130627 edmedia-invited
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Design Alchemy Presentation for EdMedia 2013:
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130627 edmedia-invited
- 3. design alchemy transforming the way we think about teaching and learning roderick sims, phd online learning specialist learning and teaching support university of southern queensland rod.sims@usq.edu.au Design Alchemy by Roderick Sims is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
- 4. a metaphor transformation of teaching and learning
- 5. the alchemist … conversion of base metals into metals of greater value … magical powers of transmutation … metaphor for education … and the roles we play as the teacher, the learner or the designer
- 7. http://www.fanpop.com/clubs/the-four-elements/images/28674988/title/four-elements-fanart-fanart earth air water fire history pedagogy design alchemy elements of transformation
- 10. time visibility http://upload.wikimedia.org/wikipedia/commons/thumb/9/94/Gartner_Hype_Cycle.svg/300px-Gartner_Hype_Cycle.svg.png hype cycle maturity, adoption and social application of specific technologies technology trigger peak of inflated expectations trough of disillusionment slope of enlightenment plateau of productivity history
- 12. history old wine, new bottles 2013: MOOCs are catalyzing institutions to rethink the “rules” of higher education … large-scale online learning is reshaping pedagogy, delivery systems, business models, and credentialing, challenging what it means to be a university. (Educause Webinars) 1983: Control Data PLATO is changing how the world learns … A new mainframe technology serving up to 1000 simultaneous learners … two decades before the World Wide Web, PLATO pioneered online forums, message boards, email, chat rooms, instant messaging, remote screen sharing, multiplayer games – the worlds first online community. (www.science.uva.nl/museum/PLATO.php) (thinkofit.com/plato/dwplato.htm)
- 13. learning theory design theory instructional theory human computer interaction foundations history
- 14. our history history theoretical foundations technology these are catalysts for alchemy research & professional
- 15. history pedagogy design alchemy elements of transformation
- 16. pedagog y what is your pedagogy? “the art of teaching and learning”
- 17. pedagog y what is an online pedagogy? how can we cater for online, blended, flexible and distance modes
- 18. pedagog y learner- centred active contextual problem- based social emergent an [online?] pedagogy Sims, R. (2012). Reappraising design practice, in Holt, D., Segrave, S. & Cybulski, J. (Eds.), Professional Education Using e-Simulations: Benefits of Blended Learning Design. IGI Global. Sims, R. (2009). From three-phase to proactive learning design: Creating effective online teaching and learning environments, in J. Willis (ed.) Constructivist Instructional Design (C-ID): Foundations, Models, and Practical Examples. Information Age (pp. 379-391).
- 19. pedagog y active interactions artifact learners as creators and producers
- 21. pedagog y problem-based thinking critically hypothesise modify experiment manipulate compare choose
- 23. pedagog y emergent local bottom-up interactional knowledge generating Johnson, S. (2001). Emergence: The connected lives of ants, brains, cities, and software. New York: Scribner.
- 24. pedagog y learner- centred active contextual problem- based social emergent LEARNER-CENTRED ACTIVITY A recent OLT report has suggested that all courses with online learning were “pedagogically deficient”. Using your own workplace as a case study, what interventions would you adopt to resolve this deficiency? Ideas that challenge existing practice or propose contentious solutions are encouraged. Working collaboratively with one or two peers, develop a substantiated, evidence-based response. Your response should be [criteria]. LEARNER-CENTRED ACTIVITY A recent OLT report has suggested that all courses with online learning were “pedagogically deficient”. Using your own workplace as a case study, what interventions would you adopt to resolve this deficiency? Ideas that challenge existing practice or propose contentious solutions are encouraged. Working collaboratively with one or two peers, develop a substantiated, evidence-based response. Your response should be [criteria]. problem based contextual emergent social an online pedagogy active
- 25. pedagog y learner- centred active contextual problem- based social emergent IF we want to transform teaching and learning THEN we must adopt a pedagogy that is active AND contextual AND problem-based AND social AND emergent an online pedagogy
- 26. history pedagogy design alchemy elements of transformation
- 27. design how do we create these transformative experiences? http://cosmiccowgirlsmagazine.wordpress.com/2012/06/14/creativity-as-spiritual-practice-creating-sacred-art-matters/
- 28. design • Biggs, J and Tang C. (2011). Teaching for Quality Learning at University. McGraw-Hill and Open University Press, Maidenhead. • Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge. • Sims, R. (2012). Reappraising design practice, in Holt, D., Segrave, S. & Cybulski, J. (Eds.), Professional Education Using e-Simulations: Benefits of Blended Learning Design. IGI Global. • Wiggins, G. & McTighe, J.(2005). Understanding by Design. (2nd Ed). USA: Association for Supervision and Curriculum Development. design drivers
- 29. design Tertiary Education Quality and Standards Agency Act 2011 The provider ensures there are safe, well-maintained facilities sufficient to achieve expected student learning and research outcomes, as appropriate to the scale, scope, location, mode of delivery and nature of its courses of study Assessment is effective and expected student learning outcomes are achieved The course of study is designed to ensure equivalent student learning outcomes regardless of a student’s place or mode of study.
