The document discusses using design thinking to reconfigure teaching practice for the changing university environment. It advocates that teachers adopt the role of learning designers by intentionally designing learning experiences through answering questions about vision, pedagogy, and implementation. This process moves from identifying problems and envisioning solutions, to determining pedagogical approaches and learning activities, to selecting technologies and tasks. An example learning design process is provided to illustrate moving from understanding why a new approach is needed, to determining how it will be structured, to specifying what it will involve. The goal is to help teachers intentionally create meaningful, future-oriented learning experiences for students.
Slides from talk at Interacting Minds Center, AU on Playful Education: http://interactingminds.au.dk/events/single-events/artikel/imc-seminar-talk-by-yishay-mor-and-rikke-toft-noergaard/
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
The document discusses meaningful learning and how technology can foster meaningful learning. It defines meaningful learning as being active, constructive, intentional, authentic, and cooperative. It explains that technologies can support meaningful learning by allowing learners to construct knowledge, access information, collaborate, and reflect. Technologies act as tools for knowledge construction, information vehicles, authentic learning contexts, social mediums for conversation, and intellectual partners for reflection.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Perspectives on teaching, learning and technologydiannachayden
The document discusses different educational paradigms, theories, and models including behaviorism, cognitivism, constructivism, and eclecticism. It focuses on key figures that developed theories within each paradigm such as Skinner, Vygotsky, and Piaget. It also discusses how different paradigms and theories approach teaching and learning from philosophical, psychological, and applied perspectives.
Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]
The document discusses several learning theories and instructional models. It describes constructivism as how knowledge is constructed based on interactions between new information and prior knowledge. It also outlines cognitive flexibility theory, generative learning theory, and knowledge as tools. Several theorists are mentioned including John Bransford, Jerome Bruner, John Dewey, Jean Lave, Etienne Wenger, Seymour Papert, Jean Piaget, Rand Spiro, and Lev Vygotskie. Various instructional models are then defined, such as anchored instruction, authentic learning, case-based learning, cognitive apprenticeship, and collaborative learning. Finally, it discusses implications for instructional design including authentic assessment, learning through exploration, and problem-
Theories of Learning and Individual DevelopmentJoey Miñano
The document discusses five broad models of learning:
1) The behaviorist model views learning as observable changes in behavior through stimulus-response mechanisms and reinforcement.
2) The humanist model sees learning as an internal process driven by the learner's potential for growth.
3) The information processing model understands learning as organizing and reorganizing information in schemas.
4) The activity model constructs knowledge through social experience and tasks.
5) The situated learning model emphasizes that learning occurs in authentic contexts through participation in communities of practice.
Slides from talk at Interacting Minds Center, AU on Playful Education: http://interactingminds.au.dk/events/single-events/artikel/imc-seminar-talk-by-yishay-mor-and-rikke-toft-noergaard/
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
The document discusses meaningful learning and how technology can foster meaningful learning. It defines meaningful learning as being active, constructive, intentional, authentic, and cooperative. It explains that technologies can support meaningful learning by allowing learners to construct knowledge, access information, collaborate, and reflect. Technologies act as tools for knowledge construction, information vehicles, authentic learning contexts, social mediums for conversation, and intellectual partners for reflection.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
Perspectives on teaching, learning and technologydiannachayden
The document discusses different educational paradigms, theories, and models including behaviorism, cognitivism, constructivism, and eclecticism. It focuses on key figures that developed theories within each paradigm such as Skinner, Vygotsky, and Piaget. It also discusses how different paradigms and theories approach teaching and learning from philosophical, psychological, and applied perspectives.
Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]
The document discusses several learning theories and instructional models. It describes constructivism as how knowledge is constructed based on interactions between new information and prior knowledge. It also outlines cognitive flexibility theory, generative learning theory, and knowledge as tools. Several theorists are mentioned including John Bransford, Jerome Bruner, John Dewey, Jean Lave, Etienne Wenger, Seymour Papert, Jean Piaget, Rand Spiro, and Lev Vygotskie. Various instructional models are then defined, such as anchored instruction, authentic learning, case-based learning, cognitive apprenticeship, and collaborative learning. Finally, it discusses implications for instructional design including authentic assessment, learning through exploration, and problem-
Theories of Learning and Individual DevelopmentJoey Miñano
The document discusses five broad models of learning:
1) The behaviorist model views learning as observable changes in behavior through stimulus-response mechanisms and reinforcement.
2) The humanist model sees learning as an internal process driven by the learner's potential for growth.
3) The information processing model understands learning as organizing and reorganizing information in schemas.
4) The activity model constructs knowledge through social experience and tasks.
5) The situated learning model emphasizes that learning occurs in authentic contexts through participation in communities of practice.
This document provides an overview of constructivism in science education. It discusses several foundational theorists in constructivism including Piaget, Vygotsky, Bruner, Dewey, and the 5E model. Key points covered include Piaget's stages of cognitive development, Vygotsky's zone of proximal development and scaffolding, Bruner's modes of representation, and Dewey's emphasis on hands-on, progressive education. The document also contrasts traditional vs. constructivist classrooms and outlines the five principles of a constructivist pedagogy.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
This document discusses constructivist approaches to learning and integrated curriculum. It begins by defining key concepts like constructivism, active learning, and integrated curriculum. It explains that constructivists believe knowledge is socially constructed and people learn in multiple ways. Active learning involves hands-on strategies like projects, debates, field trips and technology. Integrated curriculum combines subjects around themes and connects to real-world topics. The document provides examples of integration models and discusses benefits and challenges of integration. It emphasizes teaching academic vocabulary and having students direct their own learning through strategies like problem-based learning and inquiry.
The benefits of integrating technology into a constructivist classroom are discussed, including increased student engagement, deeper understanding, and empowerment. However, threats like costs and teacher unwillingness are also identified. Overall, the presentation argues that applying constructivist pedag
The document discusses three learning theories that have shaped technology integration:
1) The behaviorist perspective views learning as acquiring behaviors through rewards/punishment in response to stimuli. Behaviorism focuses on observable behaviors and responses to external influences.
