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Open University Learning Design Initiative
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The Blended Design Workshop Brunel University 11 th November 2009
Arrival Activity ,[object Object],http://www.flickr.com/photos/courosa/2922421696/
Agenda Course conception Course delivery Course refinement Learning activity Block or module Course Gather Assemble Run Evaluate Adapt Vision Design Lifecycle
Blended Learning at Brunel ,[object Object],[object Object],http://www.flickr.com/photos/santanuvasant/3255805577/
Activity 2: 20 mins: How to ruin a course http://www.flickr.com/photos/athena/352434214/
[object Object],[object Object],[object Object],http://www.flickr.com/photos/mwparenteau/3079612428/
Activity 3: 40 mins: Create an ‘at a glance’ representation of your module ,[object Object]
Schema for mapping pedagogies and technologies Conole, G. ‘New Schemas for Mapping Pedagogies and Technologies’ Ariadne 30 July 2008 Issue 56 Guidance & support Evidence & demonstration Communication & interaction Information & experience Thinking & reflection
Curriculum mapping Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA
Information & experience Online Physical (or face to face) components Evidence & demonstration Online Physical components Thinking & reflection Online Physical components Communication & interaction Online Physical components Guidance & support Online Physical components MJ ‘ At a glance’ view Mick Jones & Grainne Conole
[object Object],[object Object],[object Object],Activity 4: 30 mins: Design Review
Reflective review tools How to Ruin a Course Checklist Design decision assistant Pedagogy profile www.freefoto.com/preview/11-52-16?ffid=11-52-16
Stalls activity: 40 minutes ,[object Object],[object Object],[object Object],[object Object],Stalls OERs Visualisation Accessibility, Library& media Pedagogy (incl. assessment)
Activity 6: 90mins: Visualising designs ,[object Object],[object Object]
Using the workshop’s Slideshare or Flickr account, embed images of your visualised module design onto your team’s Cloud
Activity 7:30 mins: Evaluation ,[object Object],[object Object],[object Object]
Final activity: Workshop evaluation and next steps ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Further Information
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Sites

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Draft Slides(1)

  • 1. The Blended Design Workshop Brunel University 11 th November 2009
  • 2.
  • 3. Agenda Course conception Course delivery Course refinement Learning activity Block or module Course Gather Assemble Run Evaluate Adapt Vision Design Lifecycle
  • 4.
  • 5. Activity 2: 20 mins: How to ruin a course http://www.flickr.com/photos/athena/352434214/
  • 6.
  • 7.
  • 8. Schema for mapping pedagogies and technologies Conole, G. ‘New Schemas for Mapping Pedagogies and Technologies’ Ariadne 30 July 2008 Issue 56 Guidance & support Evidence & demonstration Communication & interaction Information & experience Thinking & reflection
  • 9. Curriculum mapping Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA
  • 10. Information & experience Online Physical (or face to face) components Evidence & demonstration Online Physical components Thinking & reflection Online Physical components Communication & interaction Online Physical components Guidance & support Online Physical components MJ ‘ At a glance’ view Mick Jones & Grainne Conole
  • 11.
  • 12. Reflective review tools How to Ruin a Course Checklist Design decision assistant Pedagogy profile www.freefoto.com/preview/11-52-16?ffid=11-52-16
  • 13.
  • 14.
  • 15. Using the workshop’s Slideshare or Flickr account, embed images of your visualised module design onto your team’s Cloud
  • 16.
  • 17.
  • 18.
  • 19.

Hinweis der Redaktion

  1. Create a wordle of the extra content and add using with e.g.  <a rel="embed" href=" http:// youtube.com/watch?v =grqt3HoLOIA">Video about Moodle, on YouTube</a>
  2. USB key with proforma document to complete Slideshare and Flickr account details