Learning Design Symposium Why – learning design

Transcription

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 Salmon
University of Leicester
December 2008
Design…design..design
• http://www.oobject.com/category/superlatives/
• http://www.oobject.com/category/12mesmerizing-kinetic-sculptures-videos/
• http://www.oobject.com/best-lego-stop-motionvideos/lego-wii/1803/
• http://www.oobject.com/category/design/
Design is a ubiquitous professional activity
Gilly Salmon
December 2008
Can you Design…
Considerations:
• Aesthetics
http://www.oobject.com/best-lego• Functionality
stop-motion-videos/lego-wii/1803/
• Research
• Thought
• Modelling
• Iteration & redesign
Design for learning
Convey meaning &
process
‘fit for purpose’
Enable & support
learning
‘Quality: audience,
usability
Aesthetics
Look & feel
Created in teams
Goodbye lone academic
Placed in context &
time
Technologies &
pedagogies of the day
Re-usability &
transferability
Re-design
Gilly Salmon
December 2008
Design for learning : principles
Investigation
Audiences, needs,
theories, prior knowledge
Application
How deployed for this
case?
Representation/
modelling
Choices of solutions
Iteration
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
2.
Story
Board
1.
Define
4.
Reality
check
3.
Build
6.
Adjust
6.
Plan
E-tivities (wikitivies,
SL-tivities, podtivities)
www.e-tivities.com
5 stage model
www.e-moderating.com
Pedagogical podcasts www.podcastingforlearning.com
Gilly Salmon
December 2008
Transitional Page
New Technology and
Teacher’s Development
Exploring levels of digital literacy
Cynthia Regina Fischer
Centro Federal de EducaçãoTecnológica de São Paulo
Fundação Escola de Comércio Álvares Penteado
Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP)
Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil
Gilly Salmon
December 2008
CONTEXT / AIM
•
•
•
•
New paradigm (Social and Educational)
In-service teachers in Brazil
Different background
Different work experience
Teacher Development Program
Promote digital Literacy
/ Use of New Technology
Teacher Development Program
3 stages of digital literacy:
{ Computer in the classroom
{ Computer as support in face-to-face courses
{ Online courses (content)
Course Features
{
{
{
{
{
Online course
Theoretical aspects: Teaching-learning Theory
Software knowledge
Pedagogical use of technological resources
Collaborative work: use teachers’ expertise
Gilly Salmon
December 2008
Abordagens Teóricas
Associacionista
Anti-Associacionista
Construção do conhecimento por intermédio do
processamento da Informação
1930
1930
1950
1950
1980
1980
Construtivismo
Interacionista
Construtivismo
Sócio-Interacionista
Piaget
Vygotsky
percepção; compreensão do
mundo; construção de
significados
interação com outros indivíduos;
compreensão do mundo; construção
de significados
transmissão de
conhecimento
(fatuais ou conceituais)
quatro estágios do
desenvolvimento cognitivo
aquilo que o indivíduo realiza
assistido por outro também é
uma habilidade intelectual
papel
papel do
do
professor
professor
Skinner
determinar velocidade e forma de
construção do conhecimento para
o estudante
favorecer descoberta individual
aprendiz
aprendiz
aprendizagem
aprendizagem
Behaviorismo
(condutivismo)
aprende quando muda seu
comportamento
constrói seus conhecimentos
individualmente
favorecer convivência social; estimular
troca de informações; buscar construção
de conhecimento coletivo
compartilhado
saberes construídos pelo grupo
do estímulo para resposta
favorecimento da
descoberta individual
interação do indivíduo com
o meio externo
CBT
hipertexto
internet
exemplo
exemplo
estraté
égia
estrat
estratégia
memorização
+
repetição
SAIR
Abordagens
Teorias
Associacionista
Anti-associacionista
Construção do conhecimento por intermédio do
processamento da Informação
1950
1950
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 é
uma habilidade intelectual
Pré-operacional
idade
idade
0/2
quatro estágios do
desenvolvimento cognitivo
Sensório /
motor
Operações
concretas
Operações
concretas
Vygotsky
2/7
transmissão de
conhecimento
Construtivismo
Sócio-Interacionista
Piaget
idade
memorização
+
repetição
1980
1980
Construtivismo
Interacionista
7/11
Skinner
idade
aprendizagem
aprendizagem
Behaviorismo
(condutivismo)
11/...
