The document outlines a learning design initiative that involves students collaborating on research projects in small groups. Key aspects of the design include:
- Students are split into groups and each selects three countries to research. They find and retrieve data about the selected countries from resources like the internet.
- Students post their research to a group wiki for others to see. A group member is nominated to consolidate entries and resolve any disputes.
- Each student then comments on their experience achieving the learning outcomes by posting to an online forum. The tutor reads these comments and provides feedback to the group.
- The goal is for students to develop skills in collaborating with others, searching for and assessing the quality of information from online
This document discusses curriculum design and learning design initiatives. It provides an overview of tools and approaches to help teachers with design, including empirical evidence, tool development, materials, trials and workshops. Events and schemas are discussed as ways to meet a range of design needs. The design lifecycle includes gathering requirements, assembling resources, running courses, and evaluating outcomes. CompendiumLD is presented as a tool for building and sharing learning designs. Cloudworks is described as a way to find and share designs using tagging and user profiles. Developing an educational community that encourages sharing of ideas and designs is discussed.
The document discusses new technology-enabled approaches for learning and teaching. It outlines key topics like technology trends, empirical evidence of practices, and case studies of tools like OULDI and OL-Net that aim to enhance the learner experience. The document envisions supporting core learning activities like finding resources, creating content, designing learning activities, communicating, and reflecting through pedagogically informed use of innovative technologies.
Cloudworks is a social networking site for sharing and discussing learning and teaching ideas and designs. It allows users to find, share, and comment on resources including learning and teaching ideas, designs or case studies, questions or problems, and tools. The site contains many repositories of good practice but developing an active community is important.
1. The document discusses technologies used in personal digital environments for learning, work, and research. It lists common tools like Word, Google, and presentation software and ways people communicate like email, audio conferencing, and video chat.
2. Technologies and student expectations are constantly changing. Students today expect learning to be engaging, relevant, social, and use the tools they are familiar with.
3. The CompendiumLD tool helps visualize learning designs and activities to support the design process. It provides templates and visual representations to help scaffold the design of learning.
This document discusses harnessing research on open educational resources (OERs) to develop better tools and more supportive environments for OER use. It proposes a network of OER producers, users, and researchers to foster collaboration. The network would include people, meta-analyses, tools/methods, and designs/evaluations. Research has focused on OER creation/use, learner experience, pedagogy, and specific tools like CompendiumLD and Cloudworks. Better supporting learner navigation and sense-making requires specialized visualization and aggregation tools. The vision is a participatory network to advance OER research.
Faculty Adoption of Virtual Worlds, Nov 2012susandass
Faculty adoption of virtual worlds remains low. Understanding the barriers, constraints, and motivations of existing adopters as well as non-adopters may help explain and provide guidance on how to improve faculty consideration and adoption of virtual worlds as a learning environment. Six virtual world adopters and two non-adopters were interviewed individually to answer the question: how do faculty and staff come to adopt or not adopt virtual worlds as a learning environment. An analysis using the transcriptions, the developed narrative stories, and the supporting field notes, found six recurring themes: personal relevance of the technology, cost is an issue but not a showstopper, learning is not alone, sound pedagogical integration is a must, adopter commitment, and adopter characteristics. The adoption process found in this study is compared to Roger’s Innovation Decision Process. Follow-on research efforts are also presented. This was presented at the 2012 Association for Educational Communications and Technology annual convention.
Sylvia Guidara is an educator who founded digimuve to develop digital learning experiences for students growing up in a digital world. She proposes a blended learning model for a 9th grade class that incorporates online and independent learning elements. Key aspects include using learning management systems, digital tools, flexible schedules, and emphasizing student participation through online collaboration and peer-to-peer learning in cross-class teams. The goal is to develop 21st century skills like digital literacy and better prepare both students and teachers for today's technology demands.
This document discusses curriculum design and learning design initiatives. It provides an overview of tools and approaches to help teachers with design, including empirical evidence, tool development, materials, trials and workshops. Events and schemas are discussed as ways to meet a range of design needs. The design lifecycle includes gathering requirements, assembling resources, running courses, and evaluating outcomes. CompendiumLD is presented as a tool for building and sharing learning designs. Cloudworks is described as a way to find and share designs using tagging and user profiles. Developing an educational community that encourages sharing of ideas and designs is discussed.
The document discusses new technology-enabled approaches for learning and teaching. It outlines key topics like technology trends, empirical evidence of practices, and case studies of tools like OULDI and OL-Net that aim to enhance the learner experience. The document envisions supporting core learning activities like finding resources, creating content, designing learning activities, communicating, and reflecting through pedagogically informed use of innovative technologies.
Cloudworks is a social networking site for sharing and discussing learning and teaching ideas and designs. It allows users to find, share, and comment on resources including learning and teaching ideas, designs or case studies, questions or problems, and tools. The site contains many repositories of good practice but developing an active community is important.
1. The document discusses technologies used in personal digital environments for learning, work, and research. It lists common tools like Word, Google, and presentation software and ways people communicate like email, audio conferencing, and video chat.
