Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
The document presents the Conversational Framework, an approach to evaluating formative e-assessment based on learning theory. It describes different learning theories (instructivism, constructionism, social constructivism) and represents them in a common framework. This framework can be used to test conventional and digital methods of formative assessment by analyzing how they support acquisition, inquiry, discussion, practice, collaboration, and production of knowledge. The framework challenges technologies to integrate capabilities that support the full learning process according to established learning theories and principles of formative assessment.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
Teachers need support to develop their competencies in using learning technologies, including support from their institutions, awareness of student needs and capabilities, professional development opportunities, and peer interaction. An effective way to provide this support is through a learning design support environment that allows teachers to search for open educational resources, import existing teaching patterns, adapt materials to their own contexts, and collaborate with peers by designing, testing, and sharing teaching innovations. This sharing of teaching practices can help improve student learning when technologies are integrated into pedagogical patterns that separate content from educational structure.
This article proposes a conversational framework for analyzing the learning process and how different media can support it. The framework outlines four essential components of learning: 1) discursive exchange between student and teacher, 2) adaptive activities by the teacher to extend student experiences, 3) interactive activities by students to directly experience the topic, and 4) reflective activities by students to integrate their experiences into new understandings. The article then applies this framework to analyze how various media like print, video, and computers can support each component of the learning process.
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
The document presents the Conversational Framework, an approach to evaluating formative e-assessment based on learning theory. It describes different learning theories (instructivism, constructionism, social constructivism) and represents them in a common framework. This framework can be used to test conventional and digital methods of formative assessment by analyzing how they support acquisition, inquiry, discussion, practice, collaboration, and production of knowledge. The framework challenges technologies to integrate capabilities that support the full learning process according to established learning theories and principles of formative assessment.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
Rethinking Teaching Identities: ePortfolios Supporting Teachers as a Professi...ePIC
Diana Laurillard ( Institute of Education University of London, UK) keynote at ePIC 2012 on Rethinking teaching identities: e-portfolios supporting teachers as a professional community
Teachers need support to develop their competencies in using learning technologies, including support from their institutions, awareness of student needs and capabilities, professional development opportunities, and peer interaction. An effective way to provide this support is through a learning design support environment that allows teachers to search for open educational resources, import existing teaching patterns, adapt materials to their own contexts, and collaborate with peers by designing, testing, and sharing teaching innovations. This sharing of teaching practices can help improve student learning when technologies are integrated into pedagogical patterns that separate content from educational structure.
This article proposes a conversational framework for analyzing the learning process and how different media can support it. The framework outlines four essential components of learning: 1) discursive exchange between student and teacher, 2) adaptive activities by the teacher to extend student experiences, 3) interactive activities by students to directly experience the topic, and 4) reflective activities by students to integrate their experiences into new understandings. The article then applies this framework to analyze how various media like print, video, and computers can support each component of the learning process.
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Technology in the service of our educational ambitionscplp
The document discusses bringing technology into the mainstream of learning and teaching in higher education. It provides context on the development of technologies for learning over the past decades and perspectives on the nature of learning. Key points discussed include understanding what is needed to support active learning with technology, addressing barriers to innovation, and providing appropriate support for academics to experiment and disseminate innovations in teaching as they do with research.
This document discusses computational modeling approaches to learning from an educational perspective. It touches on relationships between learning theory, pedagogical theory, developmental psychology, and models of learning and teaching. It also discusses differences between learning and development, and challenges in modeling mislearning. Notes from a special education classroom provide an example of using learner and teacher modeling to understand a student's challenges with counting and tailor instruction.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
By the end of the Carpe Diem workshop, participants should be able to create a blueprint poster with a mission statement and outcomes for their module design. They should also be able to create a storyboard showing content sequencing and assessments. Participants will build at least two prototype online activities and get feedback from students. On the second day, participants reflect on their designs and build out a prototype activity. They then get feedback from student reality checkers and review their designs to see what needs adjustment.
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
The document outlines the 7Cs framework for learning design, which includes conceptualizing the course, capturing resources, communicating, collaborating, considering assessments, combining activities, and consolidating the design for implementation. It provides examples of activities and tools that can be used at each stage of the learning design process. The goal of the framework is to encourage reflective, scholarly practices and promote sharing and discussion of learning designs.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
Teaching as Inquiry for Moodle KnowledgeNet PresentationClaire Amos
The document discusses using an "e-learning action plan" to guide professional development at EGGS, focusing teacher inquiry on improving specific student learning outcomes through the strategic integration of ICT tools. Teachers will develop action plans within professional learning groups, selecting an area of student development to target and identifying collaborative, differentiated strategies using Moodle, Google Apps, and other technologies. The goals are to establish online classroom environments, encourage use of student devices, and reflect on pedagogy to ensure technology enhances student-centered learning.
