6. Teaching in academic year 20/21 will be…
“a blended mixture of online and face-to-
face teaching, to allow for the greatest
flexibility in student learning depending on
what public health guidelines are in place”
(Vice-Principal Education, 27th May 2020)
12. This work is a derivative of ABC Learning Design by Clive Young and Nataša
Perović, UCL (2015) and is licensed under CC BY-NC-SA 4.0. Learning types,
Laurillard, D. (2012).
Download at abc-ld.org.
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Learning through acquisitioniswhat learners are doing whenthey are
listeningto a lecture or podcast, reading frombooks or websites, and
watchingdemos or videos
Acquisition
14. This work is a derivative of ABC Learning Design by Clive Young and Nataša
Perović, UCL (2015) and is licensed under CC BY-NC-SA 4.0. Learning types,
Laurillard, D. (2012).
Download at abc-ld.org.
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Learning through collaborationembraces mainly discussion,practice,and
production.Buildingon investigationsand acquisitionitis abouttaking
part in the process ofknowledge buildingitself
Collaboration
16. This work is a derivative of ABC Learning Design by Clive Young and Nataša
Perović, UCL (2015) and is licensed under CC BY-NC-SA 4.0. Learning types,
Laurillard, D. (2012).
Download at abc-ld.org.
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Discussion
Learning through discussionrequires the learner to articulatetheir ideasand
questions,and tochallengeand respondtothe ideas andquestionsfrom the
teacher, and/or from their peers
17. Discussion
ConventionalMethod
Tutorials
Seminars
Discussion groups
Class discussions
UoD DigitalTechnology
Online tutorials –lecturer or student led ( Collaborate)
Synchronous discussions (Collaborate)
Asynchronous discussion (Conversations in BB, LearningSpaces)
Discussions attached tooutputs (chat in Word etc)
Chat/breakout roomsin a live session (Collaborate)
18. This work is a derivative of ABC Learning Design by Clive Young and Nataša
Perović, UCL (2015) and is licensed under CC BY-NC-SA 4.0. Learning types,
Laurillard, D. (2012).
Download at abc-ld.org.
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Learning through investigationguides the learner to explore, compare
and critiquethe texts, documents andresources thatreflect the concepts
and ideasbeing taught
Investigation
19. Investigation
ConventionalMethod
Analysing the ideas in a range of materials & resources
Data gathering andanalysis (in labs, street surveys etc)
Comparingtexts
Searching for,andevaluating information andideas
Text based study guides
UoD DigitalTechnology
Analysing ideas andinformation in arange of digital resources
Using digital tools tocollect andanalyse data (LearningSpaces, forums, forms,)
Comparingdigital texts
Using digital tools forsearching andevaluating Web-based information andideas
Digital (text/ multimedia study guides)
20. This work is a derivative of ABC Learning Design by Clive Young and Nataša
Perović, UCL (2015) and is licensed under CC BY-NC-SA 4.0. Learning types,
Laurillard, D. (2012).
Download at abc-ld.org.
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Learning through practiceenables the learner to adapttheir actionsto the
task goal, and use the feedback toimprove their next action.Feedback
may come from self-reflection,from peers, from the teacher, or from the
activityitself, if itshows them how toimprove the resultof their actionin
relationto the goal
Practice
21. Practice
ConventionalMethod
Practising exercises
Doing practice-based projects
Labs
Field Trips
Surgery/Ward/Classroom /etc., practice
Simulated practice
In person role play
UoD DigitalTechnology
Virtual labs (Collaborate)
Virtual field trips –student led
Online role play – synchronous orasynchronous
Online Quizzes
Decision making activities – (BB quizzes, Mentimeter)
22. This work is a derivative of ABC Learning Design by Clive Young and Nataša
Perović, UCL (2015) and is licensed under CC BY-NC-SA 4.0. Learning types,
Laurillard, D. (2012).
Download at abc-ld.org.
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Learning through productionis the way the teacher motivatesthe learner
to consolidatewhatthey have learnedby articulatingtheir current
conceptualunderstandingand how they used
it in practice.
Production
24. Adapted from: Houston, Suzy (2020) Responsive Curriculum
Design Toolkit for staff.
Glasgow Caledonian University
CentreforTechnology& InnovationinLearning(CTIL)
PartoftheLibrary& LearningCentre(LLC)
CTIL@dundee.ac.uk
Help your learners tofind a goodbalancewithtechnology. Ensure your
curriculumdesign doesn’trisk digital overloadfor learners.
Embed and/or signpostactivitiesthat help the development of digital
literaciesin relationto personal wellbeingandsafety online.
DigitalWellbeing & Safety
31. • What is the USP of the session that you are
redesigning?
• Who is the target audience?
• How much time do you have to undertake this?
• What learning materials already exist?
• Will this align with the curriculum and
assessment?
Facilitator Considerations
Slide by Dr Alana Brown Kerr – Teaching Fellow
32. • How will they engage with this?
• How much time do we expect them to spend on
it?
• How can the learner ask questions / gain
feedback?
• Can we incorporate formative assessment?
Learner Considerations
Slide by Dr Alana Brown Kerr – Teaching Fellow
33. • What programmes are supported by your
institution?
• File size – videos etc
• Editability
• Familiarity
• Useability
• How will feedback be obtained?
Technology Considerations
Slide by Dr Alana Brown Kerr – Teaching Fellow
34. What will you focus on in the coming
weeks?
Write here:
35. Blended Learning Bootcamp
Sessions
Conceptualise blended learning – How do I teach now?
Designing and developing blended learning content and learning activities
How to communicate online, be safe and foster a sense of social presence
How to produce video learning resources
36. Core Skills 2.0 – developing skills for blended learning in Medicine
Planning for blended learning
Facilitating groups (online & face-to-face)
Making lecture materials digestible
Clinical teaching (workplace-based learning
/case-based learning)
Formative assessment
Supporting Learning
CPD for your educator
role
Maps fully to the GMC
framework areas for
‘Trainer Recognition’
Delivered via interactive
virtual classroom
www.bookwhen.com/staffdevelopment