2) The cognitivist perspective sees learning as a mental process of receiving, manipulating, and storing information. It focuses on how people process and organize new information. Key concepts include schemata, assimilation, and accommodation.
3) The constructivist perspective is that individuals construct their own understanding through experiences and reflecting on those experiences. It emphasizes personal interpretations and meaning making.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
This document discusses educational technology and conceptual models of learning. It defines educational technology as utilizing methods and resources to facilitate the learning process. Key conceptual models discussed include meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning emphasizes connecting new experiences to prior knowledge, while discovery learning involves students uncovering learning through tasks. Generative learning focuses on what students can do with information. Constructivism posits that students build understanding through learning activities and environment. The document also discusses how these conceptual models are applied through educational technology to support learning.
The document discusses the constructivist view of learning. It defines constructivism as the theory that humans generate knowledge and meaning from their experiences. It notes the earliest proponents included Buddha, Piaget, Dewey, Vygotsky, Bruner, and von Glasersfeld. Key characteristics are learning through problem solving, group work, and alternative assessment methods. The goals of instruction in constructivism are for learning to be an active process of constructing rather than acquiring knowledge, and for instruction to support knowledge construction.
Theories and models of learning instruction revisedFelisa Isakson
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism sees learning as changes in observable behaviors due to stimuli and responses. Cognitivism views learning as the acquisition and organization of mental processes and knowledge. Constructivism believes that learners create meaning and knowledge from their experiences. The document also covers instructional design principles and models, learning assumptions, cognitive foundations of learning, and applying constructivism in practice.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
1) Constructivism views learning as an active process of constructing knowledge rather than acquiring knowledge. Instruction should support this construction process rather than simply communicating knowledge.
2) While constructivism encompasses a diversity of theories, they generally agree that learning occurs through an active process of constructing knowledge in a particular context, rather than acquiring knowledge from an external source.
3) Critics argue that constructivism leads to relativism where all knowledge constructions are equally valid. However, constructivists assert that knowledge can be judged based on its viability and workability rather than absolute truth. While individuals construct unique understandings, communication is still possible within a shared culture.
The document compares and contrasts the pedagogical and andragogical approaches to learning. Under pedagogy, the learner is dependent on the teacher, experience is less influential, learning is content-driven, and motivation is often external. Andragogy positions the learner as self-directed, experience as an important resource, learning as problem-centered and relevant to life, and motivation as internal factors like self-esteem. Overall, pedagogy views learning through the instructor's lens while andragogy prioritizes the learner's experience and self-directed nature.
Cognitive theory views thinking, remembering, and decision making as underlying behaviors. It was created in reaction to behaviorism to acknowledge the role of thinking in behavior. Key theorists include Allan Paivio, who proposed dual coding theory of verbal and visual processing, Robert Gagne, who identified learning categories and principles of instruction, and Howard Gardner, who proposed multiple intelligences. The cognitive theory emphasizes that learners actively construct their own understanding rather than passively receiving information.
This document discusses constructivism and student-centered learning approaches. It explains that constructivism is a theory where learners discover and construct their own understanding by checking new information against prior knowledge and adapting when necessary. The document outlines principles of constructivist teaching such as valuing student perspectives, using activities to challenge assumptions, and assessing student learning in the context of daily lessons. It also contrasts traditional and constructivist classrooms, noting that constructivist approaches emphasize big concepts, student questions, and group work over strict curricula and textbooks. While critics argue subject matter may be sacrificed, the document advocates for a balanced approach combining direct instruction and discovery methods.
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
Constructivism is a theory of learning that suggests learners construct knowledge through experiences. Key principles of constructivism include:
- Learners construct understanding based on their prior knowledge and experiences.
- Social interaction and collaboration facilitate learning as learners share knowledge.
- Authentic learning tasks that mirror real-world problems promote meaningful knowledge construction.
Constructivist teaching strategies involve providing learners with experiences to explore concepts and discover knowledge for themselves, rather than directly teaching them content.
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
The document discusses an eLearning model for schools that aims to transform traditional teaching and learning using digital technologies. The model has three main components: digital pedagogy, digital content, and learning spaces. Digital pedagogy involves using technology to improve instruction, engage students, and develop digital literacy skills. Digital content consists of online resources and a digitally-designed curriculum. Learning spaces encompass both physical and virtual spaces where students can learn. The goal of the eLearning model is to create a student-centered environment that develops skills like collaboration, communication, and critical thinking through technology-enabled teaching methods.
This document provides an overview of constructivism in science education. It discusses several foundational theorists in constructivism including Piaget, Vygotsky, Bruner, Dewey, and the 5E model. Key points covered include Piaget's stages of cognitive development, Vygotsky's zone of proximal development and scaffolding, Bruner's modes of representation, and Dewey's emphasis on hands-on, progressive education. The document also contrasts traditional vs. constructivist classrooms and outlines the five principles of a constructivist pedagogy.
Integration in the 21st Century Classroombgalloway
The document discusses curriculum integration and 21st century skills. It provides information on integrating subjects around themes, benefits to students like increased relevance and motivation, benefits to teachers like easier transitions and shared ideas, and examples of integration models like parallel disciplines and multidisciplinary designs. Research on learning modalities and styles is presented, along with 21st century skills frameworks and questions around big issues and solutions.
This document discusses constructivist approaches to learning and integrated curriculum. It begins by defining key concepts like constructivism, active learning, and integrated curriculum. It explains that constructivists believe knowledge is socially constructed and people learn in multiple ways. Active learning involves hands-on strategies like projects, debates, field trips and technology. Integrated curriculum combines subjects around themes and connects to real-world topics. The document provides examples of integration models and discusses benefits and challenges of integration. It emphasizes teaching academic vocabulary and having students direct their own learning through strategies like problem-based learning and inquiry.
