The document describes the e-Design Template, which is a pedagogic template that guides e-learning designers by highlighting core principles for effective e-learning. It suggests learning activities for different delivery patterns, such as distance and blended learning. The template aims to steer between holistic models and principle-light guides by offering a practical, principle-based approach. It focuses designers on constructing student-centered, active learning experiences through a four-phase framework that scaffolds learner independence. Examples of how the template can be applied to different tools and delivery patterns are provided.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
This document discusses the basics of instructional design. It outlines several key components of instructional design including people, processes, tools, theories and organization. It then discusses five main principles of instructional design: problem-based learning, activating prior knowledge, demonstrating concepts, applying new knowledge, and integrating and reflecting on learning. The document emphasizes the importance of contextualizing instruction and including reflective activities to improve learning. It provides examples of how to apply these principles in an instructional design.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
This document describes a framework for evaluating the educational experience of students in an online learning programme. The framework is based on Stake's "countenance" approach, which examines antecedent conditions, the transactional process of instruction, and outcomes. Data is collected through various methods corresponding to these three phases. Analysis of student profiles, learning designs, engagement patterns, and certification outcomes provides insights into how to strengthen the programme and identify areas for improvement through a more personalized and socially interactive online experience.
The multimedia principle states that people learn better from words and images rather than just words alone. It works on the idea that combining text and graphics engages learners more in active learning by drawing connections between the two. Static images are easier to produce for e-learning but animations may better illustrate processes over time, though they risk overloading learners. While words alone can convey information, combining them with graphics activates deeper cognitive processing. There is evidence people learn more from multimedia instruction, though more research is still needed on its long term effects and benefits.
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
This document discusses the basics of instructional design. It outlines several key components of instructional design including people, processes, tools, theories and organization. It then discusses five main principles of instructional design: problem-based learning, activating prior knowledge, demonstrating concepts, applying new knowledge, and integrating and reflecting on learning. The document emphasizes the importance of contextualizing instruction and including reflective activities to improve learning. It provides examples of how to apply these principles in an instructional design.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
This document describes a framework for evaluating the educational experience of students in an online learning programme. The framework is based on Stake's "countenance" approach, which examines antecedent conditions, the transactional process of instruction, and outcomes. Data is collected through various methods corresponding to these three phases. Analysis of student profiles, learning designs, engagement patterns, and certification outcomes provides insights into how to strengthen the programme and identify areas for improvement through a more personalized and socially interactive online experience.
The multimedia principle states that people learn better from words and images rather than just words alone. It works on the idea that combining text and graphics engages learners more in active learning by drawing connections between the two. Static images are easier to produce for e-learning but animations may better illustrate processes over time, though they risk overloading learners. While words alone can convey information, combining them with graphics activates deeper cognitive processing. There is evidence people learn more from multimedia instruction, though more research is still needed on its long term effects and benefits.
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
Version: draft for group discussion.
Prepared for Assignment 2, EDDE 804 - Leadership & Project Management in Distance Education, Ed. D. in Distance Education, Athabasca University, Canada
1) Learning design makes explicit the pedagogical approach and activities in a course through various representations and frameworks.
2) These include course maps, pedagogy profiles, task swimlanes, and learning outcome mappings which describe different dimensions of a course.
3) Making the design explicit through different representations supports collaboration between educators and sharing of best practices.
Teachers initially struggled with technology integration due to the large number of tools available and limited time to learn them. One-on-one mentoring between more experienced teachers and their peers proved more effective than large presentations. As teachers gained confidence through mentoring, they began experimenting with new tools like flipped classrooms and online lessons. As a result of the successful mentoring approach, the entire school staff was now prepared to attend a technology conference to further promote 21st century teaching practices.
This document discusses two instructional design models: ADDIE and ASSURE. ADDIE is a five-phase model (Analysis, Design, Development, Implementation, Evaluation) that provides a structured process for designing instruction. ASSURE is a simpler six-step model focused on media-based instruction. Both models aim to create effective learning experiences, though ADDIE takes a more systematic approach while ASSURE emphasizes learner-centered evaluation. The document compares the models' histories, strengths, and weaknesses.
Technology Presentation School Version.2guest70a334
The document discusses strategies for integrating technology into curriculum, including exploring technology resources, using technology as a teaching tool, and developing student learning activities that incorporate technology. It also covers Bloom's taxonomy, classroom instruction strategies, and additional resources for technology integration.
Paper Review - "Problems Underlying the Learning Object Approach", Sami Nurmi...Stephen McConnachie
Paper Review for assignment, EDEM628 in 2012 at University of Canterbury. "Problems Underlying the Learning Object Approach", S. Nurmi & T. Jaakkola, (2005), “Problems Underlying the Learning Object Approach”, Instructional Technology & Distance Learning, Vol. 2 No. 11, Article 7
Visual Definition of Instructional Design and Technologysuhat
The document discusses different perspectives on instructional design and technology (IDT), including whether it is a discipline, science, or craft. While IDT draws from research and theory, it is still evolving as a field. The document also examines how IDT relates to concepts like instruction, learning, education, and performance. IDT utilizes theories from educational psychology, communication, and systems design to create effective instructional solutions.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
Integrating innovative technology into the curriculumGrandyUTHSCSA
This document discusses strategies for integrating innovative technology into curriculum to promote faculty self-assurance and creativity. It recommends that faculty be involved in collaborative projects to solve authentic learning problems using technology. Faculty learning communities should be established to share experiences and explore new options. Training should involve hands-on learning and address different needs and styles. The goal is to move faculty from simply being aware of technology to actively using it to enhance student learning.