2. Technologies and student expectations are constantly changing. Students today expect learning to be engaging, relevant, social, and use the tools they are familiar with.
3. The CompendiumLD tool helps visualize learning designs and activities to support the design process. It provides templates and visual representations to help scaffold the design of learning.
This document discusses harnessing research on open educational resources (OERs) to develop better tools and more supportive environments for OER use. It proposes a network of OER producers, users, and researchers to foster collaboration. The network would include people, meta-analyses, tools/methods, and designs/evaluations. Research has focused on OER creation/use, learner experience, pedagogy, and specific tools like CompendiumLD and Cloudworks. Better supporting learner navigation and sense-making requires specialized visualization and aggregation tools. The vision is a participatory network to advance OER research.
Faculty Adoption of Virtual Worlds, Nov 2012susandass
Faculty adoption of virtual worlds remains low. Understanding the barriers, constraints, and motivations of existing adopters as well as non-adopters may help explain and provide guidance on how to improve faculty consideration and adoption of virtual worlds as a learning environment. Six virtual world adopters and two non-adopters were interviewed individually to answer the question: how do faculty and staff come to adopt or not adopt virtual worlds as a learning environment. An analysis using the transcriptions, the developed narrative stories, and the supporting field notes, found six recurring themes: personal relevance of the technology, cost is an issue but not a showstopper, learning is not alone, sound pedagogical integration is a must, adopter commitment, and adopter characteristics. The adoption process found in this study is compared to Roger’s Innovation Decision Process. Follow-on research efforts are also presented. This was presented at the 2012 Association for Educational Communications and Technology annual convention.
Sylvia Guidara is an educator who founded digimuve to develop digital learning experiences for students growing up in a digital world. She proposes a blended learning model for a 9th grade class that incorporates online and independent learning elements. Key aspects include using learning management systems, digital tools, flexible schedules, and emphasizing student participation through online collaboration and peer-to-peer learning in cross-class teams. The goal is to develop 21st century skills like digital literacy and better prepare both students and teachers for today's technology demands.
1) The document discusses the use of internet technologies and computer-mediated communication (CMC) in language teacher education. It covers topics like Moodle, wikis, blogs, and the benefits and challenges of using these tools.
2) CMC promotes reflective practice among trainees and allows for more in-depth reflection than traditional classrooms. However, online discussions can also descend into "flaming".
3) Emerging issues include the formal preparation of online teachers and accreditation. Research also shows CMC builds confidence and community among shy trainees while allowing for more direct interaction. Virtual worlds and role-playing show potential as well.
Johnson & Wales University Alumni Magazine Spring 2009gonanc
This document provides short biographies and career highlights of several Johnson & Wales University (JWU) alumni. It discusses their accomplishments and lessons learned from JWU. The alumni have careers in fields like culinary arts, sustainable agriculture, education leadership, engineering, marketing, and accounting. They credit JWU with providing practical skills and confidence that helped launch their careers. Common lessons mentioned include the importance of professionalism, organization, embracing strengths and weaknesses, and believing in oneself.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
The document outlines an upcoming university course on teaching and learning strategies for adolescents, including topics such as 21st century learning, cooperative learning models, differentiation, reflective practice, and quality curriculum design. The course will utilize various interactive teaching methods and assessments to introduce pre-service teachers to current approaches for engaging and supporting adolescent learners.
E learning-guild-presentation-wikis-blogs (snapped)Tim Stafford, PhD
This document summarizes a presentation on using blogs and wikis in the 21st century classroom. It discusses key elements of adult learning theory, including McClusky's Theory of Margin, Illeris's Three Dimensional Learning Model, and Jarvis's Learning Process. It also covers Bloom's Taxonomy and how blogs and wikis can engage higher levels of learning. The presentation evaluates how rubrics can standardize assessment in subjective learning environments like blogs and wikis. Finally, it discusses connectivism theory and how blogs and wikis can facilitate network learning.
Sakai Learning Capabilities Design Lenses in Action Jon Hays
The Sakai Learning Capabilities Design Lenses are the product of the collective efforts of educators, instructional designers, and other pedagogically minded individuals who are part of the Sakai Teaching & Learning community. Each Design Lens represents a perspective from which we can envision the learning capabilities of a new Sakai. After a year of development, the Sakai Open Academic Environment (OAE) embodies much of this shared vision. In this session we?ll focus on what the first release of OAE will deliver from the perspective of the Design Lenses and what learning capabilities our institutions will need to be able to fulfill our short-term and long-term plans. We will reflect on the original Design Lenses and discuss how the Teaching and Learning community can stay engaged with OAE development efforts.
This document discusses blended learning models and transitioning to blended learning. It provides examples of starting a blended learning program gradually by initially posting materials online and adding online lessons, collaboration, and assignments over time. It emphasizes core elements of blended learning like learning teams, independent learning, peer-to-peer learning, and using digital media authentically. Samples of blended learning activities are provided, involving the use of digital tools like animoto, discussion forums, and social media. The document stresses creating a flexible blended learning framework focused on 21st century skills.