The 7Cs of Learning Design provides a framework for conceptualizing, capturing, communicating, collaborating, considering, combining, and consolidating elements in the course design process. The framework involves envisioning learning goals and principles, finding and creating resources, designing communication and collaboration activities, mapping outcomes to assessments, combining activities into course overviews and timelines, implementing the design, evaluating effectiveness, and refining and sharing the design.
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
The document describes the 7Cs of Learning Design framework, which provides guidance for teachers and instructional designers on how to effectively design learning experiences using digital technologies. The 7Cs include: Conceptualize, Create, Communicate, Collaborate, Consider, Combine, and Consolidate. For each C, the framework provides tools and activities to help visualize the design process and make the design explicit and shareable. The goal is to shift the focus from content to activities and the learner experience. The framework is meant to help teachers and designers make pedagogically sound decisions and appropriately leverage digital tools and resources.
The future of education ACACA conference Claire Amos
This document discusses using teaching as inquiry to develop e-learning action plans. It explains that professional learning groups will focus on selected students and desired learning outcomes. They will then plan ICT strategies, timeline, and evidence of learning shifts. E-mentors will support this process. The goal is to personalize learning using effective pedagogy and focus on student outcomes rather than technology. Tips include integrating initiatives, allowing curriculum-based groups, providing templates and timelines, and sharing plans.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines several activities and "e-tivities" for course teams to work through together to map out course features, develop a course map and timeline, audit learning resources, create activity profiles, storyboards, and task swimlanes. The goal is to encourage reflective and collaborative practices around designing learning experiences and content.
This document outlines an upcoming pre-workshop meeting to discuss curriculum development using the Carpe Diem process. The meeting will explore NMMU's educational context, graduate attributes, and affective learning outcomes. It will cover the Carpe Diem methodology including defining a module's purpose, outcomes, teaching/learning methods and alignment. Participants will discuss how to model graduate attributes in their disciplines and expectations for the workshop involving redesigning modules over 2 days using online activities and peer feedback.
Global Education Conference 2013 Presentationebrownorama
This document summarizes a presentation on infusing global and technology education into teacher education. It discusses introducing pre-service teachers to concepts like global education, project-based learning, the ISTE standards, and the Horizon Report. It provides examples of projects completed by the presenters, including collaborating with a school division to provide professional development to teachers, participating in a global youth debate, and presenting to other educators on using iPads. The goal is to prepare new teachers to incorporate global topics and technology into any curriculum and be competitive in their fields.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Technology in the service of our educational ambitionscplp
The document discusses bringing technology into the mainstream of learning and teaching in higher education. It provides context on the development of technologies for learning over the past decades and perspectives on the nature of learning. Key points discussed include understanding what is needed to support active learning with technology, addressing barriers to innovation, and providing appropriate support for academics to experiment and disseminate innovations in teaching as they do with research.
This document discusses computational modeling approaches to learning from an educational perspective. It touches on relationships between learning theory, pedagogical theory, developmental psychology, and models of learning and teaching. It also discusses differences between learning and development, and challenges in modeling mislearning. Notes from a special education classroom provide an example of using learner and teacher modeling to understand a student's challenges with counting and tailor instruction.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
By the end of the Carpe Diem workshop, participants should be able to create a blueprint poster with a mission statement and outcomes for their module design. They should also be able to create a storyboard showing content sequencing and assessments. Participants will build at least two prototype online activities and get feedback from students. On the second day, participants reflect on their designs and build out a prototype activity. They then get feedback from student reality checkers and review their designs to see what needs adjustment.
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
The document outlines the 7Cs framework for learning design, which includes conceptualizing the course, capturing resources, communicating, collaborating, considering assessments, combining activities, and consolidating the design for implementation. It provides examples of activities and tools that can be used at each stage of the learning design process. The goal of the framework is to encourage reflective, scholarly practices and promote sharing and discussion of learning designs.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
Teaching as Inquiry for Moodle KnowledgeNet PresentationClaire Amos
The document discusses using an "e-learning action plan" to guide professional development at EGGS, focusing teacher inquiry on improving specific student learning outcomes through the strategic integration of ICT tools. Teachers will develop action plans within professional learning groups, selecting an area of student development to target and identifying collaborative, differentiated strategies using Moodle, Google Apps, and other technologies. The goals are to establish online classroom environments, encourage use of student devices, and reflect on pedagogy to ensure technology enhances student-centered learning.
