Embedding graduate attributes and pdp final versionTom Duff
The document describes a new approach taken by the University of the West of Scotland to embed personal development planning (PDP) and graduate attributes into the bioscience curriculum. Previously, PDP and skills training were delivered separately from course content. The new approach integrates PDP into existing science modules, with explicit links to assignments. Sessions are delivered as part of lectures and address both subject knowledge and skill development. The goal is to help students see the relevance of PDP to their learning and make connections across modules. Initial feedback indicates benefits such as improved student work and staff collaboration across departments. Moving forward, the university aims to develop learning objects that support multi-level skill building and embed policy priorities like academic literacies throughout degree programs.
This document discusses strategies for effective distance learning. It defines distance education and outlines the presenter's goals of discussing pedagogical issues, solutions using digital tools, and enhancing the learning experience. The presenter advocates for using tools like Mentimeter to engage students, building community, and increasing asynchronous involvement. Characteristics of successful distance learning include variety, cooperation, interaction, flexibility, and active learning. Tools like Peergrade can support peer assessment and social learning. Overall, distance learning should provide a meaningful experience, transform learning, and allow formative assessment.
This document discusses professional learning communities (PLCs) and provides an overview of two related projects - HeadsUp and TePinTeach. It begins with an agenda that includes defining PLCs, sharing experiences with cooperation in workfields, and discussing project activities and findings. Characteristics of effective PLCs are outlined, including collective learning, supportive conditions, shared values/vision, and shared practice. Research on teacher PLCs is summarized. The document then describes breakout sessions for participants to discuss cooperation in their own work and characteristics of PLCs. Impressions from a survey on student work groups are shared. The discussion section notes that PLCs can be an effective format for professionalization when established and further developed
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
A Blended Approach to Facilitating Professional DevelopmentCOHERE2012
This document describes the blended approach used in a course design program at the Taylor Institute for Teaching and Learning. The program uses a combination of in-person sessions and online work. Sessions are held over three days, with participants working online in between to complete assignments like writing learning outcomes and developing assessment strategies. The blended format allows for rich discussions during sessions while also providing feedback and interaction online. Learning outcomes are aligned with both in-person and online content to provide a coherent experience for participants.
Learning Design for Student Success: The Good, the Bad and the UglyMark Brown
The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.
The Quest for the Finest Blend of Text and Voice in Graduate Online Learning:...COHERE2012
1. The panel discussed online learning at the graduate level from an Eastern Canadian perspective.
2. Each presenter discussed where their institution currently stands with online graduate studies, where the institution is headed, and their personal views on synchronous and asynchronous technologies.
3. Key points included increasing demand for online graduate programs, a focus on quality and student experience, and balancing synchronous and asynchronous methods depending on student and program needs.
Embedding graduate attributes and pdp final versionTom Duff
The document describes a new approach taken by the University of the West of Scotland to embed personal development planning (PDP) and graduate attributes into the bioscience curriculum. Previously, PDP and skills training were delivered separately from course content. The new approach integrates PDP into existing science modules, with explicit links to assignments. Sessions are delivered as part of lectures and address both subject knowledge and skill development. The goal is to help students see the relevance of PDP to their learning and make connections across modules. Initial feedback indicates benefits such as improved student work and staff collaboration across departments. Moving forward, the university aims to develop learning objects that support multi-level skill building and embed policy priorities like academic literacies throughout degree programs.
This document discusses strategies for effective distance learning. It defines distance education and outlines the presenter's goals of discussing pedagogical issues, solutions using digital tools, and enhancing the learning experience. The presenter advocates for using tools like Mentimeter to engage students, building community, and increasing asynchronous involvement. Characteristics of successful distance learning include variety, cooperation, interaction, flexibility, and active learning. Tools like Peergrade can support peer assessment and social learning. Overall, distance learning should provide a meaningful experience, transform learning, and allow formative assessment.