Built for Success: Online Course Design and the COI FrameworkCaroline Conlon
This session will focus on the practical application of the three COI (Comunity of Inquiry) “presences” in course design. Strategies
to build student engagement, community and pedagogical components for each presence will be summarized. A concrete example
of each presence will be explored in depth along with the process used to select effective technology and pedagogical components.
The session will close with a demonstration of the application of COI techniques in major LMS systems including Blackboard,
Moodle, and Canvas. Handouts and worksheets for designing online courses using the COI model will be provided.
This document discusses universal design for learning and accessibility in teaching. It defines universal design as creating products and environments usable by all people without needing adaptation. The document outlines three principles of universal design for learning based on brain networks - providing multiple representations of information, multiple means of expression, and multiple means of engagement. It discusses thinking about how to present concepts in class using these principles and getting students engaged. The document also lists the most and least useful teaching accommodations and tools according to students and provides resources for assistance with accessibility and universal design.
This document provides an overview of the new learning platform at the university, called Moodle. It highlights some of the key elements that will be adopted in the autumn, including language courses in French, Italian, Japanese, Mandarin, and Spanish. It also provides guidance on how to navigate Moodle and set up different activities, such as adding resources, creating news forums, discussion forums, and using quizzes. Various tools are analyzed based on their ease of use, ability to disseminate information or assess learning, facilitate communication and interaction, and allow collaboration.
Considering feedback through a disciplinary lens - Exploring feedback practi...disciplinarythinking
Disciplinary Thinking - Feedback: Presentation slides for a workshop on taking a disciplinary approach to developing feedback practices in HE.
Taken from the Feedback Theme OER at: http://disciplinarythinking.wordpress.com
It's The Journey, Inc. is a nonprofit organization that organizes the Atlanta 2-Day Walk for Breast Cancer to raise money and awareness for breast cancer organizations in the Atlanta area. The walk has raised over $5.5 million since 2003. It's The Journey is requesting a $40,000 grant to help offset the costs of providing meals, facilities, and medical services to participants in the 2009 walk. The funds raised will allow It's The Journey to increase the number and amounts of grants given to local breast cancer organizations to support services like mammograms and transportation for patients.
The Study Hall is an after-school and summer camp program serving K-5th grade children in the Peoplestown community for 19 years, offering academic and enrichment programs to promote student success. It seeks $20,000 to fund its Project Open Book literacy initiative focusing on study skills, which will create an interactive reading lab and develop new learning activities and field trips, having advanced 100% of students to the next grade level. It previously received $5,000 grants from Charity Guild in 2007 and 2008.
This document is a grant request from a charity organization that aims to conquer childhood cancer through research, education, and family support. The organization provides a Family Emergency Fund to give financial assistance to families of children with cancer to help ease their burdens and allow them to focus on caring for their child. It requests a $40,000 grant for the Fund and provides details on its past grants and awards, strengths in its devoted staff, and challenge of raising funds to support the growing number of families impacted by childhood cancer.
Lekotek of Georgia provides adapted toys, educational materials, and computer equipment to children with disabilities so they can play and learn alongside their peers. Their mission is to include these children in their families, schools, and communities. The funds requested will be used to acquire adapted equipment and hire more staff to serve the 10 children currently on the waiting list at the Alpharetta location. Lekotek helps children with various conditions experience success through play and helps focus on their abilities rather than disabilities.
The Assistance League of Atlanta is a volunteer non-profit organization that helps children and adults in need through six community programs including Operation School Bell. Operation School Bell provides new clothing and uniforms to school children in need, assisting over 6,500 children in the 2008-2009 year. Studies show an additional 200,000 children in metro Atlanta need assistance. The Assistance League relies heavily on donations from its thrift shop for funding, with nearly 80% of revenue coming from thrift shop sales.
The Assistance League of Atlanta is a volunteer non-profit organization that helps children and adults in need through six community programs including Operation School Bell. Operation School Bell provides new clothing and uniforms to school children in need, assisting over 6,500 children in the 2008-2009 year. Studies show an additional 200,000 children in metro Atlanta require assistance. The League is seeking funds to clothe more children and facilitate their learning. Nearly 80% of the League's funding comes from thrift shop sales.
1) The document discusses the use of internet technologies and computer-mediated communication (CMC) in language teacher education. It covers topics like Moodle, wikis, blogs, and the benefits and challenges of using these tools.
2) CMC promotes reflective practice among trainees and allows for more in-depth reflection than traditional classrooms. However, online discussions can also descend into "flaming".
3) Emerging issues include the formal preparation of online teachers and accreditation. Research also shows CMC builds confidence and community among shy trainees while allowing for more direct interaction. Virtual worlds and role-playing show potential as well.
