Date post: | 06-May-2015 |
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Online Learning Task Force
• The Task Force has concluded that:
“online learning…
provides real opportunity for UK institutions to develop responsive, engaging and interactive provision which…
can deliver quality and cost-effectiveness and meet student demands for flexible learning”
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16th MARCH 2011Moving Learning Online: Learning and assessment activities: blending online and face-to-face 1
Wolf Report
• Rigorous, “future-proof” vocational qualifications
• Tailored to the needs of sector and learner
• More apprenticeships for young people
16th MARCH 2011Moving Learning Online: Learning and assessment activities: blending online and face-to-face 2
Use the voting buttons to indicate your main role
a) Support/Online developer
b) Lecturer
c) Curriculum manager
d) Senior manager
16th MARCH 2011Moving Learning Online: Learning and assessment activities: blending online and face-to-face 3
• New course• Course updates• Assessment
methods• GLH to LH
Course design
• Schemes of work• What can be
delivered online/f2f
Session planning • Lesson plans
• Grouping activities to enable learning
Activity design
• Individual activity
Learning object design
Adapted from Beetham, 2009
Institutional context
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Their needs, motivations, prior learning experience, metaskills, learning styles
Lecturers, facilitators, developers, peers
Benchmark statements, industry, institution,
personal
What tools, resources, affordances do you have available for classroom or
virtual delivery?
Activity Design
Learning Environment
Intended learning
outcomes
Other people
Learners
Adapted from Beetham, 2007
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ered
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Does the learning environment inhibit
the completion of learning outcom
es?
How will learners interact with other
people?
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Use the ‘create text label’ ( )to give examples of online resources and activities
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Three examples of approaches to Learning Activity Design
Activity Design
Learning Environment
Intended learning
outcomes
Other people
Learners
Thanet College example:• Motor Vehicle learners• Learning environment• Intended learning outcomes• Other people ie learners• Activity designed around this
particular context and situation
Google docs to plan, manage and track learning
Learners working collaboratively to get jobs done
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Examples of approaches to Learning Activity Design
Activity Design
Learning Environment
Intended learning
outcomes
Other people
Learners
Profile Training example:• WBL – school support staff• Learning environment• Intended learning outcomes• Other people – colleagues• Activities designed around this
context and situation
Virtual Learning Environment open 24 hours a day
Videos of colleagues at school to make it personal
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Learners needs
16th MARCH 2011Moving Learning Online: Learning and assessment activities: blending online and face-to-face 9
Learners needs
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Examples of approaches to Learning Activity Design
Activity Design
Learning Environment
Intended learning
outcomes
Other people
Learners
Abingdon & Witney example:• Trainee teachers• Learning environment• Intended learning outcomes• Other people – tutors, peers• Activities designed around this
context and situation
Social Networking site for delivery of DTTLS
Experience social networking & online collaboration
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Domains of learning
Knowledge
SkillsSocial
2010 report on Informal Learning shows that “over 70% of what we learn in life and at work is learned informally and socially” (How Informal Learning is Transforming the Workplace, Cara 2010)
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DTLLS at Abingdon & Witney collegeExample of social learning through collaboration and negotiation
SWiS example for knowledge of roles at your school
Domains of learning in our examples
Knowledge
SkillsSocial
Distance or Blended or F2F?
Motor vehicle learners acquiring skills – planning, using a tool, tracking
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Knowledge
SkillsSocial
Click on the select button
( ) then move your responses
K-S
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Knowledge Skills Social
F2F (traditional)
Blended
Distance online
Modes of delivery and types of activity
Knowledge Skills Social
F2F (traditional) Lectures Workshops Common rooms
Blended Online Infokits Weekend sessions e-Mail
Distance online
e-Conference e-Portfolio Twitter
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What Knowledge-based activities can you do face to face and online?
Activities that help learners/lecturers recall, comprehend, apply, analyse, synthesise, evaluate
f2f
onlin
e
Eg powerpoint presentation Factual website
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What skills-based activities can you do face to face and online?
Activities that help learners/lecturers imitate/demonstrate technique, choose an appropriate technique, construct new
techniques
f2f
onlin
e
Eg Maths workbook Photo storyboard
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What social-based activities can youdo face to face and online?
Activities that help learners/lecturers listen to others, discuss, share beliefs, organise values, group work
f2f
onlin
e
Eg Jigsaw group activity wiki
S-K
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Bloom’s Taxonomy
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
LOT
S
to
HO
TS
http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
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Where do your learner activities lie?
