Learning Design for Teachers in a Hurry

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Educational design is not only hard for subject matter experts but also for professors and lecturers. In order to keep the diversity and quality of courses while digitising education, it is important that the related educational processes are well thought through, so educators can choose the appropriate tools for their teaching. This presentation presents a pattern approach to educational design. It integrates concepts of design thinking and rapid prototyping with learning experience design. This approach has been used for transforming face-to-face teaching into digital practices. This is joint presentation with Marion R. Gruber was held on 7th December 2018 at Online Educa Berlin 2018.

Formation

learning design for
teachers in a hurry
Christian Glahn @phish108
HTW Chur
EATEL
mobinaut
Marion R. Gruber @em3rg3
University of Zurich

how to move from analog to digital practices?
with subject matter experts who are not learning designers and ed-tech experts
and who have hardly any time to spend on creating educational concepts?
@phish108 @em3rg3

digitizing education is hard to get right
@phish108 @em3rg3

while digitizing education
embraces educational diversity and quality
@phish108 @em3rg3

digitizing education
builds on educational design
@phish108 @em3rg3

educational design is a creative process
@phish108 @em3rg3

educational design is a creative process
but…
@phish108 @em3rg3

educational design is also very complex
@phish108 @em3rg3

@phish108 @em3rg3
do you recognize this matrix?

the complete “Bloom’s taxonomy”
(Anderson & Krathwohl, 2001)
@phish108 @em3rg3

educational design for digital learning
requires extra precision
even if you only blend or flip a little
@phish108 @em3rg3

how do lecturers perceive
curriculum design
educational design
lesson planning?
@phish108 @em3rg3

@phish108 @em3rg3
course planning often starts
with a blank sheet

educational design is not a free style activity
@phish108 @em3rg3

a few lines and headers will help …
@phish108 @em3rg3

@phish108 @em3rg3
with lines and columns
planning is much easier

what needs to go
into the boxes?
does this makesgood education?
@phish108 @em3rg3

educational design patterns
tested, modular, scalable
@phish108 @em3rg3

5 Steps
of
simplifying
complex learning
@phish108 @em3rg3

1.
isolate activity building blocks
as found throughout the literature
@phish108 @em3rg3

Interactions
Environment
Processes
Results
Operators Learner Proﬁle
RulesActivities
ExperiencesProducts
ContextsTools & Resources
Social FormsObjectives
Support &
Motivation
Comptences
Skills
Knowledge
Prerequisites
Completion
Valuing
Grading
Roles
Learning activity
Teaching activity
Competences
▪ Mobility
▪ Community
▪ Network
▪ Duration
▪ Rhythm
▪ Time
Goals
Location
Mediation Relations
Time
Control Collaboration
Präsentation
Communication
Application/
Documentation
Organisation/
Structure
Individual
Group work
Class
Teacher guided
▪ Lecture hall
▪ Workplace
▪ Campus
▪ Telepräsence
▪ Online Environment
▪ Virtual Reality
Self-regulation
Self-organisation
▪ Knowledge delivery
▪ Dokuments/Facts
▪ Practices
▪ Simulations
▪ syncroneous
▪ asyncroneous
▪ Projects
▪ Categories
Subject-matter
structure
▪ Home
▪ Text resources
!"
#
$
%
!
&
"#
$
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based on Engeström; Gagné et al.; Merrienboer & Kirschner; Laurillard; Koper et al.; Reigeluth; Sharples et al.; EQF; …
Subject
Matter
@phish108 @em3rg3

2.
categorize learning activity types
that inform on how to complete the building blocks
@phish108 @em3rg3

@phish108 @em3rg3
based on Leclercq & Poumay
artwork by ADDL, University of Ulster

3.
operationalize administrative activity types
for technology-enhanced and conventional learning
because everything that needs time has to be planned
@phish108 @em3rg3

informing
grouping
deciding
transitioning
@phish108 @em3rg3

4.
operationalize learning activity types
for technology-enhanced and conventional learning
@phish108 @em3rg3

@phish108 @em3rg3shamelessly extended from the HLM cards by the ADDL, University of Ulster