Johnson & Wales University Alumni Magazine Spring 2009gonanc
This document provides short biographies and career highlights of several Johnson & Wales University (JWU) alumni. It discusses their accomplishments and lessons learned from JWU. The alumni have careers in fields like culinary arts, sustainable agriculture, education leadership, engineering, marketing, and accounting. They credit JWU with providing practical skills and confidence that helped launch their careers. Common lessons mentioned include the importance of professionalism, organization, embracing strengths and weaknesses, and believing in oneself.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
The document outlines an upcoming university course on teaching and learning strategies for adolescents, including topics such as 21st century learning, cooperative learning models, differentiation, reflective practice, and quality curriculum design. The course will utilize various interactive teaching methods and assessments to introduce pre-service teachers to current approaches for engaging and supporting adolescent learners.
E learning-guild-presentation-wikis-blogs (snapped)Tim Stafford, PhD
This document summarizes a presentation on using blogs and wikis in the 21st century classroom. It discusses key elements of adult learning theory, including McClusky's Theory of Margin, Illeris's Three Dimensional Learning Model, and Jarvis's Learning Process. It also covers Bloom's Taxonomy and how blogs and wikis can engage higher levels of learning. The presentation evaluates how rubrics can standardize assessment in subjective learning environments like blogs and wikis. Finally, it discusses connectivism theory and how blogs and wikis can facilitate network learning.
Sakai Learning Capabilities Design Lenses in Action Jon Hays
The Sakai Learning Capabilities Design Lenses are the product of the collective efforts of educators, instructional designers, and other pedagogically minded individuals who are part of the Sakai Teaching & Learning community. Each Design Lens represents a perspective from which we can envision the learning capabilities of a new Sakai. After a year of development, the Sakai Open Academic Environment (OAE) embodies much of this shared vision. In this session we?ll focus on what the first release of OAE will deliver from the perspective of the Design Lenses and what learning capabilities our institutions will need to be able to fulfill our short-term and long-term plans. We will reflect on the original Design Lenses and discuss how the Teaching and Learning community can stay engaged with OAE development efforts.
This document discusses blended learning models and transitioning to blended learning. It provides examples of starting a blended learning program gradually by initially posting materials online and adding online lessons, collaboration, and assignments over time. It emphasizes core elements of blended learning like learning teams, independent learning, peer-to-peer learning, and using digital media authentically. Samples of blended learning activities are provided, involving the use of digital tools like animoto, discussion forums, and social media. The document stresses creating a flexible blended learning framework focused on 21st century skills.
Built for Success: Online Course Design and the COI FrameworkCaroline Conlon
This session will focus on the practical application of the three COI (Comunity of Inquiry) “presences” in course design. Strategies
to build student engagement, community and pedagogical components for each presence will be summarized. A concrete example
of each presence will be explored in depth along with the process used to select effective technology and pedagogical components.
The session will close with a demonstration of the application of COI techniques in major LMS systems including Blackboard,
Moodle, and Canvas. Handouts and worksheets for designing online courses using the COI model will be provided.
This document discusses universal design for learning and accessibility in teaching. It defines universal design as creating products and environments usable by all people without needing adaptation. The document outlines three principles of universal design for learning based on brain networks - providing multiple representations of information, multiple means of expression, and multiple means of engagement. It discusses thinking about how to present concepts in class using these principles and getting students engaged. The document also lists the most and least useful teaching accommodations and tools according to students and provides resources for assistance with accessibility and universal design.
This document provides an overview of the new learning platform at the university, called Moodle. It highlights some of the key elements that will be adopted in the autumn, including language courses in French, Italian, Japanese, Mandarin, and Spanish. It also provides guidance on how to navigate Moodle and set up different activities, such as adding resources, creating news forums, discussion forums, and using quizzes. Various tools are analyzed based on their ease of use, ability to disseminate information or assess learning, facilitate communication and interaction, and allow collaboration.
Considering feedback through a disciplinary lens - Exploring feedback practi...disciplinarythinking
Disciplinary Thinking - Feedback: Presentation slides for a workshop on taking a disciplinary approach to developing feedback practices in HE.
Taken from the Feedback Theme OER at: http://disciplinarythinking.wordpress.com
It's The Journey, Inc. is a nonprofit organization that organizes the Atlanta 2-Day Walk for Breast Cancer to raise money and awareness for breast cancer organizations in the Atlanta area. The walk has raised over $5.5 million since 2003. It's The Journey is requesting a $40,000 grant to help offset the costs of providing meals, facilities, and medical services to participants in the 2009 walk. The funds raised will allow It's The Journey to increase the number and amounts of grants given to local breast cancer organizations to support services like mammograms and transportation for patients.
The Study Hall is an after-school and summer camp program serving K-5th grade children in the Peoplestown community for 19 years, offering academic and enrichment programs to promote student success. It seeks $20,000 to fund its Project Open Book literacy initiative focusing on study skills, which will create an interactive reading lab and develop new learning activities and field trips, having advanced 100% of students to the next grade level. It previously received $5,000 grants from Charity Guild in 2007 and 2008.
