Learning object design, 15th March
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Learning object design, 15th March
- 1. Online Learning Task Force The Task Force has concluded that: “online learning… provides real opportunity for UK institutions to develop responsive, engaging and interactive provision which… can deliver quality and cost-effectiveness and meet student demands for flexible learning” Photographer: Elizabeth Hunter of the British Library S 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 1
- 2. Wolf Report Rigorous, “future-proof” vocational qualifications Tailored to the needs of sector and learner More apprenticeships for young people 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 2
- 3. Use the voting buttons to indicate your main role Support/Online developer Lecturer Curriculum manager Senior manager 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 3
- 4. Institutional context Adapted from Beetham, 2009 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 4
- 5. Adapted from Beetham, 2007 What tools, resources, affordances do you have available for classroom or virtual delivery? How will learners interact with environment? Does the learning environment inhibit the completion of learning outcomes? Benchmark statements, industry, institution, personal Their needs, motivations, prior learning experience, metaskills, learning styles How will learners interact with other people? How will learning outcomes be delivered and assessed? Lecturers, facilitators, developers, peers S-K 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 5
- 6. Use the ‘create text label’ ( )to give examples of online resources and activities 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 6
- 7. Three examples of approaches to Learning Activity Design Thanet College example: Motor Vehicle learners Learning environment Intended learning outcomes Other people ie learners Activity designed around this particular context and situation Google docs to plan, manage and track learning Learners working collaboratively to get jobs done 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 7
- 8. Examples of approaches to Learning Activity Design Profile Training example: WBL – school support staff Learning environment Intended learning outcomes Other people – colleagues Activities designed around this context and situation Virtual Learning Environment open 24 hours a day Videos of colleagues at school to make it personal 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 8
- 9. Learners needs 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 9
- 10. Learners needs 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 10
- 11. Examples of approaches to Learning Activity Design Abingdon & Witney example: Trainee teachers Learning environment Intended learning outcomes Other people – tutors, peers Activities designed around this context and situation Social Networking site for delivery of DTTLS Experience social networking & online collaboration 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 11
- 12. Domains of learning 2010 report on Informal Learning shows that “over 70% of what we learn in life and at work is learned informally and socially” (How Informal Learning is Transforming the Workplace, Cara 2010) 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 12
- 13. SWiS example for knowledge of roles at your school DTLLS at Abingdon & Witney college Example of social learning through collaboration and negotiation Domains of learning in our examples Motor vehicle learners acquiring skills – planning, using a tool, tracking Distance or Blended or F2F? 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 13
- 14. Click on the select button ( ) then move your responses K-S 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 14
- 16. Modes of delivery and types of activity 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 16
- 17. What Knowledge-based activities can you do face to face and online? Egpowerpoint presentation Factual website 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 17
- 18. What skills-based activities can you do face to face and online? Photo storyboard Eg Maths workbook 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 18
- 19. What social-based activities can youdo face to face and online? Eg Jigsaw group activity wiki S-K 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 19
- 20. Bloom’s Taxonomy http://www.celt.iastate.edu/teaching/RevisedBlooms1.html LOTS to HOTS 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 20
- 21. Where do your learner activities lie? Click on the select button ( ) then move your responses LOTS to HOTS K-S 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 21
- 22. Learning with EASE 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 22
- 23. Online tools S-K 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 23
- 24. Drivers for Moving Learning Online To improve efficiency & learner engagement To prepare learners for the world of work Learner expectations Forums offer a place to discuss ideas Competition - to extend reach of provision Collaborative opportunities Social media offers opportunities for informal learning Can help learners take responsibility K-S 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 24
- 25. Mapping pedagogical templates to components of a course http://eprints.ioe.ac.uk/960/1/Jara2007Pedagogical.pdf 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 25
- 26. S-K 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 26
- 27. Case Studies on Excellence Gateway K-S 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 27
- 28. Support is available 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 28
- 29. Resources and References Effective Practice Planner Checklist: http://www.jisc.ac.uk/resourceexchange Case studies http://www.delicious.com/elearningcasestudies/ References: Informal learning: http://www.caracorp.com/documents/CARA_SocialMediaImpact_PulseSurveyReport.pdf http://www.knowledgejump.com/learning/informal.html Learning taxonomies: http://www.infed.org/biblio/b-learn.htm http://www.nwlink.com/~donclark/hrd/bloom.html 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 29
- 30. Appendices The following slides are extra depending on where the conversation goes 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 30
- 31. Pedagogical templates…(Jara & Mohamed) 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 31
- 32. Synchronous Vs. asynchronous Copied from Hrastinski, 2008 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 32
- 33. Quality Assurance & Enhancement:Key Themes Activities support the objectives and engage with several senses and emotions? Stretch & challenge or other differentiation? Personal Learning & Thinking Skills identified support development encourage reflection Links made to further resources work independently Activities linked to the real world Develop skills relevant to the workplace or further study? 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 33
- 34. Experiential approach to learning design 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 34
- 35. Which tool? 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 35
- 36. References Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38 16th MARCH 2011 Moving Learning Online: Learning and assessment activities: blending online and face-to-face 36
Hinweis der Redaktion
- The key thing is that online learning is not just about rethinking learning activities, it is about a curriculum redesign.