The benefits of integrating technology into a constructivist classroom are discussed, including increased student engagement, deeper understanding, and empowerment. However, threats like costs and teacher unwillingness are also identified. Overall, the presentation argues that applying constructivist pedag
The document discusses three learning theories that have shaped technology integration:
1) The behaviorist perspective views learning as acquiring behaviors through rewards/punishment in response to stimuli. Behaviorism focuses on observable behaviors and responses to external influences.
2) The cognitivist perspective sees learning as a mental process of receiving, manipulating, and storing information. It focuses on how people process and organize new information. Key concepts include schemata, assimilation, and accommodation.
3) The constructivist perspective is that individuals construct their own understanding through experiences and reflecting on those experiences. It emphasizes personal interpretations and meaning making.
The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
This document discusses educational technology and conceptual models of learning. It defines educational technology as utilizing methods and resources to facilitate the learning process. Key conceptual models discussed include meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning emphasizes connecting new experiences to prior knowledge, while discovery learning involves students uncovering learning through tasks. Generative learning focuses on what students can do with information. Constructivism posits that students build understanding through learning activities and environment. The document also discusses how these conceptual models are applied through educational technology to support learning.
The document discusses the constructivist view of learning. It defines constructivism as the theory that humans generate knowledge and meaning from their experiences. It notes the earliest proponents included Buddha, Piaget, Dewey, Vygotsky, Bruner, and von Glasersfeld. Key characteristics are learning through problem solving, group work, and alternative assessment methods. The goals of instruction in constructivism are for learning to be an active process of constructing rather than acquiring knowledge, and for instruction to support knowledge construction.
Theories and models of learning instruction revisedFelisa Isakson
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism sees learning as changes in observable behaviors due to stimuli and responses. Cognitivism views learning as the acquisition and organization of mental processes and knowledge. Constructivism believes that learners create meaning and knowledge from their experiences. The document also covers instructional design principles and models, learning assumptions, cognitive foundations of learning, and applying constructivism in practice.
Michelle Wynn's instructional technology philosophy centers around constructivist learning strategies and active learning. She believes learning should involve discovery, collaboration, and problem-solving activities that are authentic and relevant to learners. As an instructor, she aims to facilitate learning by empowering students and helping them take ownership. Wynn's philosophy is also informed by theories of andragogy, which recognize adults as self-directed learners who draw from life experiences and are motivated by problem-centered learning. She seeks to incorporate technology integration strategies that foster skills like creative problem-solving, knowledge transfer through simulations, and group cooperation.
1) Constructivism views learning as an active process of constructing knowledge rather than acquiring knowledge. Instruction should support this construction process rather than simply communicating knowledge.
2) While constructivism encompasses a diversity of theories, they generally agree that learning occurs through an active process of constructing knowledge in a particular context, rather than acquiring knowledge from an external source.
3) Critics argue that constructivism leads to relativism where all knowledge constructions are equally valid. However, constructivists assert that knowledge can be judged based on its viability and workability rather than absolute truth. While individuals construct unique understandings, communication is still possible within a shared culture.
The document compares and contrasts the pedagogical and andragogical approaches to learning. Under pedagogy, the learner is dependent on the teacher, experience is less influential, learning is content-driven, and motivation is often external. Andragogy positions the learner as self-directed, experience as an important resource, learning as problem-centered and relevant to life, and motivation as internal factors like self-esteem. Overall, pedagogy views learning through the instructor's lens while andragogy prioritizes the learner's experience and self-directed nature.
Cognitive theory views thinking, remembering, and decision making as underlying behaviors. It was created in reaction to behaviorism to acknowledge the role of thinking in behavior. Key theorists include Allan Paivio, who proposed dual coding theory of verbal and visual processing, Robert Gagne, who identified learning categories and principles of instruction, and Howard Gardner, who proposed multiple intelligences. The cognitive theory emphasizes that learners actively construct their own understanding rather than passively receiving information.
This document discusses constructivism and student-centered learning approaches. It explains that constructivism is a theory where learners discover and construct their own understanding by checking new information against prior knowledge and adapting when necessary. The document outlines principles of constructivist teaching such as valuing student perspectives, using activities to challenge assumptions, and assessing student learning in the context of daily lessons. It also contrasts traditional and constructivist classrooms, noting that constructivist approaches emphasize big concepts, student questions, and group work over strict curricula and textbooks. While critics argue subject matter may be sacrificed, the document advocates for a balanced approach combining direct instruction and discovery methods.
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
Constructivism is a theory of learning that suggests learners construct knowledge through experiences. Key principles of constructivism include:
- Learners construct understanding based on their prior knowledge and experiences.
- Social interaction and collaboration facilitate learning as learners share knowledge.
- Authentic learning tasks that mirror real-world problems promote meaningful knowledge construction.
Constructivist teaching strategies involve providing learners with experiences to explore concepts and discover knowledge for themselves, rather than directly teaching them content.
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
The document discusses an eLearning model for schools that aims to transform traditional teaching and learning using digital technologies. The model has three main components: digital pedagogy, digital content, and learning spaces. Digital pedagogy involves using technology to improve instruction, engage students, and develop digital literacy skills. Digital content consists of online resources and a digitally-designed curriculum. Learning spaces encompass both physical and virtual spaces where students can learn. The goal of the eLearning model is to create a student-centered environment that develops skills like collaboration, communication, and critical thinking through technology-enabled teaching methods.
