Learning Design Symposium - University of Leicester · 2009. 3. 25. · Gilly Salmon University of...

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


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


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


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


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


December 2008

CONTEXT / AIM

• New paradigm (Social and Educational)• In-service teachers in Brazil• Different background• Different work experience


Teacher Development ProgramPromote digital Literacy / Use of New Technology


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


December 2008

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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

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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

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December 2008


In the beginning



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.


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’?


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


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?


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


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


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.


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.


December 2008

Mixed Reality

Units of Construction: Models as Interfaces


December 2008

The Evolution of Form


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


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


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?


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


December 2008

Thank you for your attention!

Transitional Page


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.


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


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


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


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.


Chairperson:Prof Gilly Salmon

University of Leicester

Time for questions & discussions


December 2008


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

• [email protected]

• www.han.nl/hanovatie

• http://avans-elearning.blogspot.com/• http://www.facebook.com/group.php?gid=11392542114

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