This design rationale summarizes a problem-based learning activity on microfinance. It includes:
1) An introduction outlining problem-based learning according to Walker, Leary & Hmelo-Silver, and the initial unit on microfinance that was adapted.
2) An overview of the essential characteristics of problem-based learning and how they were applied in this learning experience, including giving students responsibility for their own learning and using an ill-structured problem.
3) A discussion of backward design using the curriculum requirements and applying ICT tools for students to research, present, and reflect on their micro-business plan in an interdisciplinary way meeting requirements in economics, English, digital technologies and mathematics.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
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'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
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Toward Large-Scale Learning Design: Categorizing Course Designs in Service of...Daniel Davis
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of Supporting Learning Outcomes.
Presented in June 2018 at Learning @ Scale in London, England.
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
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It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Meaningful Feedback in the Online Learning Environmentjalinskens67
Evaluation of meaningful feedback and comparison of the constructivist vs. the cognitive theory of online learning. Completed as an assignment for ELT7008-8-6 Northcentral University, Prescott Valley, AZ.
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'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
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The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
The language of mentoring has become established within the workplace and has gained ground within education. As work-based education moves online, we see an increased use of e-mentoring. This presentation explores some of the challenges involved in forming and supporting mentoring relationships virtually, and the solutions afforded by online social learning and Web 2.0.
Toward Large-Scale Learning Design: Categorizing Course Designs in Service of...Daniel Davis
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Presented in June 2018 at Learning @ Scale in London, England.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2. • The aim of this design rationale is to consider the role of
• Pedagogical links to the SAMR framework and learning theory
• An overview of a Problem-based learning
• Provide links to learners and the complications they may encounter
• Australian Curriculum requirements
• And the voices in my head
Introduction
3. • According to Walker, Leary & Hmelo-Silver, 2015, PBL is a learner-centered approach where learners
are enabled to research, incorporate theory, practice and utilise skills and knowledge to cultivate a
justifiable resolution to a defined problem. The problem itself should be ill-structured and
interdisciplinary. The teacher acts as a facilitator to guide learning, and at the conclusion of the
experience a reflective process is undertaken to allow learners to filter through what they learned
and how they performed.
• When researching for this unit of work I initially located a unit from ‘Global Education’ on
Microfinance. The mathematical skills developed in this unit assisted learners’ knowledge of the
poverty cycle and critically assess how microfinance works. The unit did not really fit with PBL or the
SAMR framework and needed to be presented as an ill-structured problem in order to allow for free
inquiry.
Problem Based Learning (PBL)
4. Essential characteristics of PBL: How it looked in this learning experience:
Activities carried out must be valued by the real
world
Students researched, planned, presented,
borrowed funding and conducted a micro-
business.
Students must have responsibility for their own
learning
Students were responsible for using previously
learnt skills in order to consolidate the use of
those skills in a real world situation.
The problem simulations used in PBL must be ill-
structured and allow for free inquiry.
Students were given free choice of what way their
micro-business was built from the beginning to
the end of the task.
Learning should be integrated from a wide range
of disciplines or subjects
Learning was from a variety of key learning areas
with outcomes in Economics and Business, English
literacy, Digital Technology and Mathematics.
5. • Using the theory of backward design (Wiggins & McTighe, 2005), where students had already built
their micro-business, I decided to look at the curriculum requirements they would need to meet as
they employed ICT tools to research; present their micro-business plan; manage the business and
reflect on the learning journey. This task would consolidate knowledge, such as the mathematical,
geographical and ICT skills explicitly taught in the previous term. However they would be
presenting to a particular audience; using an appropriate range of software for presenting; editing
work; working collaboratively with online experts; providing evidence; comparing advantages and
disadvantages; and reflecting on their learning as a group and as an individual.
• The assessment would be interdisciplinary and include Economics and Business, English (Literacy
strand), along with components of Digital Technologies (processes and productions skills).
Students would use Mathematics such as the use of spreadsheets, and graphs.
