Transformative Digital Learning Design
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Transformative Digital Learning Design
Exploration of transformative learning design through use of digital media & tools
Curated by Anne Whaits
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Learning Through Digital Media : Experiments in Technology and Pedagogy

Learning Through Digital Media : Experiments in Technology and Pedagogy | Transformative Digital Learning Design | Scoop.it

"The simple yet far-reaching ambition of this collection is to discover how to use digital media for learning on campus and off. It offers a rich selection of methodologies, social practices, and hands-on assignments by leading educators who acknowledge the opportunities created by the confluence of mobile technologies, the World Wide Web, film, video games, TV, comics, and software while also acknowledging recurring challenges."

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Teacher’s Guide to Setup a Classroom Wikispace | OLE Community Blog

Teacher’s Guide to Setup a Classroom Wikispace | OLE Community Blog | Transformative Digital Learning Design | Scoop.it
Using free wikis to enhance your communication, instructional, and assessment toolbox. A wiki is a website that allows users to add and edit content using a text editor.

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CAST: Universal Design for Learning

CAST: Universal Design for Learning | Transformative Digital Learning Design | Scoop.it

"Universal Design for Learning(UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."

Lots of resources shared via Diigo too.

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Flipped Classroom Model for Higher Education

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.

 

Read all the details of the experiential learning cycle and design using digital media on Jackie's blog here: http://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/

 

And a video illustration in which she explains the design and cycle of learning can be viewed here: http://usergeneratededucation.wordpress.com/2012/07/

 

 

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Ken Morrison's comment, September 20, 2012 8:51 PM
Thank You for the retweet.
Ken
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10 Innovative Ideas for Class Blogs

10 Innovative Ideas for Class Blogs | Transformative Digital Learning Design | Scoop.it
10 great ideas for teachers to make class blogs more interesting and exciting...
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Digital Media: tools for excellent teaching

Digital media:tools for excellent teaching Gráinne Conole, Leicester University 12th September, 2012, Vienna.

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Practical PBL: The Ongoing Challenges of Assessment

Practical PBL: The Ongoing Challenges of Assessment | Transformative Digital Learning Design | Scoop.it

"In recent years, most students in my project-based AP Government classes have indicated, in both class discussions and anonymously on surveys, that they prefer project-based learning to a more traditional classroom experience. They find PBL more fun and believe that it leads to deeper learning. However, two types of students often resist this model..."


This post explores resistance to the PBL learning design and suggests how to overcome it. Furthermore, team dynamics and assessment are cited by students as the elements of PBL that most frustrate them. This post suggests ways of addressing these two concerns though a differentiated assessment method that includes: individual skills area, role-based assessment and 'weighted" scoring.

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educational-origami - Bloom's Digital Taxonomy

educational-origami - Bloom's Digital Taxonomy | Transformative Digital Learning Design | Scoop.it

This is a really great wiki created by Andrew Churches. A rich collection of resources shared in a collaborative space..


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A template for designing Problem-Based Learning

A template for designing Problem-Based Learning | Transformative Digital Learning Design | Scoop.it

Prof Grainne Conole has developed several pedagogical templates to help teachers in higher education to create courses around different pedagogical models. This one focuses on the problem-based learning approach.

"This structure is useful for inquiry-based modules, where students find or explore materials/activities to investigate/solve the problems or cases. It is particularly useful for Science courses, where the students focus on a problem that needs investigating. It is a good example of a constructivist approach to learning. The structure is based around starting with the problem to be solved, which is usually in the form of a question. Students are provided with advice on how to tackle the problem and given suggestions of resources to investigate. The problem can be tackled individually or in groups. The jigsaw pedagogical pattern is a good way of structuring a group-based activity. In this a group of 4 students are given different aspects of the problem to investigate. All the students looking at one aspect of the problem then get together with other students in other groups to share their findings. Then they return to their home team and share their collective understanding."

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Quality principles for digital learning resources - Becta

Quality principles for digital learning resources - Becta | Transformative Digital Learning Design | Scoop.it

"This document outlines the key quality principles relating to the design and use of digital learning resources to support effective learning and teaching."

 

Download the Becta PDF Summary document or go directly here: http://www.laeremiddel.dk/media(15272,1030)/Quality_principles.pdf

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Trisha Collins's curator insight, March 12, 2014 4:13 PM

In the same way that ICT has revolutionised the design and manufacturing processes in the industrial and commercial world, ICT can help pupils’ learning in design and technology.

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PI Personal Inquiry: Designing for Evidence-based Inquiry Learning across Formal and Informal Settings

PI Personal Inquiry: Designing for Evidence-based Inquiry Learning across Formal and Informal Settings | Transformative Digital Learning Design | Scoop.it

"The University of Nottingham and the Open University are partners in a £1.2m project to help school students learn the skills of modern science. The three year project, funded by the UK ESRC and EPSRC research councils, is developing a new approach of 'scripted inquiry learning', where children aged 11-14 investigate a science topic with classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a personal computer.

