Presentation given on behalf of Grainne Conole at NLC2014, 8 April 2014: description of the 7Cs of Learning Design framework and some background to the concept of Learning Design.
دور المعلم في التعلم المدمج والمعكوس
قد يتغير دور المعلم من نمط إلى آخر من أنماط التعليم وقد يكون دوره ظاهرا في نمط معين بينما يكون أقل ظهورا في نمط آخر.
قد يأخذ المعلم دور المحاضر فيكون دوره واضحا في عملية نقل المعلومة إلى الطالب أو قد يأخذ دور المرشد والموجه بحيث يراقب تعلم الطالب ويتدخل ليصحح العملية عندما يكون ذلك مطلوبا.
وقد يكون دور المعلم من خلال توجيه الطالب إلى المصادر التي تذكي تعلمه.
ومع التركيز على أهمية دور المعلم في التعلم المدمج والتعلم المعكوس لابد من التأكيد على ضرورة تقبل الدور غير التقليدي الذي يصبح مناطا به.
فالدور التقليدي للمعلم يعتبر من أهم المحاور التي ينبغي أن يعاد النظر فيها وعلى المعلم أن تكون لديه من المعرفة والمرونة للقيام بالدور المطلوب منه في ضوء ذلك.
وفي التعلم المدمج أو التعلم المعكوس ينتقل المعلم بين الأدوار المختلفة والمتعددة بحيث يكون ظاهرا أحيانا بينما يكون خفيا في أحيان أخرى.
دور المعلم في التعلم المدمج والمعكوس
قد يتغير دور المعلم من نمط إلى آخر من أنماط التعليم وقد يكون دوره ظاهرا في نمط معين بينما يكون أقل ظهورا في نمط آخر.
قد يأخذ المعلم دور المحاضر فيكون دوره واضحا في عملية نقل المعلومة إلى الطالب أو قد يأخذ دور المرشد والموجه بحيث يراقب تعلم الطالب ويتدخل ليصحح العملية عندما يكون ذلك مطلوبا.
وقد يكون دور المعلم من خلال توجيه الطالب إلى المصادر التي تذكي تعلمه.
ومع التركيز على أهمية دور المعلم في التعلم المدمج والتعلم المعكوس لابد من التأكيد على ضرورة تقبل الدور غير التقليدي الذي يصبح مناطا به.
فالدور التقليدي للمعلم يعتبر من أهم المحاور التي ينبغي أن يعاد النظر فيها وعلى المعلم أن تكون لديه من المعرفة والمرونة للقيام بالدور المطلوب منه في ضوء ذلك.
وفي التعلم المدمج أو التعلم المعكوس ينتقل المعلم بين الأدوار المختلفة والمتعددة بحيث يكون ظاهرا أحيانا بينما يكون خفيا في أحيان أخرى.
التعليم يعتبر القاعدة الأساسية التي تبني عليها الأمم الحية تحولاتها ورؤيتها وحراكها في جميع المجالات، ذلك أنه يخرج أجيالا متميزة في أخلاقهم وعلمهم وعملهم وأدائهم في كافة المجالات وهذا هو سبب النجاح
ويعتبر التدريس المتمايز هو إطار فعال الذي ينطوي على تقديم المحتوي بوسائل مختلفة للطلاب المتنوعين فى نفس الصف؛ وتطوير التدريس والتقييم حتى يتسنى لجميع الطلاب أن يتعلموا على نحو فعال ، بغض االنظر عن الاختلافات القدرة والثقافة والوضع الاجتماعى والاقتصادى
Interactive Teaching: an ADEPT workshop by Emma Kennedy, QMULEmma Kennedy
Slides from a workshop on interactive teaching at QMUL: tips for making your teaching interactive, especially in lectures. Great for all teachers in higher education.
Evolución de los recursos educativos abiertos desde los objetos de aprendizaje hasta la definición de ODE. Estructura deseable de un recurso educativo abierto y sus partes inseparables
التعليم يعتبر القاعدة الأساسية التي تبني عليها الأمم الحية تحولاتها ورؤيتها وحراكها في جميع المجالات، ذلك أنه يخرج أجيالا متميزة في أخلاقهم وعلمهم وعملهم وأدائهم في كافة المجالات وهذا هو سبب النجاح
ويعتبر التدريس المتمايز هو إطار فعال الذي ينطوي على تقديم المحتوي بوسائل مختلفة للطلاب المتنوعين فى نفس الصف؛ وتطوير التدريس والتقييم حتى يتسنى لجميع الطلاب أن يتعلموا على نحو فعال ، بغض االنظر عن الاختلافات القدرة والثقافة والوضع الاجتماعى والاقتصادى
Interactive Teaching: an ADEPT workshop by Emma Kennedy, QMULEmma Kennedy
Slides from a workshop on interactive teaching at QMUL: tips for making your teaching interactive, especially in lectures. Great for all teachers in higher education.
Evolución de los recursos educativos abiertos desde los objetos de aprendizaje hasta la definición de ODE. Estructura deseable de un recurso educativo abierto y sus partes inseparables
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Evolving Carpe Diem: a tale of two universitiesJulie Usher
Workshop outlining two different adaptations of the Carpe Diem course design methodology. Co-delivered (via Collaborate) with Linda Creanor and Sheila MacNeill from Glasgow Caledonian University, at the SEDA conference "Developing Teaching Excellence: Supporting and Developing the Work of Groups and Teams", November 2017.
Beyond the blend: practical approaches to designing fully online learningJisc
A presentation from Connect More 2020 by Kate Lindsay, head of digital education, University College of Estate Management.