This document is a grant request from a charity organization that aims to conquer childhood cancer through research, education, and family support. The organization provides a Family Emergency Fund to give financial assistance to families of children with cancer to help ease their burdens and allow them to focus on caring for their child. It requests a $40,000 grant for the Fund and provides details on its past grants and awards, strengths in its devoted staff, and challenge of raising funds to support the growing number of families impacted by childhood cancer.
Lekotek of Georgia provides adapted toys, educational materials, and computer equipment to children with disabilities so they can play and learn alongside their peers. Their mission is to include these children in their families, schools, and communities. The funds requested will be used to acquire adapted equipment and hire more staff to serve the 10 children currently on the waiting list at the Alpharetta location. Lekotek helps children with various conditions experience success through play and helps focus on their abilities rather than disabilities.
The Assistance League of Atlanta is a volunteer non-profit organization that helps children and adults in need through six community programs including Operation School Bell. Operation School Bell provides new clothing and uniforms to school children in need, assisting over 6,500 children in the 2008-2009 year. Studies show an additional 200,000 children in metro Atlanta need assistance. The Assistance League relies heavily on donations from its thrift shop for funding, with nearly 80% of revenue coming from thrift shop sales.
The Assistance League of Atlanta is a volunteer non-profit organization that helps children and adults in need through six community programs including Operation School Bell. Operation School Bell provides new clothing and uniforms to school children in need, assisting over 6,500 children in the 2008-2009 year. Studies show an additional 200,000 children in metro Atlanta require assistance. The League is seeking funds to clothe more children and facilitate their learning. Nearly 80% of the League's funding comes from thrift shop sales.
This document summarizes information about Senior Services North Fulton, a non-profit agency that provides various services and programs to older adults in North Fulton County. It describes their mission to empower seniors and enhance their quality of life through services like meals on wheels, senior centers, care management, and transportation. It requests funding to open a new senior center in Johns Creek/Alpharetta/Duluth and outlines how the funds would be used. It also provides information on the agency's funding sources, expenses, strengths, and challenges in serving a growing and diverse senior population with limited resources.
1) The document discusses tools for visualizing and sharing learning designs, including CompendiumLD and Cloudworks.
2) It describes how these tools can be used to scaffold the design process, promote sharing of designs, and capture pedagogical representations.
3) Barriers to sharing designs are noted, including the complexity of representing pedagogy and the level of support and time required.
VoiceThread is a communications platform that allows for rich dialogue and collaboration for K-12 education. It enables audio and video commentary on documents, allowing multiple students to comment simultaneously. Educators can use it to enhance lessons and get students more actively engaged in digital discussions compared to traditional classroom conversations. It provides student accounts that allow creating portfolios and collaborating globally, while maintaining privacy and security. The platform aims to streamline IT infrastructure for schools through a single hosted solution.
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
Universal Design for Learning (UDL) in Practice was implemented at Algonquin & Lakeshore Catholic District School Board. The document discusses constructivism as an educational model and how technology can help develop constructivist classrooms. It describes how UDL was used in a classroom, including tools like SMARTBoards, laptops, and software. Student and teacher skills developed through participating. UDL allowed for inclusive, accessible education for all students.
Importance of learning spaces in blended learningSarah_Chaloner
Presentation from Lynnae Rankin, eLearning Manager at UWS. This presentation was given on the 2012 CAUDIT Learning Space Study Tour and discusses the importance of Learning Space Design for Blended Learning
NWEA is introducing a new framework called Keeping Learning on Track (KLT) to help teachers use formative assessment strategies to continuously adapt instruction based on evidence of student learning. KLT has five key strategies: clarifying learning targets, activating students as owners of learning, facilitating effective discussions, providing feedback, and activating students as peer resources. It will be implemented over multiple years, starting with teacher learning communities focusing on the foundations and then deepening understanding of strategies through ongoing collegial support.
The Practical Case for Quality: The Teacher and Student Perspective Brandon Muramatsu
Philip Bell leads a panel discussion at the Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Using a wiki to evaluate individual contribution to a collaborative learning ...Debora Cunha
This document discusses using a wiki to evaluate individual contributions to collaborative learning projects. It proposes a methodology where students collaboratively write a document in a wiki environment. This allows the teacher to evaluate each student's contribution by analyzing data from the wiki, such as comments, links, and page edits. The methodology structures the writing process into individual study, planning the document structure, individually writing sections, linking sections, and peer reviewing. Analyzing the wiki data and peer reviews provides insights into each student's participation and learning from the collaborative writing project.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
Digital collaboration can increase student learning in several ways. It allows students to work jointly with others on intellectual endeavors using technology. This fits in all learning environments, whether face-to-face, blended, or virtual classrooms. Specific digital tools for collaboration include storytelling, polling, wikis, blogs, and collaborative questing. When used effectively, these tools engage students and help them move up Bloom's taxonomy of learning from lower to higher order thinking.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
The document summarizes the Michigan Education through Learning Objects (MELO) project which aims to improve education by integrating open learning objects into undergraduate courses across multiple disciplines at the University of Michigan. Over three years, graduate students were trained to evaluate, design, and integrate quality course-specific learning objects while disseminating materials openly online. Evaluation of the project found that learning objects positively impacted student achievement, especially for lower performing students, and that students and instructors generally found learning objects to be helpful resources. Analytics of learning object usage provided additional insights into how to best support student learning.