Remembering Understanding Applying Analysing Evaluating Creating
LOTS to HOTS
K-S
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Click on the select button ( ) then move your responses
Learning with EASE
•Provide new skills and knowledge
•Stretch and challenge•Multisensory
•Demonstrate new skills and knowledge
•Personalised learning•Group work•Peer assessment
•Roadmap learning objectives
•Make relevant•Diagnostics
•Reflect on learning•Put in bigger picture•Skills relevant to workplace or further study
Embed Engage
ActivateShare
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Online tools
• Learning object creators
• Pod/vodcasts• Forums• Wikis
• Video streaming for ‘wow’ factor
• Quiz applications for diagnostics
• e-Portfolios• Blogs
Embed Engage
ActivateShare
S-K
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Drivers for Moving Learning Online
• To improve efficiency & learner engagement• To prepare learners for the world of work• Learner expectations • Forums offer a place to discuss ideas• Competition - to extend reach of provision• Collaborative opportunities• Social media offers opportunities for informal
learning• Can help learners take responsibility
K-S
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Mapping pedagogical templates to components of a course
http
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Ped
agog
ical
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Component To consider when choosing mode of delivery
Skills Demonstrations between lecturers and learners
Assessment Design, submission
Communication With lecturers and peers, formal and informal
Knowledge Delivery methods for subject specific information
Resources Access to books, journals, equipment
Administration Enrolment, induction, QAQE
Careers Information, Advice and Guidance
Embed Reflection, ILP, pastoral, Bringing it all together
S-K
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Case Studies on Excellence Gateway
K-S
Component Examples
Skills West Kent College: Dance and IT capture evidence using pocket video camcorders
Assessment Focus Training: Using videos to streamline assessment and enhance communication
Communication Tyne Metropolitan College: Learners use Facebook to record evidence of work experience
Knowledge Kaplan Financial Ltd: Live Online on a computer screen near you!
Resources South Staffordshire College: Widening access to resources through e-books
Administration e-Learning PRD Group: Peer review on e-learning strategy
Careers Fareham College: Engineering Pathway tool helps potential Diploma students make the right choices
Embed City College Birmingham: Piloting a virtual world for communication, teaching and learning
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Support is available
• Surveys• Best practice• Audit• Communities
• Critical friend• Installation• Training
Measure impact
Find out
PlanImplement
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Resources and References
Effective Practice Planner Checklist: http://www.jisc.ac.uk/resourceexchange
Case studies • http://www.delicious.com/elearningcasestudies/
References:
Informal learning:
http://www.caracorp.com/documents/CARA_SocialMediaImpact_PulseSurveyReport.pdf
http://www.knowledgejump.com/learning/informal.html
Learning taxonomies:
http://www.infed.org/biblio/b-learn.htm
http://www.nwlink.com/~donclark/hrd/bloom.html
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Appendices
• The following slides are extra depending on where the conversation goes
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Pedagogical templates…(Jara & Mohamed)
Knowledge (content)
Skills Social(support)
Basic common model
Supporting materials on VLE, module
information, calendars
Unmoderated social media
Intermediate & communication model
Supporting materials designed to
demonstrate higher order thinking skills, online submission
Moderated social media
Advanced and integrated model
Primary source of information, personalised
information/metrics
Social media integrated into
resources, support through f2f
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Synchronous Vs. asynchronous
Copied from Hrastinski, 2008
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Quality Assurance & Enhancement:Key Themes
• Activities – support the objectives and – engage with several senses and emotions?
• Stretch & challenge or other differentiation?• Personal Learning & Thinking Skills identified
– support development – encourage reflection
• Links made to further resources – work independently
• Activities linked to the real world– Develop skills relevant to the workplace or further study?
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Experiential approach to learning design
Learning environmen
t
Lecture theatres
VLEs
CD-ROM
Web-Conference
Workplace
Activities
Challenges
Kinaesthetic reinforcement
Mindwork
Problem solving
Role play
Learning partnerships
Senses
Eyes
Ears
Mouth
Nose
Nerves
Intuition
Emotions
Aggression
Boredom
Fear
Hope
Happiness
Sadness
Intelligence
Logical
Verbal
Bodily
Musical
Spatial
Interpersonal
Learning and change
Planned
Emergent
Activist
Pragmatist
Concurrent learning
Prospective learning
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Which tool?
One multipurpose tool
Raw materials and resources
One dodgy shed
Lots of different tools
Raw materials and resources
One posh shed (that is watertight)
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References
• Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38
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