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
The document discusses an integrated learning approach that focuses on learner skills acquisition through doing and interacting with learning tools. ICTs are used to enhance teaching and learning by exposing students to real life situations. The approach involves open-ended questions, collaboration, ICT tools, and real world problems. The educator structures learner-centered tasks, supports problem solving and critical thinking, ensures ICTs align with curriculum, and motivates students. A strategy for curriculum integration includes reviewing the curriculum, training teachers to select relevant ICTs, understanding students, and providing a stimulating environment that engages students and ICTs. The integrated approach is learner-centered, uses ICTs and issues to enhance learning, and develops creativity, problem
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
The document discusses best practices for online course design based on the author's experience working with over 3,000 faculty at SUNY. It recommends that effective online courses have (1) clear expectations and instructions for students, (2) opportunities for interaction and collaboration, and (3) alignment between objectives, activities, and assessments. The author also emphasizes the importance of reconceptualizing courses for the online environment rather than trying to replicate face-to-face classes.
The document discusses skills and approaches needed for 21st century learning, including critical thinking, collaboration, adapting to change, effective communication, analyzing information, and being curious. It also discusses using technology in teaching, focusing on how it can support learning rather than just being added on. Key ideas are designing curriculum, honoring creativity, repurposing technology for innovation, and seeing oneself as a curriculum designer.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
“Reimagining Learning in the Digital Era” – Keynote Address delivered at the Awarding Ceremony of National Diploma in Teaching organized by the National Institute of Education, held 18 October 2022, at BMICH, Colombo.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
This document provides an overview of educational technology concepts across 6 lessons:
1) The meaning of educational technology including how people use inventions to satisfy educational needs.
2) Technology can be a boon or bane depending on how it is used in education.
3) The roles of technology in learning including as a tool, information vehicle, and social medium.
4) A systematic approach to instruction including defining objectives, selecting methods/materials, implementing, and evaluating.
5) The Cone of Experience model showing retention rates are highest for hands-on experiences versus verbal symbols.
6) Tips for selecting and properly using instructional materials including alignment to objectives and learners.
The document discusses innovative teaching strategies and methods for math education. It outlines three learning objectives: 1) understand innovative math strategies 2) understand modern technology-based teaching methods 3) demonstrate understanding of teaching pedagogies. It advocates employing technology in math teaching since students enjoy it. Some principles for constructivist teaching are authentic learning, a positive learning environment, and differentiated instruction. Finally, it presents several digital tools for the classroom like ClassDojo, Edmodo, Quizziz, Kahoot, and ThatQuiz.
The document discusses an integrated approach to using ICT in education. It advocates for a constructivist learning approach that is student-centered, collaborative, authentic, and challenging. The teacher takes on the role of facilitator, manager, and evaluator who creates an interactive environment and asks open-ended questions to encourage student inquiry. The document provides steps for developing a curriculum integration strategy which includes forming a committee, conducting an ICT audit, identifying areas for improvement, implementing an action plan, and reviewing progress.
This document provides information about a virtual classroom tour project conducted by Ana Fuertes Sanz at IES Monegros Gaspar Lax school in Sariñena, Spain. The project aimed to encourage 14-16 year old students to use information and communication technologies to support learning about energy problems and solutions. Students collaborated to research energy efficiency and identify suitable solutions for their homes through a wiki platform and presentations. The project promoted skills like critical thinking, problem solving, communication and taking environmental responsibility beyond the classroom.
This document discusses adventures with technology in learning and teaching. It outlines five adventures needed to change practice: interactions, blended learning, good practice reports, change management, and open education. The role of technology is to enable new learning experiences and enrich existing scenarios. Personal perspectives and dynamic contexts were also discussed. Blended and flexible learning approaches were presented along with learning designs. Institutional mindsets need to embrace blended learning and use distributive leadership to create strategic change.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
Educational technology is a complex field that aims to solve problems in human learning. It involves analyzing learning problems and developing solutions through the use of educational methods, resources, and technology. Technology can serve as both a teacher delivering instruction and a partner in the learning process when used in a constructivist way. When integrated effectively, educational technology can engage students, support different types of learning like collaboration and reflection, and make learning more meaningful.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptx
Teachers as learning designers: using design thinking to innovate and enhance learning experience
1. TEACHERS AS
LEARNING DESIGNERS
using design thinking to innovate
and enhance student experience
Rikke Toft Noergaard
Associate Professor,
PhD
Centre for Teaching
Development and
Digital Media,
Aarhus University
rtoft@tdm.au.dk
2. TEACHERS AS LEARNING DESIGNERS
1. WHY: THE WORLD WE TEACH IN
The changing mandate of the university in society
1. HOW: RECONFIGURING TEACHING PRACTICE TO FIT THE WORLD
Design thinking & learning design as teacher’s response
1. WHAT: TEACHING AS INTENTIONAL FUTURE-MAKING
Value-based vision-driven educational design thinking as teacher’s
intentional design practice
1. ROUND-UP & RESOURCES
2
3. THE WORLD WE TEACH IN: THE CHANGING
MANDATE OF THE UNIVERSITY
On the future of teaching: From knowledge
transmission to complex community building
3
1WHY
4. The Mode 1 university (left in the past)
intrinsic academic value & ‘ivory tower for educated life’
▰Teachers’ embody the ivory tower and
shapes students thinking by telling them
what they need to know: Knowledge is stable,
controlled and transmissible = self-sustained
ecosystem with intrinsic value
▰The university is in control of education and
decides what it takes to be educated
▰Institution as a shrine for universal
knowledge - courses are fixed - classrooms
closed - knowledge is not up for discussion
4
5. The Mode 2 university (living the present)
utilitaristic value & ‘factory for the future workforce’
▰Teachers’ embody the factory and produce
students as future workforce. Knowledge is
unstable, uncontrolled but transmissible =
conveyer belt producing demanded skills
▰The society is in control of education and
decides what it takes to be educated
▰Institution as a producer of utilitaristic value
- courses are fixed - classrooms open -
knowledge is not up for discussion 5
6. The Mode 3 university (looking to the future)
societal value & ‘community centre for academic citizenship’
▰Teachers’ embody the community centre and
collaborate and communicate with students and
society about the production of academic citizens.