The 7Cs of Learning Design provides a framework for conceptualizing, capturing, communicating, collaborating, considering, combining, and consolidating elements in the course design process. The framework involves envisioning learning goals and principles, finding and creating resources, designing communication and collaboration activities, mapping outcomes to assessments, combining activities into course overviews and timelines, implementing the design, evaluating effectiveness, and refining and sharing the design.
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
The document describes the 7Cs of Learning Design framework, which provides guidance for teachers and instructional designers on how to effectively design learning experiences using digital technologies. The 7Cs include: Conceptualize, Create, Communicate, Collaborate, Consider, Combine, and Consolidate. For each C, the framework provides tools and activities to help visualize the design process and make the design explicit and shareable. The goal is to shift the focus from content to activities and the learner experience. The framework is meant to help teachers and designers make pedagogically sound decisions and appropriately leverage digital tools and resources.
The future of education ACACA conference Claire Amos
This document discusses using teaching as inquiry to develop e-learning action plans. It explains that professional learning groups will focus on selected students and desired learning outcomes. They will then plan ICT strategies, timeline, and evidence of learning shifts. E-mentors will support this process. The goal is to personalize learning using effective pedagogy and focus on student outcomes rather than technology. Tips include integrating initiatives, allowing curriculum-based groups, providing templates and timelines, and sharing plans.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines several activities and "e-tivities" for course teams to work through together to map out course features, develop a course map and timeline, audit learning resources, create activity profiles, storyboards, and task swimlanes. The goal is to encourage reflective and collaborative practices around designing learning experiences and content.
This document outlines an upcoming pre-workshop meeting to discuss curriculum development using the Carpe Diem process. The meeting will explore NMMU's educational context, graduate attributes, and affective learning outcomes. It will cover the Carpe Diem methodology including defining a module's purpose, outcomes, teaching/learning methods and alignment. Participants will discuss how to model graduate attributes in their disciplines and expectations for the workshop involving redesigning modules over 2 days using online activities and peer feedback.
Global Education Conference 2013 Presentationebrownorama
This document summarizes a presentation on infusing global and technology education into teacher education. It discusses introducing pre-service teachers to concepts like global education, project-based learning, the ISTE standards, and the Horizon Report. It provides examples of projects completed by the presenters, including collaborating with a school division to provide professional development to teachers, participating in a global youth debate, and presenting to other educators on using iPads. The goal is to prepare new teachers to incorporate global topics and technology into any curriculum and be competitive in their fields.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.
Leadership for connected and global learning: Session 1 ChineseJulie Lindsay
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
This document discusses creating a collaborative learning community for the Master's Program in Learning and Organizational Change (MSLOC) at Northwestern University. It provides an overview of MSLOC, noting that it is a 10-year old program that attracts working professionals from diverse backgrounds seeking to develop leadership skills. It emphasizes modeling collaborative learning practices and integrating community reflection and learning into the curriculum. The case study aims to explore how to effectively create an online community that continues this collaborative approach for MSLOC's virtual learning environment.
This document discusses trends in e-learning and future-focused pedagogies. It covers trends like increased mobile device usage, social media, and cloud connectivity. It also discusses how these trends could impact classrooms and learning. The document then explores principles for effective e-learning pedagogies, including contextualized learning and using technologies to transform how students learn. Key themes discussed include strategies for integrating technology, professional learning for teachers, access and equity concerns, and using inquiry to guide e-learning practices.
I-HE2020 The European Maturity Model for Blended EducationEADTU
The document describes the development of the European Maturity Model for Blended Education (EMBED). It was created through a strategic partnership to provide a reference model for developing and implementing blended learning at higher education institutions. The model considers blended learning at the course, program, and institutional levels. It was developed through a literature review and interviews with experts. A conceptual framework was created containing dimensions and indicators to assess maturity. The model was validated through a Delphi study with experts achieving over 75% consensus. Next steps include creating a self-assessment tool and implementation guidelines.
Create a Future Education Model - K-Graduate ProgramsWorldFuture2015
The document discusses emerging trends and technologies in K-12 and higher education and their potential impact over the next 1-5 years. It summarizes key findings from the 2015 NMC Horizon Report on the technologies likely to have significant impact on education, including makerspaces, adaptive learning technologies, and wearable technology. It also outlines important challenges to technology adoption in education, such as personalizing learning and rewarding teaching.