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Innovative Learning Environment (ILE) and Teachers' Professional IdentityArdian Setiawan
This document discusses innovative learning environments (ILEs) and their impact on teachers' professional identities. It describes how ILEs utilize flexibility, open resources like technology, and focus on learning rather than teaching. This represents a shift for teachers from dispensers of information to orchestrators of learning and helping students develop knowledge and wisdom. For teachers to be relevant in ILEs, the document emphasizes developing digital literacy and personal knowledge management skills. It questions whether teachers need to become more relevant guides or risk being replaced by technology like Google and YouTube.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
2009 What the HR literature tells us about reflective learningSue Greener
This document summarizes literature on using reflective learning to improve workplace performance. It finds that while human resources literature values reflection, few human resources journals discuss applying reflection in the workplace. Literature outside human resources discusses reflection more, focusing on topics like healthcare, project management, and small businesses. The document reviews different methodologies and aims in this literature, but finds few papers address the complexity and time pressures of the workplace. It concludes more research is needed on practical reflective thinking strategies that can genuinely improve workplace performance.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
The document proposes a new teaching and learning model called Collaborative Integrative Learning (CIL) that draws elements from existing models to develop skills needed for accounting professionals. CIL combines Communities of Inquiry (CoI), Instrucional Learning Design Framework (ILDF), and Wisdom Communities (Wiscom) to provide an active, collaborative learning experience centered on specific learning objectives. By integrating social, cognitive, and teaching presences from CoI; collaborative learning strategies from ILDF; and Wiscom's cycle of inquiry, CIL aims to collectively create knowledge and solve problems through mentoring and reflection within a learning community. The model was piloted in an online accounting course and showed initial promising results in developing
A quick look at 9 design strategies for Learning Experiences. How to support both the cognitive and emotional sides of learning as well as design and measure for learning impact. For UX/UI designers.
Educational developers face tensions in their role in the neoliberal university. They must balance supporting individual academics with meeting top-down strategic goals, using metrics that may be flawed. While teamwork can enhance student experience through collaboration, it risks unequal divisions of labor and lack of recognition for collaborative work. To improve teamwork, universities must actively promote and reward it, include more students, and address issues like gender bias that can undermine equitable participation.
Running Head INSTRUCTIONAL DESIGN MODELS .docxjeanettehully
Running Head: INSTRUCTIONAL DESIGN MODELS 1
INSTRUCTIONAL DESIGN MODELS 7
Instructional Design Models
Introduction to Instructional Design Models
Instructional design models are used in e-learning where various sources are applied to the benefit of the user. It is often regarded as a framework where instructional materials are often developed. It's an online tool used by instructional designers to give both meanings as well as structure to the reading material (Karger & Stoesz, 1998). It is common that any learning course is usually broad and requires breaking down the entire process into stages that are separately handled to create efficiency. The main goal of instructional design models is to see to it that the anticipated learning objectives, as well as the desired expectations, are met to the letter.
Reasons for using instructional design models
The core factor as to why instructional design models are used is to promote a systematic learning process and also save on the time used to reach the desired goals. Since they are mostly used in online courses, most of the users are from different regions in ten worlds and have different needs and capabilities (Karger & Stoesz, 1998). Online learning is efficient in that it does not limit people on common grounds like religion, race, geographical location or any other variable. The first step as to why instructional design models are required is the concept of whether there is a need to develop the training. Once this question is answered, then the need for such a model arises immediately (Karger & Stoesz, 1998). The other variable to be considered is the amount of content that is desired to achieve the desired objectives. In all sectors, models save the money used for expenditure and also helps in filling in the content gaps in between. Some of the examples of instructional models include ADDIE, SAM, Dick and Carey, Kemp design model, ASSURE and also Instructional Design System.
1. ADDIE
ADDIE was the first instructional design model to be used in many areas since the instructional models began. However, there are many concerns as to the efficiency of the model, owing to the fact that there are many changes that have occurred in the past five decades (Faryadi, 2007). Every decade witnesses a new chapter of a technological revolution which turns most of the old things obsolete. ADDIE is an acronym for Analysis, Develop, Design, Implement as well as Evaluate. Each process is a stage with different tasks to achieve the desired outcomes. Here is a description of each of the steps:
Variable 1: Analysis
Analysis answers the question of why the training is required in the first place. This follows after comprehensive data has been collected and evaluated. However. To remain on the right track, the designers mu ...
Tools and resources to guide practice june 23Grainne Conole
The document discusses various tools and resources that can be used to guide learning design practice, including conceptual learning design views, visualisation tools, and pedagogical planners. It provides examples of how conceptual learning design views like course maps, pedagogy profiles, and task swimlanes can be used to represent a learning intervention. It then reviews several visualisation tools, including LAMS, WebCollage, CompendiumLD, and CADMOS, describing their features and how designs can be created and represented in each.
Version: draft for group discussion.
Prepared for Assignment 2, EDDE 804 - Leadership & Project Management in Distance Education, Ed. D. in Distance Education, Athabasca University, Canada
1) Learning design makes explicit the pedagogical approach and activities in a course through various representations and frameworks.