Blended Learning: The Future of Higher EducationMike KEPPELL
The document discusses blended learning in higher education. It defines blended learning as a combination of face-to-face and online teaching and learning. Blended learning provides benefits at different levels, from individual activities to entire university programs. Examples of blended learning paradigms include enabling access, enhancing existing pedagogy, and transforming teaching approaches. The document also provides an example of a blended learning design for a postgraduate education course that incorporates problem-based and project-based learning.
This document summarizes interviews with 10 Finnish educators about their use of Second Life for education. Key findings include:
1) Educators were able to create authentic learning contexts and tasks in Second Life that simulated real-world scenarios like international trade fairs and hospitals. This increased student engagement and ownership of learning.
2) Second Life facilitated access to experts, multiple perspectives, and collaboration between organizations, businesses, and the third sector through events and networking.
3) Collaboration was a norm in Second Life and students were more eager to collaborate, sometimes continuing sessions past their scheduled end time.
4) While many aspects of authentic e-learning were achieved in Second Life, assessment was not discussed and needs
Guiding Questions: Aligning Course Design with Teaching and Learning GoalsGail Matthews-DeNatale
1) The document discusses aligning course design with teaching and learning goals through instructional design and technology tools like Vista and wikis.
2) A sample learning sequence is presented that uses various tools like wikis and Vista discussions to foster a learning community around the topic of consumption and the environment.
3) Student learning and engagement in the community can be assessed through rubrics, formative feedback, and self-assessment against learning goals.
4) Challenges included integrating learning across courses, developing manageable formative assessment, and deciding when to use wikis vs. Vista. The debate around these tools and how each supports learning scenarios was discussed.
Asia e University in Malaysia uses a blended approach to integrating open educational resources (OERs) and non-OERs. They use OERs directly, repackage and reversion OERs, and hyperlink to relevant non-OER content. This content supports their graduate programs and is organized using different pedagogical models. Selecting and using these resources effectively requires identifying authentic materials, addressing issues like broken links, and dealing with copyright restrictions when hyperlinking. Developing quality online content also benefits from subject experts who can curate appropriate web-based teaching resources.
This document summarizes a presentation about empowering digital transitions in schools. It discusses implementing a framework with a vision for technology readiness, planning, implementation, and assessment. It emphasizes developing 21st century skills like critical thinking, communication, creativity, and collaboration. Blended learning combines different delivery methods including online and face-to-face instruction. Building a personal learning network allows educators to connect, share resources and learn from others online and through social media.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
OU Learning Design Initiative
1. OULDI
Overview of the
Open University Student Student Tutor
Tasks Resources Tasks
Learning Design
Initiative
Each student selects three
countries
Check resource ok
for Level 1 students
LO – skills: how to
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
Find and retrieve data
Andrew Brasher, Paul Clark, Gráinne Conole,
LO – skills:
about these three countries
searching of data
and assessing
Internet
quality of data
Simon Cross, Juliette Culver, Martin Weller Post research to group wiki What method
used to post?
Written / audio etc.
Wiki
DONE: What if they
Learn about fair
need more help?
21st January 2009
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Tutor reads comments and
Reflect on tutor feedback
gives feedback to group
2. Vision of enhancing the learner
experience through pedagogically
informed, innovative use of technologies
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
3. Bridge between Capture &
pedagogy & represent designs
technology
Vision of enhancing the learner
experience through pedagogically
informed, innovative use of technologies
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
4. Bridge between Capture &
pedagogy & represent designs
technology
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
5. Bridge between Capture &
pedagogy & represent designs
technology
Empirical
evidence
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
6. Bridge between Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
7. Bridge between Resources and events Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Workshops Schema
Scaffold the Promote
Cloudfests Summits
design process sharing and reuse
Design challenges
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
9. New forms
of creativity
Focus
New forms New forms
of delivery of sharing
10. New forms
of creativity
Events &
CompendiumLD
schema
Focus
New forms New forms
of delivery of sharing
Cloudworks
11. New forms
of creativity
Events & Guidance
CompendiumLD
schema
Focus
New forms New forms
of delivery of sharing
Cloudworks
12. New forms
of creativity
Events & Guidance
CompendiumLD
schema
Focus
Workshops
New forms New forms
of delivery of sharing
Cloudworks
13. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops
New forms New forms
of delivery of sharing
Cloudworks
14. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops Representation
New forms New forms
of delivery of sharing
Cloudworks
15. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops Representation
New forms New forms
Dialogue
of delivery of sharing
Cloudworks
16. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops Representation
New forms New forms
Dialogue Digital traces
of delivery of sharing
Cloudworks
27. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course
evaluation
28. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
29. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
workshops
30. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
Tools development
workshops
31. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
Tools development
workshops
Workshops
32. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
Tools development
workshops
Workshops Trialling & evaluation
38. Interviews
Barriers
Process Representation
Support
Evaluation
39. Interviews
Expertise Existing
Barriers
& time processes
Shared vision
‘From the heart’
Process Representation
The ‘big’ idea Interactive
design
Support
Tacit nature Serendipity
Link to
Constraints
assessment
Evaluation
48. Interview snapshots
I tend to sit and doodle a map
[Scrapbook] It’s in words, not will draw the logic and flow of
diagrams a dumping ground the course on paper and then
for thoughts – [to] capture thoughts go to compendium.