1) The document outlines the direction and priorities for learning and teaching at the University of Northampton, as presented by Prof Alejandro Armellini.
2) Key priorities include providing high quality online and blended learning programs, professional development for faculty through the C@N-DO program, and promoting openness through the Open Northampton initiative.
3) Principles that will guide these priorities are designing learning that is low-cost but high-value, sustainable by reusing content, and forward-looking by incorporating techniques like rapid feedback. The presentation inspires attendees to consider how their own teaching can reflect these changes at the university.
This document discusses digital pedagogy issues and challenges. It outlines different models of digital learning such as synchronous, asynchronous, and blended models. It discusses challenges with online teaching such as lack of preparation, digital divide, and design issues. It emphasizes the need for thoughtful design when moving classes online rather than just porting classroom plans. It also discusses strategies for online collaboration, experiential learning, and engaging students online through empathy and interactive activities. Overall, the document examines how to effectively utilize digital tools for teaching and learning while addressing common problems that arise.
This document summarizes a professional development session on blended learning. It defines key terms like e-learning, synchronous, and asynchronous learning. It then outlines three models of blended learning - flipped classroom, lab rotation, and station rotation. Examples are provided for how station rotation can be implemented. Teachers complete activities to assess their understanding of blended learning, including a Frayer model and online quiz. The benefits of blended learning and how it can support students with special needs are discussed. Challenges of implementing blended learning are also addressed. The document encourages an interactive discussion and provides an evaluation form.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.
Conole learning design_workshop NTU Innovations in Teaching SeminarGrainne Conole
- The 7Cs framework is a new learning design approach that involves conceptual representations of courses to shift practice from implicit to explicit design-based approaches. It comprises seven stages: Conceptualise, Capture, Communicate, Collaborate, Consider, Combine, and Consolidate.
- An evaluation of the framework found it enabled teachers to rethink their course design and create more engaging learning experiences for students. It can also be used to indicate the nature of courses to learners.
- The document outlines activities for workshop participants to apply the 7Cs framework to conceptualize their own course designs.
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Does it Blend? Setting up PD for Common Core #CETPA2015Martin Cisneros
This document provides an overview of professional development for blended learning environments. It discusses the increasing popularity of blended learning models and the need to adapt professional development to reflect new pedagogical approaches. The document outlines challenges in meeting diverse district needs and proposes building blended professional development courses using universal frameworks and standards. Sample course design processes and tools are presented to illustrate how to create effective blended professional learning experiences.
The virtuous triangle – how to make Open Badges, Mahara and Moodle work toget...Dominique-Alain JAN
The document discusses how Mahara, Moodle, and open badges can work together (the "virtuous triangle") to improve curriculum design. It provides an example of using this approach for a nursing program where students must demonstrate reflexive practice. The approach involves: 1) clarifying the definition of skills through group discussion and badges; 2) designing learning activities aligned with skills using tools like Learning Designer and CompendiumLD; and 3) implementing plans through Moodle and tracking progress via Mahara and badges. This unified approach improved student and teacher understanding of goals compared to previous disconnects.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
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[OOFHEC2018] Day 1 KEYNOTE Diana Laurillard: Blended and Online Learning - Changing the Pedagogical Landscape
1. B l e n d e d a n d o n l i n e
l e a r n i n g : C h a n g i n g t h e
p e d a g o g i c a l l a n d s c a p e
D i a n a L a u r i l l a rd
U C L Kn o w l e d g e L a b
The Online, Open and Flexible Higher Education Conference 2018
"Blended and online Learning: Changing the Educational Landscape"
2. UCLKnowledgeLab
D o e s p e d a g o g y n e e d t o c h a n g e
f o r a d i g i t a l w o r l d ?
H o w d o w e c h a n g e t h e
l a n d s c a p e o f p e d a g o g y ?
Outline
3. UCLKnowledgeLab
D o e s p e d a g o g y n e e d t o
c h a n g e f o r a d i g i t a l w o r l d ?