2) These include course maps, pedagogy profiles, task swimlanes, and learning outcome mappings which describe different dimensions of a course.
3) Making the design explicit through different representations supports collaboration between educators and sharing of best practices.
Teachers initially struggled with technology integration due to the large number of tools available and limited time to learn them. One-on-one mentoring between more experienced teachers and their peers proved more effective than large presentations. As teachers gained confidence through mentoring, they began experimenting with new tools like flipped classrooms and online lessons. As a result of the successful mentoring approach, the entire school staff was now prepared to attend a technology conference to further promote 21st century teaching practices.
This document discusses two instructional design models: ADDIE and ASSURE. ADDIE is a five-phase model (Analysis, Design, Development, Implementation, Evaluation) that provides a structured process for designing instruction. ASSURE is a simpler six-step model focused on media-based instruction. Both models aim to create effective learning experiences, though ADDIE takes a more systematic approach while ASSURE emphasizes learner-centered evaluation. The document compares the models' histories, strengths, and weaknesses.
Technology Presentation School Version.2guest70a334
The document discusses strategies for integrating technology into curriculum, including exploring technology resources, using technology as a teaching tool, and developing student learning activities that incorporate technology. It also covers Bloom's taxonomy, classroom instruction strategies, and additional resources for technology integration.
Paper Review - "Problems Underlying the Learning Object Approach", Sami Nurmi...Stephen McConnachie
Paper Review for assignment, EDEM628 in 2012 at University of Canterbury. "Problems Underlying the Learning Object Approach", S. Nurmi & T. Jaakkola, (2005), “Problems Underlying the Learning Object Approach”, Instructional Technology & Distance Learning, Vol. 2 No. 11, Article 7
Visual Definition of Instructional Design and Technologysuhat
The document discusses different perspectives on instructional design and technology (IDT), including whether it is a discipline, science, or craft. While IDT draws from research and theory, it is still evolving as a field. The document also examines how IDT relates to concepts like instruction, learning, education, and performance. IDT utilizes theories from educational psychology, communication, and systems design to create effective instructional solutions.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
Integrating innovative technology into the curriculumGrandyUTHSCSA
This document discusses strategies for integrating innovative technology into curriculum to promote faculty self-assurance and creativity. It recommends that faculty be involved in collaborative projects to solve authentic learning problems using technology. Faculty learning communities should be established to share experiences and explore new options. Training should involve hands-on learning and address different needs and styles. The goal is to move faculty from simply being aware of technology to actively using it to enhance student learning.
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Innovative Learning Environment (ILE) and Teachers' Professional IdentityArdian Setiawan
This document discusses innovative learning environments (ILEs) and their impact on teachers' professional identities. It describes how ILEs utilize flexibility, open resources like technology, and focus on learning rather than teaching. This represents a shift for teachers from dispensers of information to orchestrators of learning and helping students develop knowledge and wisdom. For teachers to be relevant in ILEs, the document emphasizes developing digital literacy and personal knowledge management skills. It questions whether teachers need to become more relevant guides or risk being replaced by technology like Google and YouTube.
Slidesets from a UK teacher training course
Aims:
To consider the benefits and issues associated with collaborative learning tasks, and to effectively manage collaborative assessment
Outcomes:
To identify the reasons to get students to undertake assessed work in groups
To identify ways to plan and manage group assessment tasks effectively
To be aware of the obligations placed on teachers managing collaborative assessment
2009 What the HR literature tells us about reflective learningSue Greener
This document summarizes literature on using reflective learning to improve workplace performance. It finds that while human resources literature values reflection, few human resources journals discuss applying reflection in the workplace. Literature outside human resources discusses reflection more, focusing on topics like healthcare, project management, and small businesses. The document reviews different methodologies and aims in this literature, but finds few papers address the complexity and time pressures of the workplace. It concludes more research is needed on practical reflective thinking strategies that can genuinely improve workplace performance.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
The document proposes a new teaching and learning model called Collaborative Integrative Learning (CIL) that draws elements from existing models to develop skills needed for accounting professionals. CIL combines Communities of Inquiry (CoI), Instrucional Learning Design Framework (ILDF), and Wisdom Communities (Wiscom) to provide an active, collaborative learning experience centered on specific learning objectives. By integrating social, cognitive, and teaching presences from CoI; collaborative learning strategies from ILDF; and Wiscom's cycle of inquiry, CIL aims to collectively create knowledge and solve problems through mentoring and reflection within a learning community. The model was piloted in an online accounting course and showed initial promising results in developing
A quick look at 9 design strategies for Learning Experiences. How to support both the cognitive and emotional sides of learning as well as design and measure for learning impact. For UX/UI designers.
Educational developers face tensions in their role in the neoliberal university. They must balance supporting individual academics with meeting top-down strategic goals, using metrics that may be flawed. While teamwork can enhance student experience through collaboration, it risks unequal divisions of labor and lack of recognition for collaborative work. To improve teamwork, universities must actively promote and reward it, include more students, and address issues like gender bias that can undermine equitable participation.