Knowledge is dialogic, exploratory and
transformational = teaches, students & society co-
create societal value and knowledge.
▰Education emerges as critical-creative
partnerships between institutions, companies,
organisations, , the public, government
▰Institution as creative collaborator & critical co-
creator of societal value - courses are open -
classrooms are open - knowledge is up for 6
7. TODAY
Education faces many challenges in the changing modern world. Learners are changing in their
approaches to education – they use digital technologies, they multi-task, they collaborate and they are
becoming less patient with teacher- centric styles of education.
Educators face many changes – such as expectations of adopting innovative teaching approaches,
alignment of teaching to external standards, growing requirements for professional development and
difficulties in balancing a complex range of demands from different stakeholders.
Educational institutions also face many changes, such as the rise of the knowledge economy and the
need for different kinds of graduates, a shift from knowledge scarcity to abundance, and the impact of
technology – especially the internet via open sharing of educational resources and massive open online
courses (MOOCs).
The Larnaca declaration on Learning Design, 2012
8. TEACHERS ARE ALREADY PRODUCING DESIGNS
THEY ARE JUST NOT LEARNING DESIGNERS
▰ Teachers have always been design practitioners & producers of designs in their
teaching BUT teachers are not necessarily reflective design thinkers or intentional
producers of learning designs
▰ To become learning designers ‘transmission teachers’ need to stop taking teaching
too seriously & start taking teaching seriously (Continued dynamic iterative
development)
▰ For teachers to become learning designers institutions need to establish critical-
creative, exploratory & experimenting collectives that embody and invite for open
courses/classrooms/knowledge (leadership-staff & staff-student partnerships)
8
10. “
LEARNING DESIGN REFERS TO
1) the process of designing the learning activity,
2) the sequencing of the learning activity into patterns,
3) the final learning activity as a product
Value-based vision-driven learning design focuses on creating explicit
& intentional relations between educational values & visions,
pedagogical principles & patterns, learner interactions & experiences
within a course/activity to reconfigure teaching for better learning
experiences
1010
11. “
Adopting a designer mindset means using empathy and observation to
understand where the learners are, and creating the things that will help
them get to where you want them to be (Mor, Craft & Maina, 2015)
1111
Learning design is “the creative and deliberate act of
devising new practices, plans of activity, resources and
tools aimed at achieving particular educational aims in
a given context” (Mor & Craft, 2012)
To become a learning designer is a process of learning
to reflect & intentionally act on experiences in HE
(Kolb)
12. VALUE-BASED VISION-DRIVEN LEARNING DESIGN IS:
▰ Ethically driven & human-centered: value-based to create worthwhile learning experiences
▰ A process by which teachers aim to achieve educational visions in their teaching
▰ Future-making: responding to the changing mandate & iteratively designing its way forward
towards better teaching & learning at the mode 3 university
▰ Shifting teacher focus from content/transmission to process/activity (from noun to verb)
▰ A reflective inquiry informed by theory & a creative practice (learning by designing & reflecting)
▰ Focusing on creating inter-relations between educational value & vision, pedagogical principles &
patterns, learner interaction & experience of a course/activity
12
13. MASTERING THE LAYERED ‘INQUIRY FOR ACTION’
OF EDUCATIONAL DESIGN THINKING
▰ Pedagogical principles & virtues => learner experience (Why)
▰ Pedagogical approach => learner interaction form (How)
▰ Pedagogical patterns => learning process (How)
▰ Pedagogical activities => learner tasks (What)
▰ Pedagogical materials => learning environment (What)
...The ‘why’ should always inform the ‘how’
...The ‘how should always inform the ‘what’
...The ‘what’ should always inform the ‘why’
...And the ‘who’ should always take the center stage
13
14. LEARNING DESIGN REVOLVES AROUND QUESTIONS
IN ORDER TO MOVE FROM THE WHY TO THE WHAT
14
HOW?
PEDAGOGY
What pedagogical
approach do you want
to emphasise?
HOW?
LEARNING ACTIVITIES
& PATTERNS
How do your design
teach and what do the
learner do?
WHY?
LEARNING
EXPERIENCE
What do you want the
students to experience?
WHY?
PROBLEM & VISION
What specific problem
do you want to
address?
15. VALUE-BASED VISION-DRIVEN LEARNING DESIGN
Moving from the why to the what
15
Conceptualise
vision
HOW?
Pedagogical
structure
WHAT?
Look & feel of
design
Identify domain Map values
WHY?
Learners’
experience
Put together
design patterns
Pedagogical
approach
Hand, head and
heart of student
Learning design
to be validated &
evaluated
Content &
actions
Technologies &
materials
16. TEACHING AS INTENTIONAL
FUTURE-MAKING
The example of ‘GO:IT’: reconfiguring
teaching practice through answering design
questions 16
3 WHAT HOW?
Pedagogical
structure
WHAT?
Look & feel of
design
WHY?
Learners’
experience
17. THE LEARNING DESIGN PROCESS
Moving from the why to the what
17
Conceptualise
vision
HOW?
Pedagogical
structure
WHAT?
Look & feel of
design
Identify domain Map values
WHY?
Learners’
experience
Put together
design patterns
Pedagogical
approach
Hand, head and
heart of student
=> New learning
activity to be
validated
Content &
actions
Technologies &
materials
18. 1. Identify existing
activity in domain
Name curriculum,
course, activity
Identify wicked problem:
technological, material,
experiential,
interactional,
contextual...
