From theory to tools: A workshop on designing blended and online learning
Download as PPT, PDF•1 like•705 views
The document summarizes a workshop on designing blended and online learning. It discusses various instructional design frameworks and approaches that can be used, including adult learning theory, constructivism, active learning, logic models, backward design, and experiential learning. It also outlines the workshop agenda, which includes presentations, activities, and discussions around learning theories, instructional design approaches, integrating technology, and instructional design tools. Participants are asked to work in groups to design a two-hour session using the instructional design approaches and share their experiences using technology for learning and teaching.
From theory to tools: A workshop on designing blended and online learning
- 1. From theory to tools A workshop on designing blended and online learning Dr. Kelly Edmonds Wired Learning Consultants Inc
- 2. Introductions Tell us: Who you are Where you work Why you are at this session Pairings and Groupings Same institution Same interests Roles
- 3. Workshop Agenda Presentations Activities Theoretical frameworks Instructional design approaches Integrating e-learning Instructional design tools Pair discussion Mini development exercise Share experiences Experiment with tools
- 4. THEORETICAL FRAMEWORK Learning Theories Adult learning theory: adults are self-directed learners; they need relevance in learning and choice in activities, attendance, task outcomes, and work presentation (Knowles, Cross) Constructivist theory: students construct their own understanding while drawing on past experience and knowledge (Bruner, Piaget) Active learning approach : students need to participate and experiment with the topic at hand. This provides deeper versus surface learning. (Dewey)
- 5. THEORETICAL FRAMEWORK Instructional Technology Use technology to … construct knowledge with (Jonassen, Papert) simulate reality, organize information, and represent cognitive processes (Hannafin) learn with communities (Wenger, Garrison) link networks to build knowledge together (Siemens)
- 6. ACTIVITY With a partner, discuss your opinions, experience and/or questions about the following: Learning theories: Adult learning Constructivist Active learning Instructional technology concepts: Construct with Organize with Support cognitive processes Simulate reality Learn with communities Build knowledge with networks
- 7. INSTRUCTIONAL DESIGN APPROACHES Logic Model Method used for designing programs (and courses): objectives-focused planning (Rossi, Lipsey & Freeman) Inputs/ Resources Activities Outputs/ Objectives Short-term outcomes Long-term outcomes Context
- 8. INSTRUCTIONAL DESIGN APPROACHES Backward Design Design with the end in mind ; focus on desired student performance (Wiggins and McTighe) Determine enduring big ideas for students to take away from lesson/course/program Focus less on details (i.e. teaching and learning activities)
- 9. INSTRUCTIONAL DESIGN APPROACHES Experiential Learning: start with an experience of some kind Created by Clara Davies, University of Leeds
- 10. Drawing on the following instructional design approaches , design a two-hour session on any topic of your choice . Logic Model Backward Design Experiential Learning Tasks : Work in groups of three or four Sketch, list, mind map, etc. a one-page description of the session ACTIVITY
- 11. Integrating Technology (E-Learning) Blended Learning Online Learning Technology extends the classroom Integrate technology seamlessly (use both in and out of class) Students are actively engaged with technology Not merely for locating resources or posted grades Problem-solve, investigate, communicate, collaborate Exclusively learn online at a distance Online learners have a number of needs accessible and available resources connection with instructor and classmates learning format variety frequent and timely feedback choice in knowledge presentation
- 12. Technology Tools (free) Information Moodle (create content pages) OpenLearn (online resources) Production WordPress (blogs) Blip.tv (videos) Community Wiggio (meeting space) Wikispaces (shared document writing) Communication Google (email, groups) Skype (internet telephone)
- 13. Recap: Design Process Learning and Technology Theoretical Frameworks Instructional Design Strategies Technology Tools Blended and Online Curriculum
- 14. In a discussion with session participants, share the types of technology you have used when: learning teaching instructional designing, and/or supporting students ACTIVITY
- 15. Instructional Design Tools E-learning Elements Blended or online Mindful integration Tool: Course Dimensions (tool is attached to my blog post) See following slides for details Learning Tasks Learning theories Tool: Pedagogical Profile Whole Picture Logic model Mind mapping Tool: Inspiration (free tool: FreeMind )
- 16. DESIGN TOOLS Whole Picture Design with Inspiration Software Before course starts: consider main topic and subtopics consider focus and time allocation for each topic develop learning objectives (i.e. the student will be able to determine influences affecting a business)
- 17. DESIGN TOOLS Learning Task Design with Pedagogical Profile Tool During and after course is developed: separate the course/session into units (modules, weeks, units) determine the time allocated for each type of task See next slide for task descriptions
- 18. Learning Activity Taxonomy (Conole, 2008) Assimilative (reading, understanding content), Information handling (finding and organizing resources), Adaptive (use of simulation software), Communicative (pair dialogues or group-based discussions), Productive (construction work such as essay, design, math answers) and Experiential (practicing skills in a particular context). Assessment (formative or summative). Taken from Tool: Pedagogy profile
- 19. DESIGN TOOLS E-Learning Elements using Course Dimensions Tool During or after course is developed: separate the course/session into units (modules, time, units) determine frequency of different activities are used See next slide for category descriptions
- 20. Course Dimension Categories Taken from Resource: Course Map by Conole (2010)
- 21. Visual created by Course Dimension Tool
- 22. Final comments or questions? See these slides and other instructional design ideas at: http://edmusings.wordpress.com/