Running Head INSTRUCTIONAL DESIGN MODELS .docxjeanettehully
Running Head: INSTRUCTIONAL DESIGN MODELS 1
INSTRUCTIONAL DESIGN MODELS 7
Instructional Design Models
Introduction to Instructional Design Models
Instructional design models are used in e-learning where various sources are applied to the benefit of the user. It is often regarded as a framework where instructional materials are often developed. It's an online tool used by instructional designers to give both meanings as well as structure to the reading material (Karger & Stoesz, 1998). It is common that any learning course is usually broad and requires breaking down the entire process into stages that are separately handled to create efficiency. The main goal of instructional design models is to see to it that the anticipated learning objectives, as well as the desired expectations, are met to the letter.
Reasons for using instructional design models
The core factor as to why instructional design models are used is to promote a systematic learning process and also save on the time used to reach the desired goals. Since they are mostly used in online courses, most of the users are from different regions in ten worlds and have different needs and capabilities (Karger & Stoesz, 1998). Online learning is efficient in that it does not limit people on common grounds like religion, race, geographical location or any other variable. The first step as to why instructional design models are required is the concept of whether there is a need to develop the training. Once this question is answered, then the need for such a model arises immediately (Karger & Stoesz, 1998). The other variable to be considered is the amount of content that is desired to achieve the desired objectives. In all sectors, models save the money used for expenditure and also helps in filling in the content gaps in between. Some of the examples of instructional models include ADDIE, SAM, Dick and Carey, Kemp design model, ASSURE and also Instructional Design System.
1. ADDIE
ADDIE was the first instructional design model to be used in many areas since the instructional models began. However, there are many concerns as to the efficiency of the model, owing to the fact that there are many changes that have occurred in the past five decades (Faryadi, 2007). Every decade witnesses a new chapter of a technological revolution which turns most of the old things obsolete. ADDIE is an acronym for Analysis, Develop, Design, Implement as well as Evaluate. Each process is a stage with different tasks to achieve the desired outcomes. Here is a description of each of the steps:
Variable 1: Analysis
Analysis answers the question of why the training is required in the first place. This follows after comprehensive data has been collected and evaluated. However. To remain on the right track, the designers mu ...
Tools and resources to guide practice june 23Grainne Conole
The document discusses various tools and resources that can be used to guide learning design practice, including conceptual learning design views, visualisation tools, and pedagogical planners. It provides examples of how conceptual learning design views like course maps, pedagogy profiles, and task swimlanes can be used to represent a learning intervention. It then reviews several visualisation tools, including LAMS, WebCollage, CompendiumLD, and CADMOS, describing their features and how designs can be created and represented in each.
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
Alan Masson - Formalising the informal - using a Hybrid Learning Model to Des...Mark Travis
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM combines two existing models and uses universal concepts and plain English terms to capture interactions between participants. It has been used to raise awareness of teaching and learning processes, reflect on current practices, and clarify student expectations. Evaluations show it provides an accurate description of activities and encourages consideration of the learner perspective. The simplicity of the HLM allows for a range of uses including reflection, planning, and evaluation.
The document describes a Hybrid Learning Model (HLM) developed to describe learning practices. The HLM brings together an eight learning events model and learning verbs to capture interactions and roles. It has been used to formalize informal processes, provide awareness of learner roles, and reflect on teaching practices. Evaluations show it effectively describes learning processes and increases awareness of teaching and learning from both practitioner and learner perspectives.
Many universities are currently shifting from face-to-face education into the online distance education, others are becoming dual-mode universities and a few others are totally online and at distance. However, the transition has not been easy. With the adoption of new educational models leading to a virtual university, many issues related to technology and pedagogy have unfolded significantly. While adopting technology into their teaching to deliver instruction and manage online courses at distance, teaching faculty have become totally immersed in a discussion concerning how to apply principles of pedagogy to technology. Best pedagogical practices in Moodle are discussed in this presentation.
Asld2011 ryberg buus_georgsen_nyvang_davidsenYishay Mor
Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang and Jacob Davidsen: Introducing the Collaborative E-learning Design method (CoED)
http://www.ld-grid.org/workshops/ASLD11
This essay is North Central University course EL-7001-8 assignment 8: introduction to E-Learning. The aim is to introduce Ed.D students to principles and philosophies of e-learning as well as challenges of educators working in the field. The document is written in APA format, includes references, and has been graded by a facilitator.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
The document describes the 7Cs framework for learning design. The 7Cs include Conceptualize, Create, Communicate, Collaborate, Consider, Combine, and Consolidate. This framework aims to guide educators in designing learner-centered learning experiences that make effective use of digital technologies and activities beyond traditional lectures. It encourages educators to explicitly represent their designs so the designs can be shared, discussed, and improved.
A Model For Effective Online Instructional DesignMartha Brown
The document discusses models for effective online instructional design. It begins by noting the need for effective instructional design models as more learning moves online. It then reviews traditional instructional design models like ADDIE and Dick, Carey, and Carey's model. While these provided guidance, they were criticized for being too linear and not learner-centered. The document then examines five online instructional design models/standards: Alonso et al's e-learning model, IDOL, Roblyer's blended learning theory, QOLT's online instruction rubric, and Quality Matter's publisher rubric. Each aims to provide guidance for online course design but also have limitations like not addressing implementation and evaluation.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
This document discusses determining the appropriate blend of blended learning. It begins by defining blended learning as combining face-to-face and online learning. The challenge is determining the best blended learning strategies to achieve learning outcomes. The study developed a model of criteria for lecturers in Indonesia's SPADA program to determine the appropriate blended learning strategy. Formative evaluations with experts and lecturers found that the model is conceptually sound, effective, and implementable as a guide for lecturers. The study addresses the need for models tailored to specific contexts like SPADA to help designers blend online and in-person learning optimally.