The aim is for children to understand themselves and the world in which they live, through a scientific process of gathering and assessing evidence, conducting experiments and engaging in informed debate. The handheld computers, monitored and supported by their teacher, will guide the students through the activities, which can change depending on the profile and input of each   individual taking part. Their activities will be based around topic themes — Myself, My Environment, My Community — that engage young learners in investigating their health, diet and fitness, their immediate environment and their wider surroundings. These topics are key elements of the new 21st century science curriculum that requires children to reason about the natural sciences as a complex system and to explore how people relate to the physical world.

The project has an international Advisory Panel to provide advice and  support."

PDF poster and leaflet available to download here:

http://www.pi-project.ac.uk/images/PI-poster-v73.pdf

http://www.pi-project.ac.uk/images/pi-leaflet-small.pdf

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Students as learning designers: Using social media to scaffold the experience | eLearning

Students as learning designers: Using social media to scaffold the experience | eLearning | Transformative Digital Learning Design | Scoop.it

"The ‘students as learning designers’ approach challenges transmission models of pedagogy and requires teachers to relinquish some control to their students so that they might have the space to experiment and discover how to learn.

This paper outlines the findings of two studies that allowed students to explore new ways of learning, where they were encouraged to take responsibility for their own learning, and outlines what potential social media tools may have in facilitating this experience. These projects demonstrate that when students are empowered to design their own learning activities, they can deeply engage in the learning process."

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7 principles of learning design

7 principles of learning design | Transformative Digital Learning Design | Scoop.it

Prof Grainne Conole shares 7 principles of learning design and suggests that a combination of the elements of visualisation, dialogue & sharing, and guidance/support is needed to create some form of dynamic learning design ecosystem.

 

1. Tools provide guidance and support around design practice to shift the focus from content to learning activities and student experience

2.Tools use power of visualisation as a means of representing the designs for sharing and discussing

3. Design for learning needs "beauty" and "precision"

4. More personalised in-context support needs to be developed

5. Learning designs are both produce and process

6. Two dimensions to learning design (creation of structured sequence of learning activities & a way to represent & share practice)

7. Different affordances of learning design tools impact how practitioner goes about design process.

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A Comprehensive List of Educational Wikis (+ teacher guide and examples)

A Comprehensive List of Educational Wikis (+ teacher guide and examples) | Transformative Digital Learning Design | Scoop.it

@medkh9 provides both a Guide for Teachers which explains how to create and use wikis in the learning design and he provides a link to many examples of wikis created by teachers.

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Getting The Most Out Of Student Blogging Assignments And Instructional Blogging

Getting The Most Out Of Student Blogging Assignments And Instructional Blogging | Transformative Digital Learning Design | Scoop.it
Examining Instructional Blogging Efforts and Lessons Learned. Guest Post by Elaine Hirsch.
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bPortfolios: Blogging for Reflective Practice | The Sloan Consortium

bPortfolios: Blogging for Reflective Practice | The Sloan Consortium | Transformative Digital Learning Design | Scoop.it

This 2011 Sloan-Consortium Effective Practice Award winning paper by six authors from Seattle  Pacific University is well worth a read - bPortfolios as a learning tool for critical reflection and social interaction!

 

Abstract/Summary of Effective Practice:

" Web 2.0 technology, such as blogging, allows for locally developed, cost effective, and holistic alternative portfolio assessment systems. By enhancing critical reflection and fostering social interaction, blogging portfolios are seen as an integral learning tool for all students enrolled in a university program."

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Part 9 – bPortfolio: Step 6 Using a rubric to help write posts - Seattle Pacific University on blip.tv

 

This screencast shows Seattle Pacific University Residency Certification students how to write better blog posts (reflections) by using a rubric designed by David Wicks and students in his Summer 2009 ed tech class.

 

Seattle University offer a 9 part series on www.blip.tv/seattle-pacific-university/  to illustrate how they are supporting their student's learning and reflective writing using blogs.

 

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A Design to Broaden Creativity: Lessons Learned from LittleBigPlanet2 | Connected Learning Research Network

A Design to Broaden Creativity: Lessons Learned from LittleBigPlanet2 | Connected Learning Research Network | Transformative Digital Learning Design | Scoop.it

"The purpose of this post is to foreground a system of design principles underlying the LittleBigPlanet2 game that are relevant to the design of connected learning environments. One question at the center of the design of LittleBigPlanet design was, “What does it mean to be creative?” Part of the Mm teams’ answer is to support creativity development, believing that sharing ideas and designs in progress for the purpose of getting feedback from others was critical. To do this, it is necessary to make work visible to a community of peers with a shared purpose or interest. Fundamentally, visibility is key to creating a community with shared ideas in addition making it possible to get feedback which drives a cycle of learning and exploration. In digging through the transcripts of interviews with the LBP team and performing my own analysis of the design, I identified the model shown in the figure. Each element indicates a design principle that can be used for creating an environment for making work visible. Arrows indicate support for the target principle (i.e., the arrow from Co-Location to Sharing indicates that Co-Location supports the design for Sharing)."

