Learning Design Symposium - Avans · mesmerizing-kinetic-sculptures-videos/ ... allow for the...
Transcript of Learning Design Symposium - Avans · mesmerizing-kinetic-sculptures-videos/ ... allow for the...
Gilly SalmonUniversity of Leicester
December 2008
Learning Design Symposium
Chairperson: Prof Gilly Salmon
Why – learning design
• Bridges theory and practice• Systematized approach based on evidence• Creative activity improved by reflection • Highly valued in the digital age and information
economy• Knowledge as constructed and contextualized• Pedagogy and technology
Adapted from Beetham, H. and Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age, Routledge
Gilly SalmonUniversity of Leicester
December 2008
Design…design..design
• http://www.oobject.com/category/superlatives/
• http://www.oobject.com/category/12-mesmerizing-kinetic-sculptures-videos/
• http://www.oobject.com/best-lego-stop-motion-videos/lego-wii/1803/
• http://www.oobject.com/category/design/
Design is a ubiquitous professional activity
Gilly SalmonUniversity of Leicester
December 2008
Can you Design…
Considerations:• Aesthetics• Functionality• Research• Thought• Modelling• Iteration & redesign
http://www.oobject.com/best-lego-stop-motion-videos/lego-wii/1803/
Design for learning
Convey meaning & process
‘fit for purpose’
Aesthetics
Created in teams
Placed in context & time
Re-design
Enable & support learning
‘Quality: audience, usability
Look & feel
Goodbye lone academic
Technologies & pedagogies of the day
Re-usability & transferability
Gilly SalmonUniversity of Leicester
December 2008
Design for learning : principles
Investigation
Application
Representation/modelling
Iteration
Audiences, needs,theories, prior knowledge
How deployed for this case?
Choices of solutions
Development, practice,changes
Adapted from Beetham, H. and Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age, Routledge
Cross-discipline Frameworks
CARPE DIEM: a model intervention workshop
E-tivities (wikitivies, SL-tivities, pod-tivities)
5 stage model
Pedagogical podcasts
1.Define
2.StoryBoard
6.Adjust
4.Reality
check
6.Plan
3.Build
www.e-tivities.com
www.e-moderating.com
www.podcastingforlearning.com
Gilly SalmonUniversity of Leicester
December 2008
Transitional Page
New Technology and Teacher’s Development
Exploring levels of digital literacy
Cynthia Regina Fischer
Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP)Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil
Centro Federal de EducaçãoTecnológica de São PauloFundação Escola de Comércio Álvares Penteado
Gilly SalmonUniversity of Leicester
December 2008
CONTEXT / AIM
• New paradigm (Social and Educational)• In-service teachers in Brazil• Different background• Different work experience
Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP)Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil
Teacher Development ProgramPromote digital Literacy / Use of New Technology
Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP)Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil
3 stages of digital literacy:Computer in the classroomComputer as support in face-to-face coursesOnline courses (content)
Teacher Development Program
Online courseTheoretical aspects: Teaching-learning TheorySoftware knowledgePedagogical use of technological resourcesCollaborative work: use teachers’ expertise
Course Features
Gilly SalmonUniversity of Leicester
December 2008
193019301930 195019501950 198019801980Behaviorismo(condutivismo) Skinner
Construtivismo Interacionista Piaget
Construtivismo Sócio-Interacionista Vygotsky
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Abordagens TeóricasAssociacionista Anti-Associacionista
aquilo que o indivíduo realiza assistido por outro também éuma habilidade intelectual
memorização+
repetição
percepção; compreensão do mundo; construção de
significados
interação com outros indivíduos; compreensão do mundo; construção
de significados
determinar velocidade e forma de construção do conhecimento para
o estudantefavorecer descoberta individual
favorecer convivência social; estimular troca de informações; buscar construção
de conhecimento coletivo compartilhado
aprende quando muda seu comportamento
constrói seus conhecimentos individualmente saberes construídos pelo grupo
do estímulo para resposta favorecimento da descoberta individual
interação do indivíduo com o meio externo
CBT internet
Construção do conhecimento por intermédio do processamento da Informação
transmissão de conhecimento
(fatuais ou conceituais)
quatro estágios do desenvolvimento cognitivo
hipertextoSAIRSAIR
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193019301930 195019501950 198019801980
AbordagensTeorias
Associacionista Anti-associacionista
Behaviorismo(condutivismo) Skinner
Construtivismo Interacionista Piaget
Construtivismo Sócio-Interacionista Vygotsky
Construção do conhecimento por intermédio do processamento da Informação
memorização+
repetição
transmissão de conhecimento
percepção; compreensão do mundo; construção de
significados
interação com outros indivíduos; compreensão do mundo; construção de significados
o que o indivíduo realiza assistido por outro também éuma habilidade intelectual
quatro estágios do desenvolvimento cognitivo
Sensório /motor id
ade
0/2
Pré-operacional
idad
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2/7
Operações concretas id
ade
7/11
Operações concretas id
ade
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.
retornarretornar
Gilly SalmonUniversity of Leicester
December 2008
Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP)Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil
In the beginning
Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP)Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil
Gilly SalmonUniversity of Leicester
December 2008
Avoiding stress
POWERPOINT
1 Get up earlier.2 Make plans.
3 Avoid tight clothes.4 Avoid chemical help.5 Arrange for meetings.
6 Write everything down.7 Move your body.8 Have spare keys.
Gilly SalmonUniversity of Leicester
December 2008
Can you think of other ways of avoiding stress?