2. Map values
Envision desired future
experience of and
action in the domain
Map core desired
values of the vision
3. Conceptualise vision in a
sentence
Imagine change in interaction or
experience that make vision come
true
Integrate interaction & values in a
vision-statement that capture
desired change
18
Check for
relationship between
future vision and
present problem
1. WHY? The learners’ experience
(mapping future vision to present problem)
19. THE GO:IT DESIGN EMERGING FROM
QUESTIONS OF: Why => How => What
19
20. 1. Identify existing
activity in domain
Name curriculum,
course, activity
&
Identify wicked problem:
technological, material,
experiential,
interactional, contextual
2. Map values
Envision desired future
experience of and
action in the domain
&
Map core desired
values of the vision
3. Conceptualise vision
Imagine change in interaction or
experience that make vision come
true
&
Integrate interaction & values in a
vision-statement that capture
desired change
20
1. WHY? The learners’ experience
(mapping future vision to present problem)
Check for
relationship between
future vision and
present problem
21. 1. Identify existing
activity in domain
Name curriculum,
course, activity
Identify wicked problem:
technological, material,
experiential,
interactional,
contextual...
2. Map values
Envision desired future
experience of and
action in the domain
Map core desired
values of the vision
3. Conceptualise vision in a
sentence
Imagine change in interaction or
experience that make vision come
true
Integrate interaction & values in a
vision-statement that capture
desired change
21
Check for
relationship between
future vision and
present problem
1. WHY? The learners’ experience
(mapping future vision to present problem)
22. LEARNING DESIGN REVOLVES AROUND QUESTIONS
IN ORDER TO MOVE FROM THE WHY TO THE WHAT
22
WHY?
LEARNING
EXPERIENCE
What do you want the
students to experience?
WHY?
PROBLEM & VISION
What specific problem
do you want to
address?
23. THE LEARNING DESIGN PROCESS
Moving from the why to the what
23
Conceptualise
vision
HOW?
Pedagogical
structure
WHAT?
Look & feel of
design
Identify domain Map values
WHY?
Learners’
experience
Put together
design patterns
Pedagogical
approach
Hand, head and
heart of student
=> New learning
activity to be
validated
Content &
actions
Technologies &
materials
24. 2. HOW? Pedagogical structure
(mapping present problem to future pedagogy)
4. Hand, head & heart of
student
Create the hand, head
and heart of students by
answering what is most
important that the
student experience?
Draw/describe hand,
head & heart of student
5. Pedagogical approach
Select core form of
engagement in the course
/activity that invites for the
wanted learner experience
Check that the general
pedagogical approach
correspond to vision &
form head, hand and heart
6. Design patterns
Divide the course / activity into
patterns that work together to teach
the learner what to do, think and
feel?
Construct sequence of events
(design patterns) that make the
vision materialize?
24
Check for
relationship between
future vision &
pedagogy/patterns
25. 2. HOW? Pedagogical structure
(mapping present problem to future pedagogy)
4. Hand, head & heart of
student
Create the hand, head
and heart of students by
answering what is most
important that the
student experience?
Draw/describe hand,
head & heart of student
5. Pedagogical approach
Select core form of
engagement in the course
/activity that invites for the
wanted learner experience
Check that the general
pedagogical approach
correspond to vision &
form head, hand and heart
6. Design patterns
Divide the course / activity into
patterns that work together to teach
the learner what to do, think and
feel?
Construct sequence of events
(design patterns) that make the
vision materialize?
25
Check for
relationship between
future vision &
pedagogy/patterns
26. 2. HOW? Pedagogical structure
(mapping present problem to future pedagogy)
4. Hand, head & heart of
student
Create the hand, head
and heart of students by
answering what is most
important that the
student experience?
Draw/describe hand,
head & heart of student
5. Pedagogical approach
Select core form of
engagement in the course
/activity that invites for the
wanted learner experience
Check that the general
pedagogical approach
correspond to vision &
form head, hand and heart
6. Design patterns
Divide the course / activity into
patterns that work together to teach
the learner what to do, think and
feel?
Construct sequence of events
(design patterns) that make the
vision materialize?
26
Check for
relationship between
future vision &
pedagogy/patterns
27. LEARNING DESIGN REVOLVES AROUND QUESTIONS
IN ORDER TO MOVE FROM THE WHY TO THE WHAT
27
HOW?
PEDAGOGY
What pedagogical
approach do you want
to emphasise?
HOW?
LEARNING ACTIVITIES
& PATTERNS
How do your design
teach and what do the
learner do?
WHY?
LEARNING
EXPERIENCE
What do you want the
students to experience?
WHY?
PROBLEM & VISION
What specific problem
do you want to
address?
28. THE LEARNING DESIGN PROCESS
Moving from the why to the what
28
Conceptualise
vision
HOW?
Pedagogical
structure
WHAT?
Look & feel of
design
Identify domain Map values
WHY?
Learners’
experience
Put together
design patterns
Pedagogical
approach
Hand, head and
heart of student
=> New learning
activity to be
validated
Content &
actions
Technologies &
materials
29. WHAT? Look & feel of design
(mapping pedagogy to tools & tasks)
7. Technologies &
materials
Decide the technologies
and materials that can
fulfill the pedagogical
approach & patterns
Identify the tools that
shape the hand, head
and heart & realise the
vision
8. Content & actions
List the content of the course
/ activity that should be
taught and learned
Identify the learner’s tasks
and actions in the course /
activity that make learning
happen in alignment with
vision, values and pedagogy
9. Validation & evaluation
Describe how you will validate
that the design fulfill the
values/vision and achieve the
formation of hand, head and
heart
Decide how to evaluate the
learner experience
29
Check for
relationship between
Vision, actions &
validation
30. WHAT? Look & feel of design
(mapping pedagogy to tools & tasks)
7. Technologies &
materials
Decide the technologies
and materials that can
fulfill the pedagogical
approach & patterns
Identify the tools that
shape the hand, head
and heart & realise the
vision
8. Content & actions
List the content of the course
/ activity that should be
taught and learned
Identify the learner’s tasks
and actions in the course /
activity that make learning
happen in alignment with
vision, values and pedagogy
9. Validation & evaluation
Describe how you will validate
that the design fulfill the
values/vision and achieve the
formation of hand, head and
heart
Decide how to evaluate the
learner experience
30
Check for
relationship between
Vision, actions &
validation
31. WHAT? Look & feel of design
(mapping pedagogy to tools & tasks)
7. Technologies &
materials
Decide the technologies
and materials that can
fulfill the pedagogical
approach & patterns
Identify the tools that
shape the hand, head
and heart & realise the
vision
8. Content & actions
List the content of the course
/ activity that should be
taught and learned
Identify the learner’s tasks
and actions in the course /
activity that make learning
happen in alignment with
vision, values and pedagogy
9. Validation & evaluation
Describe how you will validate
that the design fulfill the
values/vision and achieve the
formation of hand, head and
heart
Decide how to evaluate the
learner experience
31
Check for
relationship between
Vision, actions &
validation
32. LEARNING DESIGN REVOLVES AROUND QUESTIONS
IN ORDER TO MOVE FROM THE WHY TO THE WHAT
32
HOW?