This document discusses professional learning communities (PLCs) and provides an overview of two related projects - HeadsUp and TePinTeach. It begins with an agenda that includes defining PLCs, sharing experiences with cooperation in workfields, and discussing project activities and findings. Characteristics of effective PLCs are outlined, including collective learning, supportive conditions, shared values/vision, and shared practice. Research on teacher PLCs is summarized. The document then describes breakout sessions for participants to discuss cooperation in their own work and characteristics of PLCs. Impressions from a survey on student work groups are shared. The discussion section notes that PLCs can be an effective format for professionalization when established and further developed
Building a Community of Practice in an Online Learning EnvironmentCOHERE2012
This presentation discusses building communities of practice in online learning environments. It provides an overview of the University of Victoria's online Master of Nursing program. It then compares teacher-centered versus learner-centered education and discusses the elements of effective communities of practice, including shared domains, relationships between members, and regular communication. The presentation also analyzes a case study and includes an activity for participants to reflect on their experiences with group learning.
A Blended Approach to Facilitating Professional DevelopmentCOHERE2012
This document describes the blended approach used in a course design program at the Taylor Institute for Teaching and Learning. The program uses a combination of in-person sessions and online work. Sessions are held over three days, with participants working online in between to complete assignments like writing learning outcomes and developing assessment strategies. The blended format allows for rich discussions during sessions while also providing feedback and interaction online. Learning outcomes are aligned with both in-person and online content to provide a coherent experience for participants.
Learning Design for Student Success: The Good, the Bad and the UglyMark Brown
The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.
The Quest for the Finest Blend of Text and Voice in Graduate Online Learning:...COHERE2012
1. The panel discussed online learning at the graduate level from an Eastern Canadian perspective.
2. Each presenter discussed where their institution currently stands with online graduate studies, where the institution is headed, and their personal views on synchronous and asynchronous technologies.
3. Key points included increasing demand for online graduate programs, a focus on quality and student experience, and balancing synchronous and asynchronous methods depending on student and program needs.
This document outlines a proposed phenomenological study to understand how collaborating with an instructional designer to develop an online course influences a professor's pedagogical practices. The study would interview professors and IDs about their experiences in the process. It aims to see if interactions lead professors to adopt more student-centered methods aligned with instructional design principles. The conceptual frameworks of Merrill's First Principles and a threat management model of trust will guide the analysis. The goal is to understand if online course design presents a "golden opportunity" for faculty development through collaboration with trained IDs.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
The document summarizes a presentation on project-based learning given at the 2009 HALT Fall Symposium. It discusses the benefits of project-based learning including personalized learning, encouraging collaboration, and increasing motivation. It also touches on some challenges like designing good projects and integrating technology. Examples are given of projects like a sustainability research project in Colombia and a video exchange project with students in France. Project-based learning for a middle school Japanese language class is also briefly described.
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
The document outlines a professional development training on creating a student-centered learning environment through the use of technology. The training covers identifying methods to incorporate technology and the National Educational Technology Standards, brainstorming creative student-centered approaches, and addressing challenges like funding and copyright. The goal is to equip teachers with the skills and strategies to engage students through a combination of technology, student-centered practices, and active learning.
This document discusses measuring teaching excellence and learning gain in higher education. It defines learning gain as the improvement in students' skills, knowledge, and development between two points in time. Teaching excellence is defined broadly as high-quality teaching, learning environments, and student outcomes. The document examines potential metrics to measure these concepts and challenges around benchmarking standards across institutions. It also summarizes early findings from a national study measuring learning gain at multiple universities.
The document discusses online collaborative projects and project-based learning. It defines collaborative projects as involving groups working together over the internet on a research topic or idea. Benefits include sharing ideas, gaining understanding of other cultures, and learning new skills. Project-based learning emphasizes depth of understanding, student-centered activities, and real-world problems rather than isolated lessons. It allows students to direct their own work and develop complex products.