4. UCLKnowledgeLab
What it takes to learn…
Derived from theories and research on learning and teaching (Laurillard, 2002, 2012)
To represent the teaching-learning process as
• a series of iterative exchanges
• between the learner and a ‘teacher’ and
• between a learner and their peers
• at two levels of concepts and practices
The Conversational Framework
5. What does it take to learn in formal education?
L
C
L
C
L
P
L
P
Learner
concepts
Learner
practice
6. What does it take to learn in formal education?
Teacher
concepts
Peer
concepts
Peer
practice
Learning
environment
Teacher
communication
cycle
Peer
communication
cycle
Teacher
modelling
cycle
Peer
modelling
cycle
L
C
L
C
L
P
L
P
Learner
concepts
Learner
practice
7. Types of learning mapped to the framework
Teacher
concepts
Peer
concepts
Peer
practice
Learning
environment
Acquiring
L
C
L
C
L
P
L
P
Learner
concepts
Learner
practice
14. How does technology help? Conventional methods
Teacher
concepts
Peer
concepts
Peer
practice
Learning
environment
Teacher
communication
cycle
Teacher
modelling
cycle
Peer
modelling
cycle
Investigating
Practising Collaborating
These learning types are encouraged through a variety of
conventional methods
Acquiring
Producing
L
C
L
C
L
P
L
P
Learner
concepts
Learner
practice
Watch the
blackboard
Go to the
library
Answers at
the back
Work in pairs
in the lab
Write an essay
Discussion
Discussion
groups
15. How does technology help? Digital methods
Teacher
concepts
Peer
concepts
Peer
practice
Learning
environment
Teacher
communication
cycle
Teacher
modelling
cycle
Peer
modelling
cycle
Investigating Discussion
Practising Collaborating
The same learning types are encouraged also through a variety of
digital methods
Acquiring
Producing
L
C
L
C
L
P
L
P
Learner
concepts
Learner
practice
Watch a
screencast
Search the
internet
Use a
virtual
tool
Join an online
forum
Create a joint
product
Make an
animation
16. UCLKnowledgeLab
D o e s p e d a g o g y n e e d t o
c h a n g e f o r a d i g i t a l w o r l d ?
N o t t h e f u n d a m e n t a l s o f
l e a r n i n g , p e r h a p s , b u t t h e
r a n g e o f m e a n s b y w h i c h
w e s u p p o r t l e a r n i n g t y p e s
17. UCLKnowledgeLab
H o w d o w e c h a n g e t h e
l a n d s c a p e o f p e d a g o g y ?
18. UCLKnowledgeLab
Use online learning for professional development in
digital pedagogy on the large scale
• MOOCs reach very large numbers globally (>7m on FutureLearn)
• A valuable mechanism for addressing the big education challenges
→ MOOCs do not support the personal nurturing of students
• MOOCs can support professionals:
• free access to new knowledge - video windows into a professional world
• social learning - peer discussion forums
• automated testing - quiz-style questioning with feedback
• peer review - orchestrating reviews of submitted contributions
→ These are good pedagogies for professional development
19. Blended Learning Essentials
- Getting Started
- Embedding Practice
- Developing Digital Skills
- Digitally-Enriched Apprenticeships
TPD@Scale: Over 25,000
teachers have actively
engaged with this series
of MOOCs
20. Video presentation of
new approaches and
methods in the field
Dynamic links to other
resources and tools
Discussion and debate
with their peers
Video update and social learning: on blended learning
22. Peer review : collaborative learning and knowledge building
Teachers are sharing tested
digital practices:
• building on the work of others
• reviewing against criteria
• collecting exemplary practice
Building community knowledge
Form to submit learning design
Form about learning design
Website for collecting
exemplars of TET competences
Progressing Technology-
Enhanced Teaching - MENTEP
23. UCLKnowledgeLab
H o w d o w e c h a n g e t h e
l a n d s c a p e o f p e d a g o g y ?
Te a c h e r s n e e d s u p p o r t t o
i n n o v a t e c o l l a b o r a t i v e l y,
s h a r i n g p e d a g o g i c d e s i g n s
27. UCLKnowledgeLab
D o e s p e d a g o g y n e e d t o c h a n g e
f o r a d i g i t a l w o r l d ?
Not the fundamentals, just the means by
which we support learning
H o w d o w e c h a n g e t h e l a n d s c a p e
o f p e d a g o g y ?
Support teachers to innovate
collaboratively, sharing pedagogic
designs
Summary
Not the fundamentals, just the means by which
we support learning
Support teachers to innovate collaboratively,
sharing pedagogic designs
28. UCLKnowledgeLab
T H A N K Y O U
• The Learning Designer
• BLE program of MOOCs
• Teaching as a Design Science
DIANA LAURILLARD
+44 7789 111965
d.laurillard@uclac.uk