Scrapbooks & Then the problem is sharing it
doodle maps
Holistic Mapping &
& atomistic connections
49. Interview snapshots
I tend to sit and doodle a map
[Scrapbook] It’s in words, not will draw the logic and flow of
diagrams a dumping ground the course on paper and then
for thoughts – [to] capture thoughts go to compendium.
Scrapbooks & Then the problem is sharing it
doodle maps
I was building a sense of what the
new course might be … we must
remember to do x, or a url of relevance
Holistic Mapping &
& atomistic connections
One of the difficulties is mapping the
whole process I have tried to approach
course design using a holistic approach
50. Interview snapshots
I tend to sit and doodle a map
[Scrapbook] It’s in words, not will draw the logic and flow of
diagrams a dumping ground the course on paper and then
for thoughts – [to] capture thoughts go to compendium.
Scrapbooks & Then the problem is sharing it
doodle maps
Start from assessment
strategies and learning
I was building a sense of what the
outcomes and get an alignment
new course might be … we must
remember to do x, or a url of relevance
Holistic Mapping &
& atomistic connections
One of the difficulties is mapping the List of words clustered into blocks,
whole process I have tried to approach arrows...can you have clusters
course design using a holistic approach link to TMAs [Assignments]
61. Findings to date
Design process creative,
messy, iterative
Serendipitous routes
to support Sharing and reuse difficult,
but valuable
No one perfect design tool
or approach
Different aspects to design -
focus and level of granularity
Visualisation helps makes
design more explicit
Text, visual, models of
designs all have pros and cons
62. Schema
Rethinking design through
events and schema to
meet a range of needs
Events
99. Guiding and visualising designs
Activity
Assignment
Outcome
Resource
Role
Stop
Task
Tool
The CompendiumLD tool
100. Guiding and visualising designs
Activity
Assignment
Outcome
Resource Time
Role
Stop
Task
Tool
The CompendiumLD tool
101. Guiding and visualising designs
Student
Tasks
Activity
Each student selects three
countries
Assignment Find and retrieve data
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
102. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
103. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Time
Wiki
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
104. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource Time
Wiki
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
105. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource Time
DONE: What if they
need more help? Wiki
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool
108. Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Check resource ok
for Level 1 students
LO – skills: how to
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
Find and retrieve data
LO – skills:
about these three countries
searching of data
and assessing
Internet
quality of data
Post research to group wiki What method
used to post?
Written / audio etc.
Wiki
DONE: What if they
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Tutor reads comments and
Reflect on tutor feedback
gives feedback to group
109. Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Check resource ok
for Level 1 students
LO – skills: how to
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
Find and retrieve data
LO – skills:
about these three countries
searching of data
and assessing
Internet
quality of data
Post research to group wiki What method
used to post?
Written / audio etc.
Wiki
DONE: What if they
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Tutor reads comments and
Reflect on tutor feedback
gives feedback to group
117. Cloudworks
Many repositories of good practice,
but how do you develop the community???
118. Cloudworks
RSS feeds Playlists
Follow and
be followed
Friends
APIs
Many repositories of good practice,
but how do you develop the community???
Share
Embed
Comment
Aggregate
119. Vision & principles
• •
Enable people to find, share & Low barrier to entry
discuss learning & teaching ideas
• People-orientated
• •
Connect people with similar Open site, open content
interests
• Target particular communities
• Showcase work
• The site acting as a conduit
• Provide a place for different
communities
• Encourage sharing
120.
121. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström
122. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström
Design framework for sociality
Enabling practice
Mimicking reality
Building identity
Actualising self
Bouman et al.
129. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
130. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems
131. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems
132. Clouds and Cloudscapes
Designs or
Conference
case studies
Resources Workshop
Learning & Course
teaching ideas team
Research
Tools
area
Questions
Project
or problems
138. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
139. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
140. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
141. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
OULDI
site
142. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
143. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD
144. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
145. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
Workshop on
Clouds
Secondlife
New clouds
added
Paper on mobile
by delegates
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
146. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
New clouds
Workshop on
Clouds
Secondlife
New clouds
added
Paper on mobile
by delegates
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
147. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
New clouds
Workshop on
Clouds
Secondlife
New clouds
added
Paper on mobile
by delegates
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
Web Peer Assessment webparesearch.blogspot.com/
Information literacy webparesearch.blogspot.com/
148.