PEDAGOGY
What pedagogical
approach do you want to
emphasise?
HOW?
LEARNING ACTIVITIES
& PATTERNS
How do your design
teach and what do the
learner do?
WHY?
LEARNING EXPERIENCE
What do you want the
students to experience?WHY?
PROBLEM & VISION
What specific problem
do you want to
address?
HOW?
Pedagogical
structure
WHAT?
Look & feel of
design
WHY?
Learners’
experience
33. ROUND-UP & RESOURCES
33
4 Rikke Toft Noergaard
Associate Professor,
PhD
Centre for Teaching
Development and
Digital Media,
Aarhus University
rtoft@tdm.au.dk
@RikkeToftN
34. ROUND-UP & RESOURCES
Resources for the WHY
Values:
https://www.mindtools.com/pages/article/newTED
_85.htm
34
Resources for the HOW
Pedagogy:
Connected curriculum: http://www.ucl.ac.uk/ucl-
press/browse-books/a-connected-curriculum-for-
higher-education
Innovating pedagogy 2016:
http://www.open.ac.uk/blogs/innovating/
Resources for the WHAT
Technologies & materials
Make space:
https://dschool.stanford.edu/resources/make-
space-excerpts
Trend report 2016: How tehnological trends
enable customized education:
https://www.surf.nl/binaries/content/assets/surf
HOW?
Pedagogical
structure
WHAT?
Look & feel of
design
WHY?
Learners’
experience
Visions:
https://www.mindtools.com/pages/article/newLDR_90.htm
Patterns:
Design method toolkit:
http://medialabamsterdam.com/toolkit/
Art & science of learning design:
https://www.sensepublishers.com/media/2398-the-art-
and-science-of_learning-design.pdf
Content & action:
Practical design patterns for teaching & learning with
technology: https://www.sensepublishers.com/media/1937-
practical-design-patterns-for-teaching-and-learning-with-
technology.pdf
Technology enhanced learning - design patterns and pattern
languages:
https://www.sensepublishers.com/catalogs/bookseries/tec
hnology-enhanced-learning-1/technology-enhanced-learning/
Editor's Notes
Hello good morgning - I am very honored to be given the opportunity to speak here at CHED - and a a bit terrified to follow such fine introductions to the future of education - and to give the opening keynote
My name is Rikke Toft Nørgård
Associate professor in educational design & technology at the Centre for Teaching Development and Digital Media, Aarhus university
The last couple of years I have been working with combining the fields of design thinking, signature pedagogy and educational philosophy to develop the field of “value-based vision-driven learning design” as a way to enhance the student experience through a human-centered perspective and by connecting it to the deeper values and visions we hold as teachers and institutions
This fall I will be running value-based vision-driven learning design workshops for the staff at aarhus university, for master students at the ICT-based educational design as well as for learning designers in different research projects that want to work closer with integrating educational values and visions in their learning designs
...and having listened to the very nice introduction - I hope this talk will follow nicely along a lot of the things laid out in the introduction and give some food for thinking and talking together about the future of teaching and learning in a changing society
In this talk I will move from ‘the why’ that is the broader institutional context that teaching today takes place in to ‘the how’ that is the field of design thinking & learning design to ‘the what’ that is how to create and practice learning design in ways that connects with the inner values and visions of education
If anyone interested I know it should be possible to get hold of the slides -
Universities and teachers today find themselves in a new place where they no longer necessarily hold the power over their own faith or control knowledge - they have had to leave their walled university gardens and connect with society - first in ways where society took over the power and control - but recently in ways that are more dialogic and resemble a partnership - this development has sometimes been called the move from the mode 1 to the mode 3 university
At the mode 1 university that we have now left behind teachers were still in control of knowledge and could simply tell students what they needed to know
The university was in control of education and was the one that decieded what knowledge and competencies society needed to have and what it took to be educated
Courses are fixed by the univeristy - classrooms are closed and students inside the walled gardens - the university is in control of what the right learner experience is
At the mode 2 university teachers and universities find themselves in a situation where they have lost control of knowledge and their own fate
Universities and teachers are put to work in the service of society and asked to produce the right students with the right competencies - here the university is a factory for producing the future workforce and teachers are the ones making sure that the factory is running according to plan and future workers are getting produced
Courses are fixed by society - classrooms are open and oriented towards future worklife - the society is in control of what the right learner experience is
At the mode 3 university university & society tries to establish new partnerships where they together co-create societal value and future citizens - they are put in each others service in order to together create a future society not yet known
This also entails new partnerships between university and teachers and teachers and students where they work together with both the public and industry as critical-creative future-makers
Here, courses are open as they move from content-delivery and knowledge-transmission to learning processes, societal value and academic citizenship - this also entails that the classrooms are open as university and society meet to work together towards the common good and future society - which makes knowledge open for critical investigation and discussion
- at the mode 3 university that we now see emerging everything is changing - and so universities and teachers are challenged to change their approaches and curricula as to move away from content into learning experiences and open up and embrace these new partnerships - but without loosing the purpose and virtues of eduction along the way. This is difficult as rapid change make us go into survival mode and just try to adapt to the change rather than make the change - so we risk just changing education, using technologies and working with society without connecting it to the inner soul of the university (its educational values and virtues) as well as its deeper structures for good teaching and learning (its teacher visions and learner experiences)
- one way to learn to survive in this changing landscape is to become an intentional change-maker - that is: someone able of creating intentional change in an unpredictable world - the subtitle of Nelson and Stolterman’s seminal book ‘the design way’
In a way, teachers has always been making changes to their curriculum and courses and producing learning designs - but that does not necessarily make them intentional change-makers or learning designers
For that they need to become focused on the experience and interaction rather than the content and system/product
That is, teachers need to gain the tools, methods and mindset that will allow them to explore and experiment with mode 3 teaching and learning - here the fusion of educational values, teacher visions and learning experience with design processes and the field of learning design might prove a fruitful response to mode 3 universities - and a way for teachers to reconfigure their teaching practice to fit the future
So what is learning design?