- 30. design Bachelor Degree Purpose apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning
- 31. design Bachelor Degree Purpose apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning Knowledge broad and coherent … with depth in the underlying principles and concepts as a basis for independent lifelong learning
- 32. design Bachelor Degree Purpose apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning Knowledge broad and coherent … with depth in the underlying principles and concepts as a basis for independent lifelong learning Skills • cognitive skills to review critically, analyse, consolidate and synthesise knowledge • cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas • cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence • communication skills to present a clear, coherent and independent exposition of knowledge and ideas
- 33. design Bachelor Purpose apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning Knowledge broad and coherent … with depth in the underlying principles and concepts as a basis for independent lifelong learning Skills • cognitive skills to review critically, analyse, consolidate and synthesise knowledge • cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas • cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence • communication skills to present a clear, coherent and independent exposition of knowledge and ideas Application of Knowledge and Skills • with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship • to adapt knowledge and skills in diverse contexts • with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters
- 34. design do our course specifications align with these standards and models? how can we transform our courses to align with these standards? design drivers
- 35. design knowledge application learning outcomes assessment learning activities resources a design architecture but what does this look like? and what does it not look like!
- 36. a common design Week Activity Resources 1 Read Post and Discuss x 2 Quiz Textbook Chapters 1 - 7 2 Read Post and Discuss x 2 Quiz Textbook Chapters 8 - 14 3 Read Post and Discuss x 2 Quiz Textbook Chapters 15 - 21 4 Read Post and Discuss x 2 Quiz Textbook Chapters 22 - 28 5 Read Post and Discuss x 2 Exam Textbook Chapters 29 - 35 Quiz Question: What percentage of the ozone layer is said to be depleted? design
- 37. the transformation knowledge application: use knowledge of business law to establish a commercial business structure operating legally and ethically Outcome Assessment Activity Resources apply the principles of business law legislation to develop a proposal to establish a commercial business 1. justify compare business types identify stakeholders textbook 2. contract and property laws ask question solve problem textbook legislation 3. hr, tax, liability laws ask question solve problem textbook legislation 4. international, federal, state laws ask question solve problem textbook legislation 5. ethics debate ethics justify legal change textbook design
- 39. sustainability activities assessment outcomes resourcesresources design From UNSUSTAINABLE to SUSTAINABLE Read Smith & Jones (2nd edition) pages 75-108. Use the course textbook or an equivalent resource and review the section(s) on “leadership skills”. From UNSUST SUSTAINABLE From UNSUSTAINABLE to SUSTAINABLE Referring to the Tertiary Education Quality and Standards Agency Act 2011, identify the key implications for the University. Referring to the current legislation relating to quality in higher education, identify the key implications for the University.
- 40. continuous improvement design a) modify resources, activi ties and/or strategies based on stakeholder feedback a) collaborate with stakeholders to assess outcomes b) adjust delivery environment and/or scaffold online learning behaviours a) functional components for learning environment b) targeted professional development (scaffolding) build1 enhanc e2 maintai n3 Sims, R. & Jones, D. (2003). Where practice informs theory: Reshaping instructional design for academic communities of practice in online teaching and learning. Information Technology, Education and Society, 4(1), 3-20.