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
There is a difference between project based learning and project based activities. Project based learning is an instructional approach that uses authentic real-world projects to engage students and help them learn. It is designed to answer a question or solve a problem similar to what people do outside the classroom. Project based activities on the other hand are simple exercises that students can complete using skills they already have. Project based learning requires students to take responsibility for their own learning and work cooperatively to develop critical thinking and problem solving skills.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Moodle philosophy & student centred learningYong Liu
The document discusses student-centered learning and the Moodle philosophy. It defines student-centered learning as knowledge being constructed by students with the teacher acting as a facilitator. Moodle's philosophy is that learning is collaborative, occurs through creation and expression, and observing peers. It also emphasizes flexibility. The document provides examples of how Moodle and Google apps were used in a student-centered automotive engineering program to move from a teacher-centered to student-led approach.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
The presentation summarized a research project on integrating digital learning tools into lessons, which found that students responded positively overall, enjoyed the variation and independence of digital lessons, and appreciated humor and the personal contributions of teachers, though clarity of instruction and preparation were important for students. The presentation then demonstrated an example digital lesson.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
This document discusses using sensemaking as an alternative to traditional evaluations for developing a distance learning research methods module. Sensemaking focuses on understanding complex situations and student learning processes. The author proposes using a modified lesson study approach where tutors and students collaboratively plan learning packages, students complete the work and are interviewed, and insights are used to plan future work. Two student experiences are described that had different processes but both found the practical focus useful. Some reflections note the potential for sensemaking to provide rich narratives of learning, inform curriculum development in real-time, and give insights into student learning ecologies compared to more reductive evaluations.
This document discusses using learning design and the LAMS (Learning Activity Management System) case study:
- LAMS was created in 2001 with a vision of allowing educators to create sequences of learning activities for students and share them, building a library of teaching ideas.
- It allows creating and sharing sequences of learning activities that can include content, tools for collaboration, and be integrated with learning management systems.
- The document provides an example sequence for a science activity and demonstrates how to use LAMS templates, sequences, and the sharing community.
This document outlines a proposed phenomenological study to understand how collaborating with an instructional designer to develop an online course influences a professor's pedagogical practices. The study would interview professors and IDs about their experiences in the process. It aims to see if interactions lead professors to adopt more student-centered methods aligned with instructional design principles. The conceptual frameworks of Merrill's First Principles and a threat management model of trust will guide the analysis. The goal is to understand if online course design presents a "golden opportunity" for faculty development through collaboration with trained IDs.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
The document summarizes a presentation on project-based learning given at the 2009 HALT Fall Symposium. It discusses the benefits of project-based learning including personalized learning, encouraging collaboration, and increasing motivation. It also touches on some challenges like designing good projects and integrating technology. Examples are given of projects like a sustainability research project in Colombia and a video exchange project with students in France. Project-based learning for a middle school Japanese language class is also briefly described.
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
The document outlines a professional development training on creating a student-centered learning environment through the use of technology. The training covers identifying methods to incorporate technology and the National Educational Technology Standards, brainstorming creative student-centered approaches, and addressing challenges like funding and copyright. The goal is to equip teachers with the skills and strategies to engage students through a combination of technology, student-centered practices, and active learning.
This document discusses measuring teaching excellence and learning gain in higher education. It defines learning gain as the improvement in students' skills, knowledge, and development between two points in time. Teaching excellence is defined broadly as high-quality teaching, learning environments, and student outcomes. The document examines potential metrics to measure these concepts and challenges around benchmarking standards across institutions. It also summarizes early findings from a national study measuring learning gain at multiple universities.
The document discusses online collaborative projects and project-based learning. It defines collaborative projects as involving groups working together over the internet on a research topic or idea. Benefits include sharing ideas, gaining understanding of other cultures, and learning new skills. Project-based learning emphasizes depth of understanding, student-centered activities, and real-world problems rather than isolated lessons. It allows students to direct their own work and develop complex products.