A COMPARISON OF LAMS AND MOODLE AS LEARNING DESIGN TECHNOLOGIESVasilis Drimtzias
This document summarizes a study that surveyed 68 pre-service teacher education students about their perceptions of the learning design platforms LAMS and Moodle. The study found:
1) Students saw advantages of LAMS in enabling group work, determining learning pathways, and monitoring student performance. However, some students misunderstood LAMS' role in "allowing students to construct knowledge" and "making meaningful learning take place".
2) Students perceived Moodle's main advantage as the range of tools/activities it offers. They also saw its anytime-anywhere accessibility as an advantage over LAMS.
3) When asked about limitations, students most commonly cited LAMS' structured learning pathway both as an advantage and disadvantage,
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
E designtemplatedraft
1. HELEN WALMSLEY
THE E-DESIGN TEMPLATE:
A Pedagogic Guide for e-Learning Designers
INTRODUCTION
The e-Design Template is a Word-based pedagogic template that guides teachers
when planning e-Learning. It highlights the core principles for effective e-Learning
and invites users to focus on designing learning activities that embed these
principles. The template suggests activities for a range of delivery patterns,
including distance and blended learning. It can be used to design curriculum-
focused or tool-focused e-Learning. It has been used successfully to design small
courses, whole awards and to review existing e-Learning designs. In this chapter,
the e-Design Template is described with detailed examples. The value of this
approach for sharing and re-use within a broader, online community of practice is
also discussed.
An emphasis on best practice principles is not always explicit in e-
Learning models. Other similar e-learning tools and templates tend either to
employ an approach based on a single learning theory, or fail to elaborate the
theoretical model underpinning the framework at all. For example, the 3E
Framework (Bruce, Smyth, Fotheringham, & Mainka, 2011) focuses on the
practical implementation of e-learning encouraging student-centred learning and
interaction without detailing the pedagogic principles underpinning the framework.
Similarly, the exemplars produced by the AUTC project (AUTC, 2003) offer
learning designs based on a range of pedagogic focuses, e.g. collaborative learning
and problem-based learning without offering a rationale for these approaches.
Frameworks that are based on one or two learning theories include the
Student-Owned Learning Engagement (SOLE) model (Atkinson, 2011) that is
based on constructive alignment (Biggs, 2003) and Laurillard’s conversational
framework (Laurillard, 2002). In addition, the 5-Stage model (Salmon, 2004) is
based on social constructivist principles. Useful as these frameworks are, they
nevertheless imply rather elucidate the full range of good practice principles for the
novice designer.
More holistic learning design advice or guides, for example the 7
Principles applied to Technology (Chickering & Ehrmann, 1996), the Community
of Inquiry model (Garrison, Anderson, & Archer, 2000) and the e-Learning Groups
and Communities (McConnell, 2006) approaches are insufficiently detailed for a
novice user to use in practice.
2. HELEN WALMSLEY
Other approaches in this volume also allow novice designers to make
design choices that would not be made by more experienced designers. For
example, the ISIS Framework and the LdShake tools offer designers the
opportunity to identify the pedagogic ‘intention’ but do not highlight best practice.
OpenGLM allows the designer to apply a pre-defined teaching method and adapt it
for their own design, but does not require this to be used. The CompendiumLD tool
similarly, allows a free-reign of learning design.
The e-Design template aims to steer a way between holistic models and
principle-light practical guides by offering a principle-based and practical-focused
template to support best-practice e-learning designs.
Most online learning at Staffordshire University (UK) is developed by
individual and small teams of teachers as there is no dedicated e-Learning
development team to adapt and create e-Learning resources and activities.
Guidance materials, support and a range of staff development courses and activities
are available but teaching staff must design and develop their own resources and
activities for online learning in what is essentially a ‘cottage’ style industry
(Lentell, 2012). Learning design tools and technologies are often seen by
university teachers as too complicated and taking too long to learn to use. In
addition, tools that give a wide variety of choices and options make it difficult for
teachers (who are subject specialists, not necessarily online pedagogy experts) to
select the most appropriate tools, activities and structures. This sometimes means
that the very tools designed to help teachers develop online learning become a
barrier to that development.
The ‘e-Learning Models’ project was launched at Staffordshire University in
May 2006 as one of a number of initiatives aimed at reducing some of the barriers
to using technology in teaching and learning (Stiles & Yorke, 2006), as well trying
to enhance the quality of e-Learning development at the University. Early
objectives for the project included the development of representations or models of
e-Learning illustrating good practice which could guide the adoption of e-Learning
by novices and more experienced practitioners alike (Walmsley & Yorke, 2010). A
set of models, frameworks, research articles and web-pages from a range of
existing writers was gathered and made available in an online community of
practice called the Best Practice Models for e-Learning Community. These
resources were then used as the basis of a range of online and face-to-face
community-based staff development activities to support the development of e-
Learning design skills in participants.
A community survey in October 2009 produced a number of clear findings:
- linking the models closely to research outputs was important
- models were considered a useful guide to e-Learning design if they were based on
‘what works’
- members valued the ability to share their experiences of designing and using
technology for teaching and learning, and
- members valued the opportunity to reflect on their use and learn from each other
in a supportive community of practice.