??
??
• What do these images suggest?
• Do you do any kind of mental activity?
• Are you the ‘stressed type’?
Gilly SalmonUniversity of Leicester
December 2008
FINAL CONSIDERATIONS
• Accurate classification of the expertise level of in-service teachers
• Collaborative work: use students/teachers’ expertise
• Start with simple things – to allow them to dare in the future without fear
Transitional Page
Gilly SalmonUniversity of Leicester
December 2008
HANdicoaches How to Design for Teacher Learning?
Esther van der Linde HAN University, the Netherlands
Professional Development of teachers at the HAN
Developments • Implementation competency based learning• Implementation new educational applications
How do all teachers learn – to use the applications– to develop education making best use of the
applications– in a way that fits them
How do you take care of continuous professional development?
Gilly SalmonUniversity of Leicester
December 2008
A HANdicoach is
• A Teacher• A Trainer • With expertise on
Education AND ICT
• Who knows his institute well
• Is on the worksfloor
• Is part of an institute
HA
N IC
T E Training Unit
TrainingMaterials
Training
Personal
Support
Learning from/with each other
Continuous Learning
Institute AInstitute B
Institute CInstitute D
Online
HANdicoach Community
NetworkMeetings
Workplace
Gilly SalmonUniversity of Leicester
December 2008
Key practical advice
• Create opportunities to share over institute boundaries
• Focus should be on learning from each other both on- and offline
• Make arrangements with management about tasks and responsibilities
• Getting the right people on board is crucial; make clear who you are looking for
Transitional Page
Gilly SalmonUniversity of Leicester
December 2008
Attaching Information to Physical and Virtual Space to Allow Real-Time Manipulation of
Complex Data in a Mobile Context
Carl Smith
Learning Technology Research Institute (LTRI) Centre for Excellence in Teaching and Learning in Reusable
Learning Objects (RLO CETL) London Metropolitan University
(Re)Constructing Learning Design Framework
• Interested in discerning the construction methodologies present in art, design, architecture, archaeology and the humanities subjects as a whole (KNOWLEDGE FORMATION)
• Research involves the investigation of objects in these subjects from the point of view of their units of construction.
• Use MIXED REALITY techniques to give access to these UNITS OF CONSTRUCTION.
• Use MULTIPLE POINTS OF VIEW to examine those units of construction for EVOLUTIONS OF FORM.
• Use those evolutions of form to create NETWORKS OF DESIGN.
Gilly SalmonUniversity of Leicester
December 2008
Mixed Reality
MIXED REALITY: participating in media rather than passively consuming it. New environments and visualisations are created where the physical and digital interact and inform one another in real time.
Gilly SalmonUniversity of Leicester
December 2008
Mixed Reality
Units of Construction: Models as Interfaces
Gilly SalmonUniversity of Leicester
December 2008
The Evolution of Form
Gilly SalmonUniversity of Leicester
December 2008
Conceptual stage: the visualisation of the justification for modelling – to go beyond the limitations of print media
Capturing the source data – photogrammetry.
Attach the units of construction to the models to aid intellectual transparency
Validate and test the models
Add other elements to augment the sense of scale and immersion,.
Performing modelling operations on single objects
The production of base level 2D drawings
The gradual construction and positioning of multiple objects
Attach the methods of construction to the models to aid intellectual transparency Present the same information in multiple ways (via multiple media) in order to
allow for the greatest degree of flexibility in use and enquiry. For instance to investigate the evolution of the form. Allow users to manipulate and ultimately alter the models.
The Learning Design
Transitional Page
Gilly SalmonUniversity of Leicester
December 2008
Virtual CoachingE-Learning Meets Coaching
Prof. Dr. Harald GeisslerHelmut-Schmidt-University Hamburg / Germany
Email: [email protected]
www.virtuelles-coaching.com
Transfer
What is it all about?
Learning context Work place
Blended Learning
Blended Coaching Aquiring new knowledge and skills
Putting new knowledge and skills
into practice
Gilly SalmonUniversity of Leicester
December 2008
Overview of old and new types of coaching
Virtual Transfer Coaching – Module 1
• What knowledge or skill I have learned in my training/course do I definitely want to use at my work place?
