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Gráinne ConoleUniversity of LeicesterOLDS MOOC – Week 3
Learning outcomes• Conceptualise the learning design process from different perspectives• Apply a range of learning design resources, tools and methods to a learning intervention• Critique a range of pedagogical approaches and the role played by different technologies in supporting these• Review and debate the theoretical underpinnings of learning design• Develop an innovative storyboard, learning activities and a structure for implementation
Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
Learning Design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of coursesEncourages reflective, scholarly practices Promotes sharing and discussion
The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidatehttp://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
Course features http://cloudworks.ac.uk/cloud/view/5950• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based
Inquiry based Problem based Case basedDialogic Collaborative Pedagogical approachesSituative ConstructivistVicarious Didactic Authentic
Learning pathway Mentoring Peer supportScaffolded Step by step Guidance & SupportStudy skills Library supportTutor directed Help desk Remedial support
Structured debate Flash debate Group projectGroup Peer critiqueaggregation Communication & CollaborationGrouppresentation Group project Question &Flash debate For/Against debate Answer
Activity: Course Features Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience. Linoit canvasE-tivity Rubric: http://tinyurl.com/SPEED-e4
Activity: Course MapPurpose: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.E-tivity Rubric: http://tinyurl.com/SPEED-e5
Activity profile• Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
Activity: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash WidgetE-tivity Rubric: http://tinyurl.com/SPEED-e6
Activity: Storyboard Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities. Linoit CanvasE-tivity Rubric: http://tinyurl.com/SPEED-e8
The 7Cs of Learning Design Vision Conceptualise ActivitiesCapture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate
Conceptualise• Vision for the course, including: Conceptualise – Why, who and what you want to design Course Features – The key principles and Personas pedagogical approaches – The nature of the learners
Capture• Finding and creating interactive materials Capture – Undertaking a resource audit of existing OER Resource Audit Learner Generate – Planning for creation of Content additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content
Communicate• Designing activities that foster communication, such as: Communicate – Looking at the affordances of the use of different tools to Affordances promote communication E-moderating – Designing for effective online moderating
Collaborate• Designing activities that foster collaboration, such as: Collaborate – Looking at the affordances of the use of different tools to Affordances promote collaboration CSCL Ped. Patterns – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.
Consider• Designing activities that foster reflection Collaborate• Mapping Learning Outcomes LOs/Assessment (LOs) to assessment Assessment• Designing assessment Ped. Patterns activities, including – Diagnostic, formative, summativ e assessment and peer assessment
Combine• Combining the learning activities into the following: – Course View which provides a Combine holistic overview of the nature of the course Course View – Activity profile showing the amount of time learners are Activity Profile spending on different types of activities Storyboard – Storyboard: a temporal sequence Learning Pathway of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs
Consolidate• Putting the completed design into practice Combine – Implementation: in the classroom, through a VLE or using Implementation a specialised Learning Design tool evaluation – Evaluation of the effectiveness of the design Refinement – Refinement based on the Sharing evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks
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