- 42. roles teacher as designer teacher as learner learner as teacher learner as designer designer as teacher designer as learner design
- 43. design knowledge application learning outcomes assessment learning activities resources a design architecture IF we want to transform teaching and learning THEN we must adopt a design architecture that is outcome/assessment based AND is sustainable AND continuously improves AND includes stakeholders AND blurs roles
- 44. history pedagogy design alchemy elements of transformation program course strategy activity
- 47. course title Fraud and Corruption Training Creating A Safer Workplace iii. Keeping us free from fraud and corruption compliance (after) knowledge application use legislation and policy to recognise and respond to fraud or corruption alchemy
- 48. learning outcomes / assessment 1. discriminate fraud and corruption – given a behaviour the student will be able to correctly identify whether or not it is an example of fraud or corruption 2. locate and interpret legislation and policy – given a fraudulent or corrupt behaviour, use the correct legislation and/or policy to make an appropriate response 3. independently recognise and respond to fraud and corruption – given a workplace scenario, choose an appropriate response 4. initiate a fraud and/or corruption complaint within policy 5. produce an action plan to minimise fraud and corruption within your workplace compliance (after) alchemy
- 49. Keeping us free from fraud and corruption Managers Professional Discriminate Locate and Interpret Independently Recognise Initiate a Complaint Produce Action Plan Academic compliance (after) alchemy
- 52. history pedagogy design alchemy elements of transformation
- 53. pedagogy teacher-centred learner-centred content-based outcomes- based learning consumption production watching creating teaching presentation elaboration master apprentice the design alchemisttransforming
Notes de l'éditeur
- I added a title, but you could just say it too-- Taking the key elements from the alchemist, and using them as a metaphor for the key elements of effective learning..we can understand the infrastructure needs….(blah, blah)
- Let’s examine the elements one by one…
- I like your idea of fading out each previous when adding a new… sad that the reality is that each generation of learners has not seen a gradual elevation of the baseline following each new peak, vs a return to baseline as we shift gears?
- Consider following this one with another brief bridge slide…reinforcing the objective, and setting the stage for the design ‘element’
- Consider following this one with another brief bridge slide…reinforcing the objective, and setting the stage for the design ‘element’
- Great slide! You are excellent with the graphics…
- Look at you, right there…
- Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
- Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
- Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
- Your idea to highlight words is good. Alternatively you could break it out into sections on subsequent slides and highlight the same words, but that might be too repetitive if the audience understands the text well
- Great slide! You are excellent with the graphics…
- a mention of the types of learning discussed here (online, blended, distance, flexible…)? Or too remedial?
- This slide demonstrates how the template might be completed.
- One form of sustainability comes from externalising the course resources.Rather than referring to specific resource information (e.g. web sites, textbook chapter) within the syllabus, the designer’s task is to ask the student to explore and locate the required information. For example:UnsustainableRead Smith & Jones (2nd edition) pages 75-108.SustainableUse the course textbook or an equivalent resource and review the section(s) on “leadership skills”In this way resources can be changed as required, without the need for editing of the syllabus.
- The build-enhance-maintain process is recommended as a key success-factor, with the initial focus on pedagogical integrity rather than expensive, and often unnecessary, technological elements.
- Within any design process there will be a range of stakeholders. (consider brief bridge slide from design to futures)It is important to ensure their needs and interests have been polled during the design process.Communicating with stakeholders, and encouraging their input to the design process, can eliminate problems that can occur when assumptions are made by the design team.For example, the design may assume that all students can read and write English, and proceed with development based on that assumption. If, however, the administration had planned for the course to be delivered in non-English-speaking countries then there is a clear disconnect. While this would suggest a communication issue between administration and design, it highlights the problems that could occur.
- Within any design process there will be a range of stakeholders. (consider brief bridge slide from design to futures)It is important to ensure their needs and interests have been polled during the design process.Communicating with stakeholders, and encouraging their input to the design process, can eliminate problems that can occur when assumptions are made by the design team.For example, the design may assume that all students can read and write English, and proceed with development based on that assumption. If, however, the administration had planned for the course to be delivered in non-English-speaking countries then there is a clear disconnect. While this would suggest a communication issue between administration and design, it highlights the problems that could occur.
- a mention of the types of learning discussed here (online, blended, distance, flexible…)? Or too remedial?
- Are the next few slides examples of those 4 types of learning (online, blended, distance, and flexible)…would that be helpful for continuity or too obvious?
- YEAH
- Truly effective (***) learning…