• This resulted in the design of criteria sheets which would be a guide for the teacher as to the
knowledge and understanding and skills the students would be able to reflect upon.
Australian Curriculum Requirements
6. • As I considered the design of this task it was necessary to study the learner
profiles. This is a privileged school, with access to many ICT tools, high
staffing levels and community support.
• Students are mainly visual/kinesthetic learners they need to see things to
learn, pay attention to detail, like to move around, prefer a hands on
approach and like to solve problems.
• Students work well in collaborative learning groups and according to
Snowman, 2008, use of technology enriches and scaffolds social interactions
between students. This leads to support the theory of Social Constructivism
as a learning theory to support this type of problem based learning task.
Learner Profile
7. • Supports small, heterogeneous group work
• Peer collaboration occurs where higher ability students effectively become mentors when placed in
groups with lower ability students. Higher ability students will explain their thinking to lower ability
students therefore scaffolding learning.
• Lower ability students are effectively working in their Zone of Proximal Development and the High
ability students are willing to scaffold their learning for benefit of the whole group (Snowman, 2008).
• Works best in situations where the groups operate effectively and there is individual accountability
and group members must depend on each other to complete the task.
• In this task, groups and individuals are asked to keep a record of their work, such as a blog or other
diary type tool to give accountability for the group task. They will also use collaborative tools such as
GroupMap or Wikis which will be accessed by the students, teachers and experts providing powerful
transformational learning.
Learning Theory - Social Constructivist
8. • These web 3.0 tools are Social Constructivist by nature and offer powerful opportunities for students
to communicate freely with each other as they engage in transformational learning with their
teachers and experts who are willing to share knowledge. Teachers are not only found in classrooms,
with access to expert help everybody can share knowledge. As students learn to use these tools they
become part of a society where their knowledge is valued (Moravec, 2015).
SAMR
10. How the SAMR model looks in this task
• google for research
• Blog posts for diary
• MindMap
• Word Document
• email
•Editing Word Doc
•Making a movie
•photographing
•Podcast
•Electronic Mindmap
• GroupMap
• Teacher Access to student WIki
and Blogposts
• Presenting task online for expert
feedback
• Prezi published to the Web
• Padlet with small group
• Blogposts accessed by peers,
teachers and experts
• Wiki page
• Photostory
• Glogster
• spreadsheets/graphs
• PowerPoint movie with
interactive quiz
Modify
Tech allows for signigicant
task redesign
Redefine
Tech allows for the creation of
new tasks, previously
inconceivable
Substitute
Tech acts as a direct
subsitute with no functional
improvement
Augment
Tech acts as a direct substitute
with some functional
improvement
Transform
Enhance
11. SAMR thinking
Could the task be completed by analogue/non tech means? Google research instead of books
Word doc instead of paper
Mind map instead of paper
Email instead of postage
Have you designed the task to use technology? Editing a word doc
Electronic mind map
PowerPoint
Spread sheets
Is there effective use of technology? Technology is encouraged to be used for this whole task
Are there transformational learning opportunities? Wiki pages, Padlets, GroupMap, skype with experts, feedback from teacher
Is there collaboration online with peers and experts GroupMap and wiki and padlet pages are collaborative learning tools. Publish Prezi
and Glogster and PowerPoint movie for online for feedback
Can experts comment or critique your work to suggest
improvements to your work>
Selected Experts are invited to join wiki pages, GroupMaps or Padlets and make
constructive comment which students will learn from. Supervised Skype sessions.
Reflecting on this task as the teacher I have devised the following table using comments from Puentedara, 2015.
13. The Voices in My Head
Click on the links on the following page of the WIKI to hear the
voices in my head
Editor's Notes
How presentation will benefit audience: Adult learners are more interested in a subject if they know how or why it is important to them.
Presenter’s level of expertise in the subject: Briefly state your credentials in this area, or explain why participants should listen to you.
Lesson descriptions should be brief.
Example objectives
At the end of this lesson, you will be able to:
Save files to the team Web server.
Move files to different locations on the team Web server.
Share files on the team Web server.