The University College of Estate Management has been delivering remote teaching and learning for over a century. Their current programme of digital transformation puts their students learning experience at it heart with a focus on flexibility and embedding active online pedagogies. Based on experience and evidence from practice, this presentation will outline the changes and methods we have put in place to design online education, along with a set of resources to share with the sector.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
A presentation on a Google sponsored MOOC for teacher professional development. This provides an examination on our research project on effective course design to increase student engagement and community.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
7Cs of Learning Design: How it really happens - UNISA Benchmark Workshoptbirdcymru
This description of practical 7Cs of Learning Design training was presented for delegates of University of South Africa, 24 February 2014 at University of Leicester
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Towards a ThirdSpace: designing an inclusive open online learning ecosystemwitthaus
Presentation by Gabi Witthaus and Marwa Belghazi at MOONLITE workshop: Reaching out - Open Digital Learning for Disadvantaged Communities, University of Wolverhampton, 27 March 2019
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...witthaus
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
OpenCred Study – Recognition of open learning in Europe: some issues for inst...witthaus
Slides from a European University Association (EUA) Webinar on 19 Nov 2014. I spoke about the OpenCred study, which is part of the EU's OpenEdu project and investigates recognition practices for non-formal, open learning in Europe. The Webinar recording is at https://connect.sunet.se/p830rtdeaki/. My bit of the session is from 22:30 to 38:29.
POERUP elevator pitch: 26 countries in 26 minuteswitthaus
Presentation by POERUP team at OER13 in Nottingham - an overview of open educational resources policies worldwide, based on the POERUP project research (http://www.poerup.info)
Get up to SPEED on e-design and delivery at LSBUwitthaus
Presentation given at LSBU about SPEED project (www.tinyurl.com/speed-website), 23 Oct 2012. Also see www.tinyurl.com/lsbudecisions - collaborative document generated by the group during the session.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
The 7Cs of Learning Design
1. The 7Cs of Learning Design – a
new approach to rethinking
design practice
Slides by Gabi Witthaus, based on the paper
by Grainne Conole (Institute of Learning
Innovation, University of Leicester)
Networked Learning Conference:
7-9 April 2014, Edinburgh
2. Big shoes to fill…
Photos: Inset by Gabi Witthaus; shoes by Grainne Conole
3. What is learning design? (1)
Guidance
Anonymous Account (CC-BY): https://www.flickr.com/photos/anonymouscollective/1899303123
4. What is learning design? (2)
Frank Weber (CC-BY): https://www.flickr.com/photos/frawemedia/5187769740
5. What is learning design? (3)
Sinisterbluebox (CC-BY) https://www.flickr.com/photos/10075621@N06/3810402230
Sharing
6. A more participatory, social and
mobile web
Flickr group: 1picaday
https://www.flickr.com/groups/2431873@N25/
Peer critiquing
Community formation
User-generated content
Collective aggregation
of content
Digital personas
Blurring of boundaries
7. Do our VLEs make the most of all these
affordances?
Now (typical online course in HE) The future?
Content generated by course designer/
teacher
Learner-generated content
VLE as content repository controlled by
teacher/ course designer
Collective aggregation of content
Peer critiquing?
Community formation?
Digital personas?
Blurring of boundaries?
8. Learning Design bridges the gap between the future
offered by technologies and existing limitations of our
courses
Ewen Roberts (CC-BY): https://www.flickr.com/photos/donabelandewen/3584154214/
9. 7Cs: born out of the marriage between
Rosmary (CC-BY): https://www.flickr.com/photos/rvoegtli/8495629904
Carpe Diem
(University of
Leicester)
2007-8
OULDI (Open
University)
2009-12and
17. Evaluation (from SPEED pilot)
• We made a big breakthrough. We have achieved insight about the need to
structure it as … an online course, and not just simply as a set of learning
activities plus integrated resources.
• The visual nature of the tools and the quick and easy way that one could
use it... They help stimulate us to look at the course in a different way, in a
natural and creative way even if we didn’t see all the little links right
upfront.
• I wanted to have my thinking challenged with regard to course design and
development and I definitely left reflecting and questioning our unit's
current approach and have some good tools and approaches to pilot...
• It’s a way of freeing your mind and putting all the ideas of all the people in
the course team down somewhere, not having to be so prescriptive. It was
just a much freer and [more] creative experience than getting the learning
outcomes and writing them as active verbs, and getting in at a granular
level. It was quite sort of a liberating thing to just have everybody move
components around and say, ‘Do you know I really like all these features.
I’d like to do some problem-based learning. I’d like to do peer-review.’
19. The broader context: Integrated
Learning Design Environment (ILDE)
http://ilde.upf.edu/
20. Conclusion
• 7Cs – a new learning design framework.
• Involves a range of conceptual representations of courses
• The evaluation indicates that the framework is welcomed
and that the conceptual designs enable teachers to rethink
their design practice to create more engaging learning
interventions for their learners.
• The conceptual views can also be used with learners, to
give them an indication of the nature of the courses they
are undertaking.
• We aim to continue to refine the elements of the
framework. In particular more work is needed around the
‘consider’ and ‘consolidate’ elements, including rubrics for
assessment and evaluation of the effectiveness of the
design.
21. Acknowledgements
Many thanks to JISC for funding the OULDI,
Adelie (Carpe Diem) and SPEED projects, to the
EU for METIS funding and to the Australian
Office of Learning and Teaching for Professor
Dalziel’s fellowship, which enabled the
development of the Larnaca Declaration on
Learning Design.