1930
1930
retornar
retornar
Gilly Salmon
December 2008
In the beginning
Gilly Salmon
December 2008
POWERPOINT
Avoiding stress
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 Salmon
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 Salmon
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 Salmon
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 Salmon
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
Continuous Learning
Learning from/with each
other
Online Workplace
Network
Meetings
Institute D
al
on t
s
r
Pe ppor
Su
Institute C
Training
Institute B
HAN ICT E Training Unit
Tra
Ma ining
teri
als
Institute A
HANdicoach Community
Gilly Salmon
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 Salmon
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 Salmon
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 Salmon
December 2008
Mixed Reality
Units of Construction: Models as Interfaces
Gilly Salmon
December 2008
The Evolution of Form
Gilly Salmon
December 2008
The Learning Design
Conceptual stage: the visualisation of the justification
for modelling – to go beyond the limitations of print
media
Capturing the source data – photogrammetry.
The production of base level
2D drawings
Validate and test the models
The gradual construction and positioning of multiple objects
Performing modelling operations on single objects
Attach the units of construction to the
models to aid intellectual transparency
Add other elements to augment
the sense of scale and
immersion,.
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.
Transitional Page
Gilly Salmon
December 2008
Virtual Coaching
E-Learning Meets Coaching
Prof. Dr. Harald Geissler
Helmut-Schmidt-University Hamburg / Germany
Email: [email protected]
www.virtuelles-coaching.com
What is it all about?
Learning context
Work place
Blended Learning
Æ Aquiring new
knowledge and skills
Blended Coaching
Æ Transfer
Gilly Salmon
December 2008
Æ Putting new
knowledge and skills
into practice
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 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)
• How difficult is it for me to reach my
final transfer goal perfectly? (0-10-scale;
10=extremly difficult))
• What factor do I expect to facilitate my
transfer most?
• What factor do I expect to impede my
transfer most?
• 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
• When will I review my newly planned
goal will I have reached once I have
transfer activities: in 1, 2 or 3 weeks?
mastered those activities?
Gilly Salmon
December 2008
Blended transfer coaching – product description
t r a i n e r
/
observes online
Planning and
reflection of
practical use
via VTC
c o a c h
observes online
supervises
supervises
via email
via email
Planning and
and
and
reflection of
telephone
telephone
practical use
via VTC
training-participants
seminar
implementation in their practice
How to use the virtual transfer coaching?
Training / Course
Editing of the first module
Telephone
coaching
1. Editing of the second module
Telephone
coaching
Telephone
coaching
Telephone
coaching
Calendar
week
0
1
2
3
4
5
6
7
8
Gilly Salmon
December 2008
9
10
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Thank you for your attention!
Transitional Page
Gilly Salmon
December 2008
How to facilitate student learning
with social software, and more …
Eky Fioole
Avans University of Applied Sciences
The Netherlands
Our view on learning and teaching
Our
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Inlearning
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andteaching
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optfor
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andcollaborate
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acquiring knowledge and becoming competent.
Gilly Salmon
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 (comakership, collaboration, connect, communication, cocreation….)
ePortfolios:
some examples
within Avans
Staffportfolio
Studentportfolio
Schoolportfolio
Gilly Salmon
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
Æ 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.
Æ Further integration of Social Software and VLE’s/PLE’s.
Social Software
in Learning situations
Gilly Salmon
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 Æ employability / LLL
The learning design model
Gilly Salmon
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
Time for questions &
discussions
Chairperson:
Prof Gilly Salmon
Gilly Salmon
December 2008
Learning
Design Symposium
Thank you to all speakers
Thank you for taking part
Chairperson:
Prof Gilly Salmon
Web - References
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•
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•
•
•
•
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
Gilly Salmon
December 2008