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Leveraging D2L to Create an Online Learning CommunityD2L Barry
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
There is a difference between project based learning and project based activities. Project based learning is an instructional approach that uses authentic real-world projects to engage students and help them learn. It is designed to answer a question or solve a problem similar to what people do outside the classroom. Project based activities on the other hand are simple exercises that students can complete using skills they already have. Project based learning requires students to take responsibility for their own learning and work cooperatively to develop critical thinking and problem solving skills.
Engage 2015: Emerging Technology and Online Learning TrendsMike KEPPELL
What is the context?
Learning transformations
Deconstructing blended learning
Places and spaces of blended learning
Design opportunities
Distributive leadership
Changing mindsets
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Moodle philosophy & student centred learningYong Liu
The document discusses student-centered learning and the Moodle philosophy. It defines student-centered learning as knowledge being constructed by students with the teacher acting as a facilitator. Moodle's philosophy is that learning is collaborative, occurs through creation and expression, and observing peers. It also emphasizes flexibility. The document provides examples of how Moodle and Google apps were used in a student-centered automotive engineering program to move from a teacher-centered to student-led approach.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
The presentation summarized a research project on integrating digital learning tools into lessons, which found that students responded positively overall, enjoyed the variation and independence of digital lessons, and appreciated humor and the personal contributions of teachers, though clarity of instruction and preparation were important for students. The presentation then demonstrated an example digital lesson.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
This document discusses using sensemaking as an alternative to traditional evaluations for developing a distance learning research methods module. Sensemaking focuses on understanding complex situations and student learning processes. The author proposes using a modified lesson study approach where tutors and students collaboratively plan learning packages, students complete the work and are interviewed, and insights are used to plan future work. Two student experiences are described that had different processes but both found the practical focus useful. Some reflections note the potential for sensemaking to provide rich narratives of learning, inform curriculum development in real-time, and give insights into student learning ecologies compared to more reductive evaluations.
This document discusses using learning design and the LAMS (Learning Activity Management System) case study:
- LAMS was created in 2001 with a vision of allowing educators to create sequences of learning activities for students and share them, building a library of teaching ideas.
- It allows creating and sharing sequences of learning activities that can include content, tools for collaboration, and be integrated with learning management systems.
- The document provides an example sequence for a science activity and demonstrates how to use LAMS templates, sequences, and the sharing community.
The document summarizes the key points from the Larnaca Declaration on Learning Design regarding challenges for the future of learning design. It discusses the need to: 1) foster wider adoption of learning design beyond educational specialists by articulating benefits like quality improvement and time efficiency; 2) share more examples of effective learning design practice; and 3) further develop conceptual representations and descriptions of learning design to capture non-linear designs and the relationship between learning design and curriculum design.
This document discusses current issues in learning design. It covers topics such as templates versus embedded content, moving from learning design to curriculum design at different levels, linking activity descriptions to pedagogical descriptions, challenges like lack of awareness and time demands for implementation, and opportunities around educational reform. It suggests areas for further progress include more templates with advice, content partnerships, simpler tools, and marketing, and that learning design has potential to contribute to educational goals in the future.
Learning Design and ResearchMethods/StatisticsJames Dalziel
This document discusses the potential for using learning design approaches in teaching research methods and statistics. It provides examples of how learning design has already been applied to teaching statistics collaboratively using learning activity sequences. There is potential to further apply learning design by having students use their own data, such as from surveys or labs, as the basis for statistical analysis activities to increase engagement. Future learning design systems could aim to integrate automated data collection and presentation of students' data back to them.
This document outlines a Vietnamese culture project where students will work in groups to create and present a 45-minute lesson on an aspect of Vietnamese culture. Groups will choose between presenting on bronze drums, houses in Vietnam, primary school in Vietnam, or martial arts of Vietnam. The presentations will take place between May 6th and June 17th. All project materials are due to the teacher by May 6th.
This document discusses learning design, which involves planning educational activities and sequences to achieve learning objectives. It can be applied to both online and in-person instruction. Learning design consists of specifying objectives, participants, activities, and task procedures. When used digitally, it also involves configuring tools and resources. Learning design aims to improve education through innovative and flexible pedagogical approaches that engage both teachers and students. It allows for sharing experiences and discussions around instructional techniques.