• What factor do I expect to facilitate my transfer most?
• What factor do I expect to impede my transfer most?
• How difficult is it for me to reach my final transfer goal perfectly? (0-10-scale; 10=extremly difficult))
• What is my final transfer goal I want to have reached within the next 10 weeks? What behavior of mine will indicate clearly that I have reached it perfectly?
• How important is this final transfer goal to me? (Use a 0-10-scale)
• What are my next concrete transfer activities?
• Do I need any help for my next transfer activities? What help precisely – and from whom?
• What part (in percent) of my final transfer goal will I have reached once I have mastered those activities?
• When will I review my newly planned transfer activities: in 1, 2 or 3 weeks?
Gilly SalmonUniversity of Leicester
December 2008
training-participants
t r a i n e r / c o a c h
seminar
Blended transfer coaching – product description
implementation in their practice
Planning and reflection of practical use
via VTC
observes onlinesupervises via email
and telephone
Planning and reflection of practical use
via VTC
observes onlinesupervises via email
and telephone
0 1 2 3 4 5 6 7 8 9 10 11 12
Training / Course
Editing of the first module Telephone coaching
1. Editing of the second module Telephone coaching
2. Editing of the second moduleTelephone coaching
Calendar week
How to use the virtual transfer coaching?
3. Editing of the second moduleTelephone coaching
Gilly SalmonUniversity of Leicester
December 2008
Thank you for your attention!
Transitional Page
Gilly SalmonUniversity of Leicester
December 2008
How to facilitate student learning with social software, and more …
Eky FiooleAvans University of Applied Sciences
The Netherlands
Our view on learning and teaching
Our main drivers are:
To produce excellent professionals who will continue to further develop themselves and their profession.
For selected businesses and organizations we are their partner for knowledge development and knowledge sharing.
In learning and teaching we opt for people (students, lecturers and professionals) to connect, cooperate and collaborate in acquiring knowledge and becoming competent.
Our main drivers are:
To produce excellent professionals who will continue to further develop themselves and their profession.
For selected businesses and organizations we are their partner for knowledge development and knowledge sharing.
In learning and teaching we opt for people (students, lecturers and professionals) to connect, cooperate and collaborate in acquiring knowledge and becoming competent.
Gilly SalmonUniversity of Leicester
December 2008
Trend 1: From VLO’s towards PLE’s
ePortfolios
• PLE’s … within an institutional framework (context, validation)
• Shift from courses/communities to ePortfolios and a Content System
• Students are becoming more and more prosumers (co-makership, collaboration, connect, communication, co-creation….)
ePortfolios: some exampleswithin Avans
Studentportfolio
Staffportfolio
Schoolportfolio
Gilly SalmonUniversity of Leicester
December 2008
Trend 2: Social Software and Learning
• Students use Social Software … but mostly not for learning• Staff know about learning and learning processes … but not a lot on Social
Software
Creating awareness on how Social Software can be used for Learning, By: - making the connection to learning, labelling them (knowledge, reflection, connecting with ….) and investing in e-Compentencyskills.
- using ePortfolios as linking pins.
Further integration of Social Software and VLE’s/PLE’s.
Social Software in Learning situations
Gilly SalmonUniversity of Leicester
December 2008
Trend 3: Integration with the world outside
• Use of wikis to create digital content (co-creation, knowledge sharing, prosumers…)
• Use of blogs as a recruitment tool, to gain a better insight in learning processes and its translation to the curriculum (updating).
• Use of Facebook to connect with Alumni but also the professional field• Integration of the educational institute, the learners but also (future)
employers employability / LLL
The learning design model
Gilly SalmonUniversity of Leicester
December 2008
Our Lessons Learned
• ePortfolios are fast becoming the heart and soul of PLE’s, however they are not limited to …..- systems- time- roles
• It’s important to link your view on learning and teaching to innovative projects and the use of ICT (Walk the talk)
• Define your (learning) goals and pace yourself accordingly.
• Take your students very serious as prosumers and as guides.
• Invest in programs on e-Literacy and e-Competency.
Learning Design Symposium
Chairperson:Prof Gilly Salmon
University of Leicester
Time for questions & discussions
Gilly SalmonUniversity of Leicester
December 2008
Learning Design Symposium
Chairperson:Prof Gilly Salmon
University of Leicester
Thank you to all speakersThank you for taking part
Web - References
• http://www.cardesignonline.com/
• http://www.wikihow.com/Design-Clothes
• http://www.bewsgorvin.co.uk/
• http://www.oobject.com/category/superlatives/
• http://cnx.org/content/m14734/latest/
• http://www.le.ac.uk/adelie/
• http://www.podcastingforlearning.com
• http://www.e-moderating.com
• http://www.e-tivities.com
• www.han.nl/hanovatie
• http://avans-elearning.blogspot.com/• http://www.facebook.com/group.php?gid=11392542114