The document discusses learning design and tools that can be used to support the learning design process. It describes learning design as both a process of planning learning activities and a product representing that design. Key aspects of learning design include using a shared design language and notational systems to represent and discuss designs. Challenges of learning design include balancing precision with the fuzzy nature of practice and balancing personal designs with those meant to be shared. Tools discussed that support learning design include CompendiumLD and Cloudworks.
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
How to design Collaborative Learning activitiesAndrew Brasher
A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities in higher education.
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the Metis Project, and it is one of three workshop structures that have been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project http://metis-project.org/.
Jacynthe Roberge & JÖRN MESSETER & JONAS FRITSCHGeoffrey Dorne
L’enseignement supérieur du design interactif soulève de nombreuses questions. Pour en discuter, nous nous sommes entretenue avec Jörn Messeter et Jonas Fritsch, professeurs-chercheurs en design d’interaction, tous deux affiliés à des universités scandinaves reconnues pour leurs programmes d’enseignement et de recherche en design d’interaction ainsi que pour leur contribution au développement de la discipline.
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Activity level Learning Design representations to enhance curriculum designAndrew Brasher
This exploratory study builds on existing approaches in using Learning Design representations in order to enhance curriculum design processes. Our lightning presentation reports on the first stage of the project, which aims to develop and test paper and software-based tools. These tools are envisaged to enable teams to design students’ learning journeys in detail, at activity level, with clear links to assessment and learning outcomes. In the lightning presentation we will showcase a first draft of the prototype tools, and discuss the strategies developed in order to iteratively design and evaluate these tools.
Electronic Portfolio: Fostering Critical Reflection is a collaborative effort of three faculty members and three students at Red River College - RED Forum conference presentation on May 10, 2019.
Acknowledgement:
Thank you to RRC Staff: Amanda Le Rougetel, (pp. 8-9) and Matt Miles (p. 10), and former/current RRC Students: Mary Jeslyn Granil-Arguelles (p. 5), Chenting Qian (p. 6), and Ynah Penas (p. 7) without whose expertise this presentation would not have been possible.
Citation:
Zuba Prokopetz, R., Le Rougetel, A., Miles, M., Granil-Arguelles, M. J., Qian, C., & Penas, Y. (2019, May 10). Electronic portfolio: Fostering critical reflection. Presentation at RED Forum conference, Winnipeg, Manitoba.
U Waterloo - Designing and Supporting Online Groupwork - Ignite2013D2L Barry
Presenters: Dina Meunier, Melanie Misanchuk, and Tonya Noel - all of the University of Waterloo. Presented at the Desire2Learn Ignite Ontario event on Sept. 25, 2013.
Strategies to Engage Students in Collaborative Online Learningjalinskens67
Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
How to design Collaborative Learning activitiesAndrew Brasher
A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities in higher education.
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the Metis Project, and it is one of three workshop structures that have been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project http://metis-project.org/.
Jacynthe Roberge & JÖRN MESSETER & JONAS FRITSCHGeoffrey Dorne
L’enseignement supérieur du design interactif soulève de nombreuses questions. Pour en discuter, nous nous sommes entretenue avec Jörn Messeter et Jonas Fritsch, professeurs-chercheurs en design d’interaction, tous deux affiliés à des universités scandinaves reconnues pour leurs programmes d’enseignement et de recherche en design d’interaction ainsi que pour leur contribution au développement de la discipline.
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Activity level Learning Design representations to enhance curriculum designAndrew Brasher
This exploratory study builds on existing approaches in using Learning Design representations in order to enhance curriculum design processes. Our lightning presentation reports on the first stage of the project, which aims to develop and test paper and software-based tools. These tools are envisaged to enable teams to design students’ learning journeys in detail, at activity level, with clear links to assessment and learning outcomes. In the lightning presentation we will showcase a first draft of the prototype tools, and discuss the strategies developed in order to iteratively design and evaluate these tools.
Electronic Portfolio: Fostering Critical Reflection is a collaborative effort of three faculty members and three students at Red River College - RED Forum conference presentation on May 10, 2019.
Acknowledgement:
Thank you to RRC Staff: Amanda Le Rougetel, (pp. 8-9) and Matt Miles (p. 10), and former/current RRC Students: Mary Jeslyn Granil-Arguelles (p. 5), Chenting Qian (p. 6), and Ynah Penas (p. 7) without whose expertise this presentation would not have been possible.
Citation:
Zuba Prokopetz, R., Le Rougetel, A., Miles, M., Granil-Arguelles, M. J., Qian, C., & Penas, Y. (2019, May 10). Electronic portfolio: Fostering critical reflection. Presentation at RED Forum conference, Winnipeg, Manitoba.
U Waterloo - Designing and Supporting Online Groupwork - Ignite2013D2L Barry
Presenters: Dina Meunier, Melanie Misanchuk, and Tonya Noel - all of the University of Waterloo. Presented at the Desire2Learn Ignite Ontario event on Sept. 25, 2013.
Strategies to Engage Students in Collaborative Online Learningjalinskens67
Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
A module map is use in planning a course module. It is a succint vision of the planned course, including brief descriptions of key components of a course or module.
1. Project aim: “ Specifically, we need to shift from the traditional craft-based teacher-design (where design draws on belief-based practice and is essentially implicit) to a more systematic, explicit design approach, drawing on empirically derived and validated tools and methods for design”. Conole (2010)
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5. How, when and who with The OULDI project sees ‘learning design’ as an all encompassing term to cover the process, representation, sharing and evaluation of designs from lower level activities, right up to whole curriculum level designs. We are interested in providing support for the entire design process; from gathering and sketching out initial ideas, through consolidating, producing and using designs, to sharing, reuse and community engagement.
The Open University Learning Design Initiative applies a design approach to teaching and learning processes with the aim of enabling practitioners to make more informed choices about their creation of learning interventions and better use of good pedagogy and new technologies. An approach which: Utilises a shared design language to both generate designs and as a mechanism for interpreting and discussing Uses a notational system which helps us remember and navigate designs, enables designs to take form and be shared, and helps us sharpen and multiply abstract design categories And recognises that different representations of a design are needed to articulate certain elements of the design, while ignoring others. It sees design as a conscious process which involves a dialogue both with and about the materials. It is seen as a creative and communicative process and an essentially social activity.
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