This digital lesson plan discusses team teaching. It defines team teaching as a collaborative effort where teachers jointly plan lessons, take turns presenting content from their areas of expertise, and provide feedback to students. The lesson plan outlines the process of team teaching, including regular planning meetings between teachers, alternating presentation of concepts, providing feedback, and re-teaching weaker areas. It also introduces different types of team teaching models and includes learning activities like a quiz and presentation for students.
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
This document outlines an approach for schools to design curriculum that strengthens learning. It discusses using tools to map curriculum to ensure consistency, identify gaps, and invite collaboration. Curriculum mapping reveals what is taught, allows teachers to align content to standards and share practices. The approach also involves designing learning sequences and units to clarify intentions, processes, and assessments to guide students through new learning in a scaffolded way. The goal is to purposefully design contextual, fair, and equitable learning experiences that develop key competencies for all students.
Analyzing university students’ participation in the co-design of learning sce...musart
The document summarizes a research project that analyzes university students' participation in co-designing learning scenarios. The project aims to study developing more authentic and learner-focused scenarios through a collaborative design process between students and teachers. The research uses a design-based methodology involving multiple iterative design cycles. Preliminary results found that configuration of co-design groups, task structure, and balancing structure with emergence are important factors. Ensuring participant comfort with roles and confronting student-teacher perspectives also impacted the critical issues in the co-design process.
This document summarizes key points from chapters 9 and 10 of the book "Language Curriculum Design" regarding approaches to curriculum design and negotiated syllabuses. It describes three common approaches: the waterfall model, focused opportunistic approach, and layers of necessity model. It also provides an example of how a negotiated syllabus would work in practice and lists requirements for implementing a negotiated syllabus approach, such as establishing negotiation procedures, participation in course planning, and continual evaluation.
This document summarizes key aspects of curriculum design approaches from chapters 9 and 10 of the book "Language Curriculum Design" by I.S.P Nation and John Macalister. It discusses three common approaches to the curriculum design process: the waterfall model, focused opportunistic approach, and layers of necessity model. It also covers negotiated syllabuses, where teachers work with learners to make joint decisions about curriculum design elements. Requirements for implementing a negotiated syllabus include establishing negotiation procedures, planning course content and activities, setting learning goals, and evaluating outcomes.
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
The document discusses support systems for developing and delivering distance education courses and programs. It compares two models for course development - the parallel-linear model and interdisciplinary team model. It also outlines the types of support needed for students in open and distance learning, including tutoring, counseling, and using scaffolding approaches. Effective support systems are important for both developing high-quality online courses and programs and helping students succeed in distance education.
Best practices in blended professional learningAndrew Miller
This document provides an overview of best practices in blended professional learning. It begins by clarifying what blended learning is and examining sample blended professional learning models. It then discusses ensuring intentionality in blended professional learning by beginning with clear goals and assessing outcomes. Several key aspects of effective professional development are highlighted, including making it long-term, collaborative, and focused on student learning. The document also provides examples of technology integration and project-based learning professional development plans that utilize blended learning models and structures. Throughout, it emphasizes the benefits of blended learning in allowing for flexibility while still providing face-to-face interaction and alignment with school goals.
The document discusses teaching pedagogy and methods used at MIT University. It provides:
1) An overview of different teaching approaches like active, passive, learner-oriented and teacher-oriented methods. It also lists specific teaching methods like lectures, discussions, tutorials and role-plays.
2) Details of MIT's pedagogy models which focus on flexibility in learning, industry-oriented curriculum and overall student development. These models include Teaching Duet, MAPS and DOCC pedagogies.