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Student Work – Portfolios of Learning

Student Work – Portfolios of Learning | Transformative Digital Learning Design | Scoop.it

Dr Alec Couros (University of Regina) shares some of the best examples of student work from the ECMP 355 (Technology in Education) undergraduate course he teaches. Each example reflects the student's final course PROJECT, the goals of which varied from either "Build a Learning Resource" or "Learn something new using the Internet" type.

 

A range of different types of PORTFOLIOS of LEARNING are shared in this post and are well worth exploring as they beautifully illustrate the creative and personal ways in which the students demonstrated their learning of the course.

 

These include "Summaries of Learning" in a variety of formats:

*Series of blog posts 

*Screencasts

*Videos and vlogs

*Blogfolios

*Animations

* Wikis

 

The design of this learning activity allowed for personalisation in format choice and made provision for the students to progessively document their learning over the duration of the course, as far as I can ascertain. I would be interested to understand what his exact brief was to the students and what rubric(s) he used to assess these projects, if at all. 

 

PS I had a conversation  with @courosa yesterday on Twitter to explore his approach to assessing his students' "Portfolios of Learning". His response was interesting:

"Assessment was customised to each student based on some general indicators (e.g., quality of artifact) with bulk focused on growth. I tend not to use rubrics and try to keep assessment consultative & personlised. Takes more time, but I think it's more accurate."

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Dylan Thomas Cason's curator insight, June 5, 2015 6:39 PM

A relevant source if in need of a range of diversified activities especially those relating to ICT. These activities seem to meet SAMR and high order thinking.

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Designing for Learning in an Open World (Grainne Conole)

Designing for Learning in an Open World (Grainne Conole) | Transformative Digital Learning Design | Scoop.it

Gráinne Conole's new book will soon be released. You can preorder now here:

http://www.amazon.com/Designing-Explorations-Instructional-Performance-Technologies/dp/1441985166

 

She created a Cloudscape space for "open reflection" on the process of writing this book. This space was used to aggregate a series of blog posts on www.e4innovation.com  as the book developed and to act as a space to invite discussion and debate on emergent issues. For these details and outline of content of the book, do go and explore: http://cloudworks.ac.uk/cloudscape/view/2155

 

Description of the book:

"The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills don’t necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive ‘learning pathways’ to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context."

Can't wait to get my hands on a copy!

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Practical PBL: Design an Instructional Unit in Seven Phases

Practical PBL: Design an Instructional Unit in Seven Phases | Transformative Digital Learning Design | Scoop.it

You can transform your classroom. While there are many approaches to project-based learning, we have had the most success with the model our team developed -- a model called "The Seven Phases of a Project Cycle." Each and every one of our instructional units is designed using these seven phases.

To begin, ask yourself these questions:

* What instructional unit do I want to transform?

* What engaging, relevant, real-world problem could students attempt to solve that is related to the concepts and skills in the unit?

* What authentic roles can students take on to try solving this problem?

* How might students be asked to work collaboratively to try solving this problem?

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What is PBL? | Project Based Learning | BIE

What is PBL? | Project Based Learning | BIE | Transformative Digital Learning Design | Scoop.it

"In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations."

 

According to the Buck Institute for Education www.bie.org/ , rigorous, meaningful and effective Project Based Learning:

* is intended to teach significant content. 

* requires critical thinking, problem solving, collaboration, and various forms of communication.  

* requires inquiry as part of the process of learning and creating something new. 

* is organized around an open-ended Driving Question. 

* creates a need to know essential content and skills.

* allows some degree of student voice and choice.

* includes processes for revision and reflection.  involves a public audience. 

 

If we are serious about reaching 21st Century educational goals, PBL must be at the center of 21st Century instruction.  The project contains and frames the curriculum, which differs from the short "project" or activity added onto traditional instruction.  PBL is, "The Main Course, not Dessert."

 

The BIE site offers a wealth of information and tools to use in your learning design.

 

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The 7 Cs of Learning Design

The 7Cs of learning design by Gráinne Conole, Leicester University 24thApril 2012 Copenhagen, Denmark.

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Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology

Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology | Transformative Digital Learning Design | Scoop.it

Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading current research on developing a learning design support environment for teachers, and software for learners with low numeracy. Her new book "Teaching as Design Science: Building Pedagogical Patterns for Learning and Technology" was recently published. (16 March 2012, Routledge) and looks promising (I have yet to read it so this is not a book review).

 

A description and overview of the contents have grabbed my attention.

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Learning Design - The Project

Learning Design - The Project | Transformative Digital Learning Design | Scoop.it

"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."

 

For more information, exemplars and guides go here: http://www.learningdesigns.uow.edu.au/index.html

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