Following the survey and associated focus groups, it was decided to derive a set
of principles for quality e-learning from existing models, resources and research, to
3. THE E-DESIGN TEMPLATE
create new Best Practice Models based on them. Links to research would be
clarified and the focus would be on guiding e-Learning designers towards high
quality e-Learning without merely listing all possible models and approaches. In
addition, the new Principles and e-Design Template had to be flexible so that it
would be easy to create new models for emerging technologies. From this, the new
Principles and e-Design Template emerged and this has now been used
successfully in a range of community activities and staff development sessions.
The rest of this chapter describes the principles and some examples of e-Design
Templates developed from them for different delivery patterns, pedagogic
approaches and tools.
E-DESIGN TEMPLATE PRINCIPLES
It was felt that a number of existing e-Learning activities developed by staff were
limited in scope and based on a largely transmissive theory of learning, despite the
variety of pedagogic approaches being used by the same teachers in face-to-face
activities. For example, many of our teachers used Blackboard (our institutional
VLE) simply as a repository for course documents. Recent educational research
supports constructivist theories of learning which propose that learning takes place
through student activity, interaction with others and by students constructing their
own learning. In their preface, Jonassen and Land say of these contemporary
learning theories,
“At no time in the history of learning psychology has there been so much
fundamental agreement about the epistemology, ontology, and phenomenology
of learning.”
(Jonassen & Land, 2000)
The e-Design Template aimed to highlight and embed constructivist theories of
learning, as well as other widely accepted principles of good learning including the
‘Seven Principles’ (Chickering & Ehrmann, 1996) as a trigger for developers when
considering online activities. The e-Design Principles are:
- e-Learning is designed in timed chunks that emphasise time on task and
expectations (Chickering & Ehrmann, 1996; GagnÉ, Briggs, & Wager, 1992;
Means, Toyama, Murphy, Bakia, & Jones, 2010)
- e-Learning is assessed using a range of types (self/peer/tutor), options and
choices (Carroll & Appleton, 2008; Irwin, 2007; Nicol, 2009, 2010; University of
Hertfordshire, 2011; Waterfield & West, 2006)
- e-Learning includes a variety of interactions between students, teachers,
peers and externals (Anderson, 2003; Laurillard, 2002)
- e-Learning is accessible, activity-led, collaborative and designed in phases
that support, scaffold and increase learner independence (Gokhale, 1995; Johnson,
Johnson, & Smith, 2007; Jonassen, Howland, Moore, & Marra, 2003; Race, 2010;
Salmon, 2004; Schank, 2002; Stephenson & Coomey, 2001; Swan, 2005)
4. HELEN WALMSLEY
Space does not permit a detailed rationale for each of the principles above,
however I will describe in more detail the ‘phases’ approach, as this has become a
unique and important feature of the e-Design Template.
e-Learning offers the opportunity for a wider range of learning activities
that can empower students to manage their own learning, but this opportunity is
not currently widely exploited (Conole, 2010; Stephenson, 2001). The four phases
approach in the e-Design Template scaffolds the learning designer as they build
learning activities that gradually develop the learner’s skills and confidence as self-
organised learners.
The four phases approach was developed from Stephenson and Coomey
who describe learning activities in two dimensions (Stephenson & Coomey, 2001).
The first dimension considers the extent to which the task or activity is open or
closed (e.g. is the answer to the question/task a single right or wrong answer, or is
it open-ended?) The second dimension is concerned with the consideration of
management and control (e.g., does the tutor dictate the task and method, or does
the student have a choice?) This can be represented as four ‘quadrants’.
Figure 1: Four types of learning activity adapted from Stephenson and Coomey
(Stephenson & Coomey, 2001)
Mirroring good practice in face-to-face teaching that leads students to
autonomy (Elton, 1988), the quadrants can be used to guide the design of activities
that are initially closed/tutor-managed, through closed/student-managed to
open/tutor-managed and finally to open/student-managed. These phases have been
named ‘Active Induction’, ‘Guided Exploration’, ‘Facilitated Investigation’ and
‘Self-Organised Learning’. This offers a simple way for teachers to create
scaffolded activities that support students as they develop their skills and grow in
5. THE E-DESIGN TEMPLATE
confidence as independent online learners. In the same way, assessment and
interaction types can be varied, and new options offered as students move through
the phases and widen their repertoire of online learning techniques. The principles
are presented to teachers as a guide, but they are encouraged to use all the
principles when designing their online learning activities. This approach could be
considered rather more prescriptive than other learning design tools that offer a
wider range of options. It is our experience, however, that by initially limiting the
range of options and providing a clear structure to the template, teachers are
enabled to design e-Learning easily, and to build confidence more quickly.
Figure 2: An illustration of the Best Practice Principles for e-Learning
The principles are used together with the e-Design Template as a guide
when teachers are planning online learning activities. The e-Design Template
includes a range of suggested activities mapped to the principles. These activities
are derived from case studies, experience and the contributions of the Best Practice
Community. The activities are described using simple language that concretely
summarises the learning task or activity. The learning activity language is loosely
adapted from the language used on the Ulster Hybrid Model (University of Ulster,
2008)
The principles are intended to support the pedagogic planning of online
learning activities and it is assumed that many other considerations of effective
learning are being considered, for example, the seven principles as above,
alignment of learning outcomes and activities, appropriate learning aims and
objectives, and so on. The e-Design Template becomes a representation of learning
that the teacher uses as the basis for building online learning activities, for
example, distance learning activities. The e-Design Template is intended to be a
user-friendly learning design representation that uses the teacher’s own language.