3) An example of how the 5E learning model incorporating the engineering concept of vibrations can be applied to a ruler experiment in a dynamics course. The 5E model engages students in a construct
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
AMATYC Webinar Tips and Tricks for a Successful Pathway Impkathleenalmy
The document summarizes a webinar on implementing developmental math pathways courses. It introduces the presenters, Kathy Almy and Dan Petrak, and provides an overview of pathways courses which create alternative routes through college-level math using contextual problems and emphasizing critical thinking. It then details Des Moines Area Community College's pilot and implementation of their College Prep Math course, including forming a design team, using a Google Community, and scaling the course. Finally, it provides tips for piloting a pathways course, such as communicating, working with advisors, planning for data collection, and expecting to tweak the course over time.
Getting Started with Blended Professional Learning - ISTE 2014Andrew Miller
This document provides an overview of blended professional learning. It begins by outlining the session objectives which are to clarify blended learning, examine sample blended learning implementations, uncover best practices, and gain strategies for planning blended professional learning. It then discusses the benefits of online and face-to-face professional development being similar based on a study. Throughout, it provides examples of blended learning models and components to consider like purposes, goals, assessments, and structures for learning both online and in-person. Overall, the document provides guidance on intentional blended professional learning design.
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This document provides an overview of a conference session on instructional strategies for blended learning.
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This document discusses using simulation strategies in CAD/CAM programs to teach principles of material forming. It proposes that simulation is an effective teaching method that avoids the dangers and expenses of using real machinery. The document outlines considerations for selecting learning styles and discusses Kolb's four learning styles of accommodators, assimilators, convergers, and divergers. It proposes a course to teach material forming principles through CAD/CAM simulations that would provide hands-on practice and allow students to compare manufacturing techniques and use common CAM programs and applications. The goal is for students to understand CNC programming fundamentals and be able to determine the proper type of material forming for a part's shape.
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Learning Design and Teacher Training
1. Learning Design and
Teacher Training
James Dalziel
Professor of Learning Technology &
Director, Macquarie E-Learning Centre Of Excellence (MELCOE)
Macquarie University, Sydney, Australia
james@melcoe.mq.edu.au
www.melcoe.mq.edu.au
Recorded presentation for ALTC National Teaching Fellowship
2. Background
• Recorded presentation to accompany main Learning
Design workshop recordings for ALTC National
Teaching Fellowship
– See 3 Workshop recordings, and 2 Larnaca Declaration
recordings at http://www.slideshare.net/jdalziel71
– Learning Design context and Larnaca Declaration
• Reflections on Learning Design for Teacher Training
– Undergraduate Teacher Training – Cameron, Kearney, Dobozy
– Postgraduate Teacher Training
– Generic sequences & Trans-discplinary pedagogical templates
7. Learning Design and Teacher Training
• Learning Design approaches, using the LAMS software,
have been implemented in a range of undergraduate
teacher training programs
– Focus on pedagogical decision making, not simply learning a
new piece of software
– For example, students create a LAMS sequence and provide
the rationale for its design as an assessment task
– Student whispered comment: “This is the first time I’ve really
thought about how to plan a lesson”
• Key examples include the work of Leanne Cameron
and Matt Bower at Macquarie University, Matthew
Kearney and colleagues at UTS, Eva Dobozy at
ECU/Curtin and others
8. Learning Design and Teacher Training
• From Dalziel 2008 summary of early implementations:
http://www.editlib.org/p/27601/proceeding_27601.pdf
• “Cameron (2008) provides a two year review of this
implementation, including student survey data on the impact of
LAMS and Learning Design on their course, as well as their
willingness to continue to use this approach in their future lives as
teachers. The overall results are very positive, including findings
such as:
– 93% of students would prefer using LAMS to create lesson plans (rather than
writing/typing the plan)
– 93% of students found that having the LAMS activity tools on the screen helped
them choose the learning activities for their sequence
– 98% of students thought that they might re-use their LAMS sequences in the
future (given appropriate facilities)”
9. Learning Design and Teacher Training
• From Dalziel 2008 summary of early implementations:
http://www.editlib.org/p/27601/proceeding_27601.pdf
•
“In Cameron’s discussion, she draws out four key points from the
student experience of authoring Learning Designs using LAMS:
1. LAMS helped students plan all aspects of their lesson
2. LAMS allowed the pre-service teachers to preview their lesson from
the learner’s perspective
3. LAMS provides a visual overview of the lesson which can identify the
learning styles addressed with the activities employed
4. LAMS creates a standardised template of activities that could be
easily modified for future re-use
10. Learning Design and Teacher Training
• “Perhaps most revealing are some of the general comments from
students on the experience of using LAMS:
– “The amount of detail did help me construct my lesson plan. The detail helped
me to organise my ideas on how I wished the lesson to go, but also provided
me with what kind of activities could be used.”
