Cloudworks
16. New forms
of creativity
Events & Guidance Visualisation
schema CompendiumLD
Workshops Focus Representation
New forms New forms
of delivery of sharing
Cloudworks
17. New forms
of creativity
Events & Guidance Visualisation
schema CompendiumLD
Workshops Focus Representation
New forms New forms
Dialogue
of delivery of sharing
Cloudworks
18. New forms
of creativity
Events & Guidance Visualisation
schema CompendiumLD
Workshops Focus Representation
New forms New forms
Dialogue Digital traces
of delivery of sharing
Cloudworks
56. Building a design
Activity
Assignment
Outcome
Resource
Role
Stop
Task
Tool
Paul Clark & Simon Cross
57. Building a design
Activity
Assignment
Outcome
Resource Time
Role
Stop
Task
Tool
Paul Clark & Simon Cross
58. Building a design
Student
Tasks
Activity
Each student selects three
countries
Assignment Find and retrieve data
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
Paul Clark & Simon Cross
59. Building a design
Student
Tasks
Activity
Each student selects three
countries
Assignment Find and retrieve data
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
Paul Clark & Simon Cross
60. Building a design
Student
Tasks
Activity
Each student selects three
countries
Assignment Find and retrieve data
about these three countries
Outcome
Post research to group wiki
Resource Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
Paul Clark & Simon Cross
61. Building a design
Student
Tasks
Activity
Each student selects three
countries
Assignment Find & critically assess Find and retrieve data
relevant resources about these three countries
Outcome
Post research to group wiki
Resource Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
Paul Clark & Simon Cross
62. Building a design
Student
Tasks
Activity
Each student selects three
countries
Assignment Find & critically assess Find and retrieve data
relevant resources about these three countries
Outcome
Post research to group wiki
Resource DONE: What if they
need more help? Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
Paul Clark & Simon Cross
71. Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Check resource ok
LO – skills: how to for Level 1 students
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
LO – skills: Find and retrieve data
searching of data about these three countries
and assessing
quality of data Internet
Post research to group wiki What method
used to post?
DONE: What if they Wiki Written / audio etc.
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Reflect on tutor feedback Tutor reads comments and
gives feedback to group
72. Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Check resource ok
LO – skills: how to for Level 1 students
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
LO – skills: Find and retrieve data
searching of data about these three countries
and assessing
quality of data Internet
Post research to group wiki What method
used to post?
DONE: What if they Wiki Written / audio etc.
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Reflect on tutor feedback Tutor reads comments and
gives feedback to group
73.
74.
75. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström
76. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström
Design framework for sociality
Enabling practice
Mimicking reality
Building identity
Actualising self
Bouman et al.
99. RSS feeds Playlists
Follow and
be followed
Friends
APIs
But how do you develop the community???
Share
Embed
Comment
Aggregate
100. How can we encourage a culture
of sharing ideas and designs?
Why has there been little
uptake of educational repositories?
Can we apply web 2.0 principles
to an educational context?
101. How can we encourage a culture
of sharing ideas and designs?
Why has there been little
uptake of educational repositories?
Can we apply web 2.0 principles
to an educational context?
111. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
112. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
113. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Design1
114. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Design1
Design2
115. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Design1
Design2
Assessment
OERs
116. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Design1
Design2
Peer
Assessment
assessment
OERs
criteria
117. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Design1
Design2
Peer
Assessment
assessment
OERs
criteria
CompendiumLD
118. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Design1
Design2
Peer
Assessment
assessment
OERs
criteria
CompendiumLD Academic Talk
119. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Import from
other
Cloudscapes Design1
Upload by
members Design2
Peer
Assessment
assessment
OERs
criteria
CompendiumLD Academic Talk
120. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Import from
other
Cloudscapes Design1 Easy export
Upload by
members Design2
Peer
Assessment
assessment
OERs
criteria
CompendiumLD Academic Talk
121. SL Assessment Cloudscape
4-8th Nov
Event+invites Assessment
issues in Second Life
Issues to
address
Import from
other
Cloudscapes Design1 Easy export
Upload by
members Design2
Peer
Assessment
assessment
OERs
criteria
CompendiumLD Academic Talk
Web Peer Assessment webparesearch.blogspot.com/
Information literacy webparesearch.blogspot.com/
123. DesignLite
15 Jan
Event+invites Course team day workshop
124. DesignLite
15 Jan
Event+invites Course team day workshop
Brainstorm
125. DesignLite
15 Jan
Event+invites Course team day workshop
Brainstorm
126. DesignLite
15 Jan
Event+invites Course team day workshop
Requests Brainstorm
127. DesignLite
15 Jan
Event+invites Course team day workshop
Requests Brainstorm
Upload by
members Design1
128. DesignLite
15 Jan
Event+invites Course team day workshop
Requests Brainstorm
Upload by
members Design1 Easy export
129. DesignLite
15 Jan
Event+invites Course team day workshop
Requests Brainstorm
Upload by
members Design1 Easy export
Course
New
materials &
resources
guidelines
Flashcards
Drill & practice
DVDs
Course team intranet space
Subject centre for languages
130. DesignLite
15 Jan
Event+invites Course team day workshop
Requests Brainstorm
Upload by
members Design1 Easy export
Virtual
experts Design2
Course
New
materials &
resources
guidelines
Flashcards
Drill & practice
DVDs
Course team intranet space
Subject centre for languages
131.
132. OL-NET
A vision for a participatory
network of producers, users and
researchers of OERs...
141. OER network
People/networks
Meta-analysis/
synthesis
Tools, methods,
approaches
Designs, evaluations,
case studies
142. Further information
• OU Learning design initiative
• http://ouldi.open.ac.uk
• Visualizing design - CompendiumLD
• http://compendiumld.open.ac.uk
• Sharing designs - Cloudworks
• http://cloudworks.open.ac.uk
• Paul Clark - slidecast on using CompendiumLD
• http://www.slideshare.net/PerryW/using-compendiumld-to-
design-a-learning-activity-435001/
• OLNet proposal
• http://iet-public-wiki.open.ac.uk/index.php/OPLRN_proposal
143. Recent references
• Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008),
Visualising learning design to foster and support good practice and
creativity, Educational Media International
• Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher,
A. (accepted), Cloudworks: social networking for learning design,
Submitted to a forthcoming conference
• Conole, G. (2008), New schema for mapping pedagogies and technologies,
Aridne magazine, http://www.ariadne.ac.uk/issue56/conole/
• Conole, G. (forthcoming), Stepping over the edge: the implications of new
technologies for education in M. Lee and C. McLouglin (forthcoming), Web
2.0-based e-learning: applying social informatics for tertiary teaching,
Hersey, PA: ICI Global