What is value-based vision-driven learning design?
What mindset does it require to become a learning designer?
Based on value for learners
Driven by teacher visions
Is a a process where the teacher is also the learner and do not yet hold the answer - it is something emerging in the partnerships between teachers and students - and university and society
Focusing on the deeper why of education - the ethics of the design & the value of the experience
Working with solving problems through intentional change-making and realising visions through intentional future-making in order to enhance the learning experience
Processual and exploratory (from noun to verb) - reconfiguring and reimagining what teaching and learning might be - in partnerships
Moving back and forth between values/visions (why) pedagogical principles/patterns (how) and learner interaction/experience (pedagogical formation of hand, head, hearts)
So, in order to create intentional learning designs that stay connected with the values and purpose of education we need to make sure we are moving from the why through the how to the what - and by constantly keeping the who in the centre
...designing is materializing morality (Verbeek, 2011, p. 90).
Taken together learning design can be said to emerge from the answering of these core questions
Connecting the answers to these questions in a way that move from the why questions, through the how questions and ending with the what questions
This require constantly checking that the answer in the why sections are carried over in the how sections and used to answer the how questions - and that the why & how answers are then carried over in the what sections and used to make decisions there.
If this is not done the learning design loses its intentionality and risks becoming a ‘surface design’ that are disconnected from the purpose of education and the inner structures of good teaching and learning - a learning design that just make people ‘do stuff with technologies’
To diminish the risk of this happening is at the core of value-based vision-driven learning design
Where most learning design processes focus on the how - value-based vision-driven learning design focus on the why in order to keep the learning design firmly grounded in a human-centered perspective where the learner as a human being is kept in the center of the design process.
What should the learner feel, experience and do when interacting with the learning design - and how is that a valuable human and educational learning experience?
These human-centered learning experiences are then incorporated into the teachers visions that hold the purpose of the educational experience
First then does the work on designing the course/activity begin - and only by constantly checking it up against the value-based vision-driven dimension
The last thing to do is to decide the actual technologies, content and actions of the course - that again should be firmly connected to and decided by the pedagogical structure and the learner’s experience
So let’s try to take a walk through such a process of value-based vision-driven learning design
(handout, numbers and arrows)
With the GO:IT as a concrete example of reconfiguring teaching practice through answering design questions
So the first layer of the learning design is the ‘why’ or value-based vision-driven dimension of the learning design with the wicked problem to be solved in a domain through working with creating a value-based and vision-driven learning design
NEXT SLIDE = DOMAIN
Short intro to
Course name + name of learning design (answer)
- before the redesign of the course it was a classic online course with transmission of knowledge containing videos with me talking over slides & assignments for the students to make sure they have gained the knowledge - and a few textual feedback and online supervision sessions where I told them what they needed to do next
-after the redesign I ended up having a course where I and students were talking to international scholars around the world - it was weekly dialogues where students presented and discussed their research projects with each other, me and international scholars and getting feedback on their thinking, process and project - as well as getting introduced to ressources and the international sholars perspectives that might help further their thinking and research projects - it became a course where students where students where in constant dialogue with each other, me and the world as they worked on their group research projects
So what wicked problem is it responding to? Why did I change it? = wicked problem
The first thing I did was to rethink the value and worth of the students’ experience: That is, I had to chose and design for the values that should be at the center of the learning experience in order to design against the present problem and design for a new future
Then I had to formulate the vision that incorporated the values and envisioned a new kind of learning expeirence
Together they form the why-ness of the learning design
The next layer of the learning design is the ‘how’ dimension with attention to the hand, heads and hands of the students as they are formed through the pedagogical approach and design patterns with the integrated values and vision
The hearts - what the students should feel and experience in the presense of the new learning design
The hands - what the sutdents should do when interacting with the new learning design to make values & vision come true
The heads - what the students should think and learn when interacting with the learning design
Pedagogoical approach that the teacher embody to support the values and vision
The design patterns that form the design in such a way as to form the head, hands and hearts of the students
Together they form the how-ness of the learning design
The last layer of the learning design is the ‘what’ dimension with attention to the technologies and materials that make pedagogy and learning experience manifest andvisible through the content and tasks or actions in the course. The final step after the activity or course is carried out is then to look all the way back to the wicked proplem, values and vision to validate and evaluate whether the learning design achieved what it was aiming for.
The technological setup to support the learning design and teacher vision
What they do before, during, after the go:it with the course content
How it is validated and evaluated that the new learning design is designing against the wicked problem and designing for an enhanced learning experience
as well as some preliminary results
change-making!
Together they form the what-ness of the learning design
Doesn’t mean that every now works and that you can now relax
Being a learning designer means never being finished
New problems emerge as old ones are taking care of - e.g. issues of vulnerability and insecurity (having you classroom open to the world) - or frustration and confusion (having open research processes instead of fixed structures and content)
Something needed to be handled in later design iterations
Make the filled out form available as an example as well