– “Being able to view the sequence, you can see where you need to make
changes. Whilst creating the sequence you are viewing it form an author’s
perspective, whilst when you preview the sequence, you are seeing it from a
learner’s perspective. After all, we are creating these sequences for learners to
use. So this is vital.”
– “It gives you a visual perspective of how your lesson varies and whether you
might have too much of one activity or not enough of another. I think the
colours are a really clear indicator of the structure of the lesson.”
– “Yes, I would re-use it. I really liked the way my sequence turned out. It could
be used in more than one way. With a minimum of adjustments I could use this
sequence in a number of different ways.”
• Cameron, L. (2008) http://www.editlib.org/p/27594/proceeding_27594.pdf
11. Learning Design and Teacher Training
• For related research, see work by Kearney, Bower and
Dobozy, including presentations by Cameron &
Kearney’s students at LAMS conferences
– Kearney:
https://www.ascilite.org.au/conferences/singapore07/procs/kear
ney.pdf
http://www.igi-global.com/chapter/investigating-prospectiveteachers-learning-design/20886
– Bower:
http://lams2009sydney.lamsfoundation.org/CD/pdfs/02_Bower.
pdf
http://lams2011sydney.lamsfoundation.org/docs/RP/Bower_Mat
t.pdf
– Dobozy: http://www.tewtjournal.org/VOL%2011/ISSUE
%201/volume_11_issue_01-03_article_01.pdf
– Cameron & Kearney keynote including student designers:
http://lams2008sydney.lamsfoundation.org/program.htm
12. Learning Design and Teacher Training
• LAMS has also been used in a range of postgraduate
teacher training programs
• In addition to similar findings to undergraduate
examples, a special focus of some postgraduate units
has been on sharing and adaptation
– Applying Open Education approaches to Learning Design
• Many postgraduate students have commented on the
challenges of taking a sequence from someone else,
and adapting it to their own context
– Sometimes can “infer” the underlying pedagogy: sometimes it
needs to be made explicit
– Expert vs Novice pedagogy in relation to LAMS
13. Learning Design and Teacher Training
• Eva Dobozy has recently focused on “Transdisciplinary
Pedagogical Templates (TPTs)
– See: Dobozy, E., Dalziel, J., & Dalziel, B. (2013). Learning
design and transdisciplinary pedagogical templates (TPTs). In
C. Nygaard, J. Branch & C. Holtham (Eds.), Learning in
university education – Contemporary standpoints (pp. 59-76).
Farington, UK: Libri Publishing.
• Related to work on Pedagogic Planners in UK (LDSE &
Phoebe), and Activity Planner for LAMS
• Key focus on capturing and sharing generic
pedagogical methods
14. Learning Design and Teacher Training
• Example: De Bono LAMS sequence series
– http://www.tewtjournal.org/VOL%2012/ISSUE2/paper7.pdf
– Able to re-use a simple sequence format (see below) for a
range of sequences to engage higher order thinking
– The template can be adapted to many different disciplines
15. Conclusion
• Significant body of work on Learning Design (and use
of LAMS) in teacher training, both in undergraduate and
postgraduate contexts
– Notable student responses
– Students creating designs and providing a rationale for the
design appear to be key to the learning process
• Ongoing research on generic
sequences/Transdisciplinary Pedagogical Templates
– How best to encourage re-use and contextualisation