- This helps identify roles and responsibilities. Practitioners may design activities, developers may create learning objects
- Learning environment. Where will the activity take place? What resources are available? What technologies are available?Many different approaches. Eg do you have an online learning development team that will create learning activities or will you expect lecturers and tutors to develop resources? A development team can standardise practise and use advanced features, but miss the subject knowledge. Lecturers need quick and easy development tools.Learners (e.g. their needs, motives for learning, prior experience of learning, social and interpersonal skills, learning preferences and ICT competence).Intended learning outcomes (e.g. acquisition of knowledge, academic and social skills, increased motivation and ability to progress).What are the curriculum objectives?What other outcomes are desired?Curriculum aspects (e.g. approach (es) to learning, assessment criteria, formative assessment strategies; feedback). What approach will be taken?What assessment strategies will be used?What feedback strategies will be used?Learning activity (description of activity; associated learning outcome; organisation: collaborative, pairs or individual; resources needed).Describe the learning activity and how it meets learning outcomes.Are there any follow-up activities?Learning environment (e.g. face-to-face or virtual; available resources, tools, learning content, facilities and services).Where will the activity take place?What resources are available?What technologies are available? Support for learning (e.g. extension or reinforcement activities; involvement of others; accessibility considerations; learning preferences). How will learners be supported during and after the activity?What additional support might some learners need?
- Copy these and apply to the later slides to do with learning pedagogy
- Motor vehicle workshop is a dirty environment – wanted to get paper freeIntended outcomes – to manage their learning - a “way of working” to manage and track own learning and work collaboratively on tasksOther learnersFits in with the philosophy of Thanet - to get learners to take more control of their learning and for these learners to prepare them for work.Google docs used as job cards
- Outcomes are nationally recognised qualificationsOther people: Part of the SwiS qualifications is recognising other peoples roles in school and what they doAlso discussion forums on the VLE – for collaborative tasks
- Everyone on the SWiS (support work in schools) courses will have access to a full e-learning environment with resources, materials, guidance, forums and tests to complete. We complement this with onsite instructor led training.Open 24 hours a day
- SWiS role videos – to personalise
- Learners are trainee teachers who must obtain the DTTLS qualification as part of their contract with collegeEnvironment : Learners spread across 3 sites, some land based learners at a separate campus – who couldn’t get into college – in this way they are similar to learnersOutcomes are nationally recognised qualifications – DTTLSOther intended outcomes – to pilot and evaluate an online approach afforded by a social networking site because of its relevance to the Theories and principals of learning; (the medium is the message!)Abingdon wanted also: To enable trainee teachers to experience first hand this way of learning, and then they would be in a position to assess the relevance and value of as it a pedagogical toolThe activities developed involved collaborative work and discussion forums: they could learn the behaviours of participating in a social Other people: Tutors and PeersBring it together - are these examples relevant to one domain only ? NoThe profile example has discussion forums on the VLE – for informal learning from each otherThe Thanet example has collaborative tasks
- In the post 16 skills sector, when we talk about learning –we often focus on the knowledge and skills, but less on the informal, social domain of learning. Huge generalisation because knowledge and skills are what we’re used to , easier to measure etcetcBut we shouldn’t underestimate this informal, social side of learning and the huge potential of social learning. Recent report on Informal Learning shows that over 70% of what we learn in life and at work is learned informally and socially. Survey participants say that “informal learning is most useful when the format is social and in person rather than individual and isolated.|”
- We could say SWiS Example is knowledgeMotor vehicle is skillsAbingdon is social But is it really as clear cut as that?In all examples – people were able to:Share informationExpress ideas and thoughtsAsk questionsSo what provision do we make for social learning??Common rooms for companionship, support or adviceCommon rooms Open University – online café, discussion forums
- Split audience into three groups one takes cognitive, skillsor social then put down examples of activities
- Lower order thinking skills, Higher order thinking skillsWe need to think about the intended learning outcomes as seen previously – Bloom’s taxonomy is one of the models that can help us decide how to design our learning activities
- Though informal learning is nothing new, the proliferation of social media has added a new layer of complexity and opportunities
- Efficiency – create resources and reuse, savings in paperVariety and personalisation – choice of activitiesLearner expectations - they shop aroundForums not available any where else to work-based learners, or learners on placements
- Pedagogical templates for e-learning by Jara and Mohamadhttp://eprints.ioe.ac.uk/960/1/Jara2007Pedagogical.pdf
- http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AsynchronousandSynchronousELea/163445
- Last statement linked to Wolf report