6. HELEN WALMSLEY
The representation of learning designs for use and sharing is problematical, as
many teachers use a variety of mental models of learning and so tend to prefer a
variety of representations. The MoD4L project investigated issues of sharing and
re-use of learning designs and found that,
“An effective representation for sharing and reuse has not, so far, been
developed, even in Further Education where sharing and reuse are institutional
norms”
(Falconer, Beetham, Oliver, Lockyer, & Littlejohn, 2007)
A number of e-Design Templates have been developed that give examples
of the types of activities that follow the principles and can act as a ‘prompt’. The e-
Design Template is scalable and can be used to design an award, module or lesson.
Templates have been designed for a variety of delivery patterns, tools, pedagogic
approaches and discipline subjects. Examples of e-Design Templates for distance
learning and web-conferencing are given below.
DELIVERY PATTERNS
e-Design Templates have been developed for a selection of online delivery patterns
to suit a range of delivery styles, cohort structures and pedagogic approaches and
include, for example:
- e-Supported: in this pattern, all teaching is face-to-face, but students have access
to a wide range of resources and informal learning opportunities online.
- Blended Learning (Integrated): this includes online activities to prepare for and
reflect on classroom sessions. Each teaching and learning session is planned with
three integral parts: (1) an online preparation, (2) the face-to-face and (3) online
reflection, follow-up, assessment etc.
- Blended Learning (Concentrated): this includes online activities that are in
chunks or blocks, for example during the summer for accelerated programmes. The
online activities may be a continuation of face-to-face study or may be separate and
self-contained
- Distance Learning (Discussion-based): this includes activities built around
online discussions with peers and/or work/placement colleagues.
- Distance Learning (Collaborative-based): this includes online activities
designed to encourage collaborative group work with peers and/or work/placement
colleagues.
- Distance Learning (Individual): this includes online activities designed to
encourage active learning, self-organised learning and independent study. These
may be run in a cohort pattern (with groups starting at set dates), or with roll-on-
roll-off ongoing enrolment.
The suggested learning activities are expressed in simple language that describes
the essence of each activity and includes those that are in common use as well as
suggestions that are more innovative. The range of activities is intended to reflect
the principles, and activities are designed for each of the four phases. For example,
7. THE E-DESIGN TEMPLATE
Table 2 is an illustration of an e-Design Template for distance learning (discussion-
based) and includes a range of activity suggestions:
Active Induction
(TMCA)
Guided Exploration
(SMCA)
Facilitated
Investigation
(TMOA)
Self-organised
Learner (SMOA)
Students post
responses to tutor-set
questions in forum
Students read peer
responses and add
comments/
suggestions
Students challenge
and build on another's
ideas
Students summarise
and reflect on
discussion.
Students 'braid'
discussion and create
new resource to share
Delphi: Students post
a question
Delphi: Students
answer another
student's question
Delphi: Students add
a comment to a
student's answer
Delphi: Students
review and reflect on
questions, responses
and comments
Debate: Students read
stimulus material and
post individual
statement
Debate: Students
work in groups to
agree and post a
supporting or
opposing argument
Debate: Students post
responses to
arguments
Debate: Students vote
and review
conclusions
Role-play: Students
read stimulus
materials for
situation/ problem
Role-play: Students
assigned roles and
review context and
problem
Role-play: Students
post responses to
situation/ problem
Role-play: Students
contribute final
conclusion.
Students review roles
and conclusions
Table 1: e-Design Template for distance learning (discussion-based)
E-LEARNING TOOLS
The e-Design Template can be used to illustrate suggested activities that map to the
principles for a particular tool or technology, for example: e-portfolios; blogs;
social bookmarking; electronic voting systems; mind maps and so on. New
templates are simple to set up for emerging technologies. An example of how the
e-Design Template can be used for web-conferencing is given below, together with
suggested student activities:
Active Induction
(TMCA)
Guided Exploration
(SMCA)
Facilitated
Investigation
(TMOA)
Self-organised
Learner (SMOA)
Students join online
web-conference and
introduce themselves
to room in chat
Listen to tutor/ expert
presentations and add
comments/ questions
in chat
Student groups/ pairs
deliver presentation
as part of whole web-
conference
Students present
own/group research
or project outcomes
in web-conference
Tutor invites
opinions using polls
tools, questions and
comments
Listen to series of
linked presentations
by different
presenters followed
by Q+A
Students prepare
questions for
presenter and lead
topic discussion on
audio or in chat
Students host web-
conference with
expert for group
Students participate
in icebreaker activity
Respond to tutor’s
questions with audio
or chat
Nominated student
leads a discussion
Expert is invited and
interviewed
8. HELEN WALMSLEY
Participate in online
familiarisation with
interface
Students add
annotations to
whiteboard
Students prepare
PPT/ links to share as
part of plenary
Students use web-
conference room to
collaborate during
preparation work of
group projects
Table 2: e-Design Template for Web-conferencing
USING THE TEMPLATE TO PLAN E-LEARNING
The e-Design Principles and Template have been used in a variety of face-to-face
and online workshops to stimulate discussions with teachers about the kinds of
activities that can be included in online settings. In our experience, novices tend to
begin by designing transmissive online learning using a bank of resources and
independent study, despite most teachers using problem-based or discussion-based
learning in face-to-face settings. The use of the template encourages teachers to
‘fill in the blanks,’ that is to consider a wider range of activities, interactions,
assessment types, and to think about how to adapt activities for each of the
‘phases’. This has the effect of ‘scaffolding’ teachers’ design activities. An
example of the blank version of the template used is given in Figure 3.