@phish108 @em3rg3
reminder of step 1!
there is alwaysa flipside

5.
build macro-pattern libraries
that guide the arrangement of activities
@phish108 @em3rg3

example: brainstorming
@phish108 @em3rg3

example: inquiry-based learning
@phish108 @em3rg3

@phish108 @em3rg3
micro patterns overlay themacro pattern

@phish108 @em3rg3
activities connect the
phases of the experience

@phish108 @em3rg3
each phase builds onspecial tools

example: case-based teaching
@phish108 @em3rg3

how do you design for blended learning?
@phish108 @em3rg3

Christian Glahn @phish108
HTW Chur
EATEL
mobinaut
Marion R. Gruber @em3rg3
University of Zurich

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Learning analytics offers great opportunities but also can feel scary at times to educators and learners. Yet, learning analytics is not random, but is tightly coupled to the learning designs that generated the data. This slidedeck focuses on conceptual approaches for thinking about data during course planning and instructional design. This is the extended slidedeck of the "Design Thinking for Learning Analytics" Workshop at the Learning Analytics Innovation Room of the Centre for Education and Learning at TU Delft on 8 April 2019.

Integrating Native Mobile Apps into Institutional Ed-Tech Ecosystems

Christian Glahn

Why is identity management important for mobile learning in device ecologies? How can we tell, who is having mobile learning experiences with our apps? What are common strategies to overcome the identity challenge in mobile learning? How can we connect native apps to existing infrastructures, securely? This project summarises the technical and conceptual challenges with the results from the Swiss edu-ID Mobile App project. Presented on 13 Nov. 2018 at mlearn2018, Chicago, IL.

How short can you make learning?

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The document discusses microlearning and how to design effective microlearning experiences. It defines microlearning as learning activities that are short in duration and focused on a narrow topic. Microlearning aims to extend time on task by utilizing brief learning opportunities. Key aspects of microlearning include brevity, granularity, and variety. The document recommends minimizing individual microlearning activities and aggregating outcomes to shape more complex learning experiences. It also discusses using tracking and analytics to orchestrate microlearning activities and provide feedback.

Getting Ready for the ECTEL Doctoral Consortium, Part 2

Christian Glahn

The ECTEL Doctoral Consortium (DC) is one of the prime events for getting valuable feedback on progressing with a research project in technology-enhanced learning (TEL). The ECTEL DC has strict requirements for submissions. The present slides deal answering critical questions that help to clarify and structure one's own ideas and challenges for a successful submission to the ECTEL DC. This includes identifying experts who can provide input to the specific questions and challenges of a candidate. This deck covers part two of a two part workshop for preparing submissions to the ECTEL 2018 Doctoral Consortium at the EATEL Summer School 2018 in Durres, Albania. It focuses on identifying experts in the field that work on the same topic.

Getting Ready for the ECTEL Doctoral Consortium, Part 1

Christian Glahn

This document provides information about the EC-TEL Doctoral Consortium, which is part of EATEL's doctoral training activities and focuses on improving the quality of technology-enhanced learning (TEL) research. The consortium aims to help PhD students in the mid-to-late stages of their research by providing an opportunity to receive feedback on their research questions, methods, and preliminary results from external reviewers. Participants are expected to submit a paper or poster laying out their research that addresses key elements like their research question, background knowledge in the field, proposed approach and methodology, and current results. The document outlines the formal submission requirements and provides guidance to participants on structuring their submissions and preparing for discussions at the consortium to get the

Blended Learning Konkret

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EduID Mobile App - Use-Cases, Concepts and Implementation

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This presentation describes the token-agent implementation for openID Connect for authenticating native mobile apps provided by third parties. It presents a standards-based working solution for integrating loosely coupled native apps into a trust federation using. This allows for deeper integrated authentication services on Android and iOS without violating app-store policies. This presentation has been part of the EduID Mobile App workshop at SWITCH on 25 Apr. 2017. Thanks to Christoph Graf (SWITCH), Riccardo Mazza (USI), Michael Hausherr (FHNW), Goran Josic (USI), and Yann Cuttaz (USI).