149. Who and what I am
following, who’s
following me
150. Who and what I am
following, who’s
following me
151. Who and what I am
following, who’s
following me
My cloudstream
dynamically
updates
158. It’s not a repository
it’s a conversation
Success stories
Visual designs
Quality control
Concrete vs. abstract
Transferable designs
Barriers to contribution
Changing practice
Ownership
Comments make it
come alive
Openness
165. A schema for mapping tools and
activities to dimensions of learning
Conole, Dyke et al. (2004), related framework Warburton (2007)
166. A schema for mapping tools and
activities to dimensions of learning
Individual
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
167. A schema for mapping tools and
activities to dimensions of learning
Individual
Passive Active
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
168. A schema for mapping tools and
activities to dimensions of learning
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
169. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
170. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
171. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
172. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
173. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
174. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
175. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
176. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
177. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
178. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)
180. Thinking &
reflection
A pedagogy schema
Dyke, Conole et al., (2007)
181. Thinking &
reflection
A pedagogy schema
Communication
& interaction
Dyke, Conole et al., (2007)
182. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Dyke, Conole et al., (2007)
183. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Dyke, Conole et al., (2007)
184. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Evidence &
demonstration
Dyke, Conole et al., (2007)
185. Thinking &
reflection
A pedagogy schema
... to provide guidance on
mapping pedagogy principles
to aspects of learning
Communication Experience
& interaction & activity
Evidence &
demonstration
Dyke, Conole et al., (2007)
186. Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
187. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
188. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
189. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
190. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
191. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning
activities
experience and
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
192. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning
activities
experience and
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
193. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
194. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
195. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
196. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
197. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
198. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
199. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
200. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
201. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
203. Design schema
Add comments to the two design
schema clouds in the Ascilite cloudscape
204. Design schema
Add comments to the two design
schema clouds in the Ascilite cloudscape
Explore the 8LEM cloud and add comments
205. Design schema
Add comments to the two design
schema clouds in the Ascilite cloudscape
Explore the 8LEM cloud and add comments
Do you know of other useful schema?
If so add as clouds
206. JISC Curriculum Design
• 4-year project, focus on whole curriculum design
• Internally
• Link to Course Business Models
• Curriculum delivery project
• Online global programme
• HSC, FELS..
• Externally
• Brunel, Cambridge, Reading, South Bank
• LAMS and Moodle communities
207.
208. OL-NET
A vision for a participatory
network of producers, users and
researchers of OERs...
214. Generic tool
Specialised tool
Resource
OER cycle Schema
Design
Select Use
Evaluate
215. Generic tool
Specialised tool
Resource
OER cycle Schema
Design
Openlearn
Select Use
Google
Evaluate
Cloudworks
216. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
Openlearn
Select Use
Google
Evaluate
Cloudworks
217. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Evaluate
Cloudworks
218. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Evaluate
Cloudworks
Analysis tools Student survey
229. Challenges
Representation: forms and purpose
Visualisation: what and why
Schema: format and use
Support: real and virtual
Guidance: type and form
Evidence: what and value
Development: research vs. practice
Practice: current and changing
Sharing: how and why
230. Issues
• Explaining what is it and what it can/can’t do!
• Managing expectations: balance of research vs.
practice
• Mapping current and emergent OU
Curriculum processes
• Scaling up and embedding
• Appropriate evaluation mechanisms
231. Evaluation
• Design: process, support, representation, barriers, evaluation
• Lifecycle: levels, stages, barriers, connections
• Value & impact: academics, support staff, systems, students
• Uptake: community build, sharing, representation
232. Further information
• OU Learning design initiative
• http://ouldi.open.ac.uk
• Visualizing design - CompendiumLD
• http://compendiumld.open.ac.uk
• Paul Clark - slidecast on using CompendiumLD
• http://www.slideshare.net/PerryW/using-compendiumld-to-
design-a-learning-activity-435001/
• Sharing designs - Cloudworks
• http://cloudworks.ac.uk
233. Further info
• OU Learning design initiative - http://ouldi.open.ac.uk
• Slidecast on using CompendiumLD - www.slideshare.net/PerryW/using-compendiumld-to-
design-a-learning-activity-435001/
• Cloudworks: Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A.
(2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov
– 3rd Dec 2008, Melbourne, www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf
• CompendiumLD: Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J.
(2008), Visualising learning design to foster and support good practice and creativity,
Educational Media International,Volume 54, Issue 3, 177-194.
• Design schema: Conole, G. (2008), New schema for mapping pedagogies and
technologies, Ariadne magazine, www.ariadne.ac.uk/issue56/conole/
• Technology trends: Conole, G. (forthcoming), Stepping over the edge: the implications of
new technologies for education in M. Lee and C. McLouglin, Web 2.0-based e-learning:
applying social informatics for tertiary teaching, Hersey, PA: ICI Global
• OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research
Report 2006-2008, Open University: Milton Keynes