Figure 3: Blank e-Design Template used in staff development workshops
Once the teacher has an overall mental construct of the learning activities,
the course structure and content can be developed using the appropriate delivery
tool (e.g. Blackboard). For example, the e-Design Template was used at
Staffordshire University to create a set of online learning activities to develop
undergraduate study skills. As an additional scaffold for the teacher, a Blackboard
(Virtual Learning Environment) presence was populated with the four phases and
with specific guidance for generating an online learning course. Figure 4 shows the
template and guidance in Blackboard.
9. THE E-DESIGN TEMPLATE
Figure 4: Blackboard structure with the phases and guidance
The materials were then developed by the Study Skills team to share with
subject teachers and were made available with some of the e-Design Template
guidance to support adaptation and re-use. Figure 5 is a screenshot of the
completed Study Skills online activities in Blackboard
Figure 5: Completed Study Skills materials in Blackboard
In another example, the e-Design Template was used by a tutor to plan
online activities for a Coaching and Mentoring distance learning module. Each two
week block of study included a range of activities that were mapped to the
principles and phases. The tutor commented that this was a quick way to build a set
of distance learning activities, and that his confidence grew as activities were
added. Figure 6 illustrates some of the completed activities.
10. HELEN WALMSLEY
Figure 6: Completed distance learning activities for a Coaching and Mentoring Module
BEST PRACTICE MODELS FOR E-LEARNING COMMUNITY
The e-Design Principles and the resulting e-Design Templates for delivery patterns
and tools have been shared with the Best Practice Models for e-Learning online
community. Suggestions, comments and additional activity ideas have been
incorporated into the ongoing development of the models. Additional activities
suggested during workshop sessions are added to the relevant template for use by
the community. For example, an online workshop called: ‘Using Twitter for
Teaching and Learning’ was designed using the e-Design Template and included
an activity on using the principles to design learning activities using Twitter. In
addition, one of the online activities invited participants to design their own
learning activities that mapped to the model to share. Figure 7 is an illustration of
the first few workshop activities on the course page in Moodle.
Figure 7: Example of workshop planned using e-Design Template
11. THE E-DESIGN TEMPLATE
The suggestions for Twitter activities that were devised by participants
during the workshop included a wide variety of innovative and creative learning
activities, and a selection are included below:
Active Induction
(TMCA)
Guided Exploration
(SMCA)
Facilitated
Investigation
(TMOA)
Self-organised
Learner (SMOA)
1. Students invent
words and
definitions
beginning with
twitt... and tweet
2. Students use
hashtag to sort
relevant tweets
3. Send several
tweets about
yourself to create a
stream that others
can see to get to
know you
4. Tweet one thing
which is going well
in your organisation
& one thing which
you are keen to
improve.
1. Students access case
study and tweet
questions/ comments
2. Students use range
of tools with Twitter
3. Complete a twitter
circle
4. Follow famous
tweeters
5. Students decide on
project topic and tweet
to tutor
6. Tweet a URL that
references a point or
supports an idea
1. Students tweet
summary of learning
2. Students share
updates and further
resources to peers
3. Students deliver
project presentation
and audience tweets
questions, comments,
feedback
4. Tutor follows
Student tweets on
laptop while teaching
1. Students tweet
evaluations of learning
programme
2. Students tweet
reflections on their
learning – project topic
and ILT skills
3. Students choose
whether to continue
Twitter group for peer
support, learning and
social networking
4. Students to
summarise key points
from a group’s tweets
Table3: Selected learning activities for Twitter contributed during workshop
A similar online workshop that focussed on learning designs for distance
learning courses included a discussion between participants on the use of the
models and user feedback included the following comments:
- I like the 'Best Practice Principles' slide for its readability
- The models are very useful!
- I think the models will be useful in pointing out different ways of doing things.
- Everyone is doing what they think is best without recourse to any unified model. I
really like the e-distance model with all the helpful examples - a great start point.
To view the latest versions of the models, see the wiki here:
http://learning.staffs.ac.uk/bestpracticemodels/
CONCLUSION
The e-Design Principles and the e-Design Template have been developed from a
range of pedagogic research on e-learning, and have been supplemented in
conjunction with a community of practice. It is a pedagogical guide to designing e-
learning that can be used by both novice developers and experts alike, as well as by
those reviewing their e-learning designs. The e-Design Template has proven to be
12. HELEN WALMSLEY
easy to use, and simple to adapt for a variety of delivery patterns, tools and
contexts. It is related to other learning design tools, but in addition, scaffolds the
learning design process itself to guide teachers towards designing online learning
activities that are carefully timed, include a range of interactions, scaffolded in four
phases and aim to develop effective independent online learners.
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13. THE E-DESIGN TEMPLATE
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Helen Walmsley
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Staffordshire University, UK