"Describes the Australian University Teaching Committee (AUTC) project of reviewing and selecting exemplary learning designs.
Learning designs refer to a variety of ways of designing student learning experiences, that is, a sequence of types of activities and interactions.Learning designs may be at the level of a subject, or subject components. A learning design can be considered the framework that supports student learning experiences.
This project focuses on learning designs implemented with the use of Information and Communication Technologies. Oliver (1999) argues that a learning design comprises the following key elements:
*Tasks that learners are required to do.
*Resources that support learners to conduct the task.
*Support mechanisms that exist from a teacher implementing it."
These three components need to be considered against the intended learning outcomes.
The principles that inform this framework according to Boud and Prosser (2001) include:
Engage learners; Acknowledge the learning context; Challenge learners and Provide practice.
"In different learning contexts some of these principles may be more prominent than others, however, all four principles are considered important in any higher education context. The principles are holistic in that they incorporate both learning outcomes and learning processes and are based on the premise that learning arises from what students experience from an implementation of a learning design. Designers/educators need to examine their learning designs from the perspective of their impact on learning, that is, placing themselves in the "students’ shoes" and thus examining their learning designs from the student perspective."
To determine how education and training policy can adequately prepare learners for life in the future society, there is a need to envisage what competences will be relevant and how these will be acquired in 2020-2030. The report identifies key factors for change that emerge at the interface of the visions painted by different stakeholder groups and arranges them into a descriptive vision of the future of learning in 2020-2030. In a second step, the report discusses future solutions to pending challenges for European Education and Training systems and outlines policy options
There may still be thousands of people employed today with the job title of "teacher" or "educator", but it is misleading to suggests that all, or even most, aspects of providing an education should, or could, be placed into the hands of these...
Presentation by Jackie Gerstein for integrating the flipped classroom approach in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
Post veraniego en el que reflexiono sobre el u-learning. La tesis es que el aula siempre ha estado en todas partes. El cambio debe ser mucho más profundo y va mucho más allá de la incorporación de tecnologías y del uso de nuevos términos.
Time and time again, research shows that teacher quality is by far the most important factor in driving up standards in schools. Effective ongoing professional development is key to ensuring that teachers perform to the best of their abilities, keep abreast of new developments, and adapt their practice to take account of these. The UK government, like many others, has taken this message to heart. Underlining its commitment to improving teacher quality in its 2010 white paper, The Importance of Teaching, it has introduced a range of measures in this area, including changes to Initial Teacher Training and the introduction of new Teaching Schools. The government also recognises the importance of encouraging and enabling teachers to learn from each other, stating that ‘we know that teachers learn best from other professionals and that an ‘open classroom’ culture is vital: observing teaching and being observed, having the opportunity to plan, prepare, reflect and teach with other teachers.’