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Learning Design for Teachers in a Hurry

1. learning design for teachers in a hurry Christian Glahn @phish108 HTW Chur EATEL mobinaut Marion R. Gruber @em3rg3 University of Zurich

2. how to move from analog to digital practices? with subject matter experts who are not learning designers and ed-tech experts and who have hardly any time to spend on creating educational concepts? @phish108 @em3rg3

3. digitizing education is hard to get right @phish108 @em3rg3

4. while digitizing education embraces educational diversity and quality @phish108 @em3rg3

5. digitizing education builds on educational design @phish108 @em3rg3

6. educational design is a creative process @phish108 @em3rg3

7. educational design is a creative process but… @phish108 @em3rg3

8. educational design is also very complex @phish108 @em3rg3

9. @phish108 @em3rg3 do you recognize this matrix?

10. the complete “Bloom’s taxonomy” (Anderson & Krathwohl, 2001) @phish108 @em3rg3

11. educational design for digital learning requires extra precision even if you only blend or flip a little @phish108 @em3rg3

12. how do lecturers perceive curriculum design educational design lesson planning? @phish108 @em3rg3

13. @phish108 @em3rg3 course planning often starts with a blank sheet

14. educational design is not a free style activity @phish108 @em3rg3

15. a few lines and headers will help … @phish108 @em3rg3

16. @phish108 @em3rg3 with lines and columns planning is much easier

17. what needs to go into the boxes? does this makesgood education? @phish108 @em3rg3

18. educational design patterns tested, modular, scalable @phish108 @em3rg3

19. 5 Steps of simplifying complex learning @phish108 @em3rg3

20. 1. isolate activity building blocks as found throughout the literature @phish108 @em3rg3

21. Interactions Environment Processes Results Operators Learner Proﬁle RulesActivities ExperiencesProducts ContextsTools & Resources Social FormsObjectives Support & Motivation Comptences Skills Knowledge Prerequisites Completion Valuing Grading Roles Learning activity Teaching activity Competences ▪ Mobility ▪ Community ▪ Network ▪ Duration ▪ Rhythm ▪ Time Goals Location Mediation Relations Time Control Collaboration Präsentation Communication Application/ Documentation Organisation/ Structure Individual Group work Class Teacher guided ▪ Lecture hall ▪ Workplace ▪ Campus ▪ Telepräsence ▪ Online Environment ▪ Virtual Reality Self-regulation Self-organisation ▪ Knowledge delivery ▪ Dokuments/Facts ▪ Practices ▪ Simulations ▪ syncroneous ▪ asyncroneous ▪ Projects ▪ Categories Subject-matter structure ▪ Home ▪ Text resources !" # $ % ! & "# $ ' based on Engeström; Gagné et al.; Merrienboer & Kirschner; Laurillard; Koper et al.; Reigeluth; Sharples et al.; EQF; … Subject Matter @phish108 @em3rg3

22. 2. categorize learning activity types that inform on how to complete the building blocks @phish108 @em3rg3

23. @phish108 @em3rg3 based on Leclercq & Poumay artwork by ADDL, University of Ulster

24. 3. operationalize administrative activity types for technology-enhanced and conventional learning because everything that needs time has to be planned @phish108 @em3rg3

25. informing grouping deciding transitioning @phish108 @em3rg3

26. 4. operationalize learning activity types for technology-enhanced and conventional learning @phish108 @em3rg3

27. @phish108 @em3rg3shamelessly extended from the HLM cards by the ADDL, University of Ulster

28. @phish108 @em3rg3 reminder of step 1! there is alwaysa flipside

29. 5. build macro-pattern libraries that guide the arrangement of activities @phish108 @em3rg3

30. example: brainstorming @phish108 @em3rg3

31. @phish108 @em3rg3

32. example: inquiry-based learning @phish108 @em3rg3

33. @phish108 @em3rg3 micro patterns overlay themacro pattern

34. @phish108 @em3rg3 activities connect the phases of the experience

35. @phish108 @em3rg3 each phase builds onspecial tools

36. example: case-based teaching @phish108 @em3rg3

37. Role Switch @phish108 @em3rg3

38. how do you design for blended learning? @phish108 @em3rg3

39. Christian Glahn @phish108 HTW Chur EATEL mobinaut Marion R. Gruber @em3rg3 University of Zurich