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A presentation for the T&L Support Team at Varsity College, October/November 2012.
Citation preview
TransformativeDigital
Learning Design
Anne WhaitsVPSS Regional Conference
October 2012www.shutterstock.com
Identify the current challenges
our lecturers experience teaching the IIE Degrees
It’s time to shift our thinking from
the old model of teachingto a new model of learning
Douglas Thomas & John Seely Brown
A new culture of learning
Learning as Dance(Anderson 2008)
Technology sets the beat and the timing
Pedagogy defines the moves
www.shutterstock.com
One App at a Time (2012)
Digital Learning Design (2013)
Technology as an agent for transformational change in learning design
Source of SAMR model of technology integration: Dr Ruben Puentedura http://www.hippasus.com/rrpweblog/
InstructivismTeacher-centred and most talking
and thinking done by teacher
Passive students listening to knowledge
dissemination
ConstructivismFacilitating
learning through active student engagementConstructing
knowledge and learning through
experience
ConnectivismGuiding self directed,
inquiry-based learning through
collaborative learning
environments & digital learning
media. Connected and networked
learning & knowledge building
Pedagogy for the Digital Age
Social Constructivism
Auditory
Visual
Kinaesthetic
I see, I remember
I hear, I know
I do, I understand
Cognition
Memory Meta Cognition
Deeper Learning
Stev
e W
heel
er, P
lym
outh
Uni
vers
ity, 2
011
Learning best occurs when multi-modal contexts are enabled. We cannot justify pigeon holing students into single mode learning.
Situated Learning
http://www.slideshare.net/timbuckteeth/redesigning-learning-spaces-for-a-digital-world
Intended Learning Outcomes
Components of Learning Design
http://www.learningdesigns.uow.edu.au/index.html
Learning Tasks
Learning Resources Learning Supports
Core Pedagogic Principles
Core Design Principles
http://webarchive.nationalarchives.gov.uk/20101102103654/publications.becta.org.uk//display.cfm?resID=32112&page=1835
Qua
lity
Prin
cipl
es
for d
igita
l lea
rnin
g re
sour
ces
Ten Pedagogic Principles of DigitalLearning Design
(Anderson and McCormick 2005)
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htmwww.shutterstock.com
1 Match to the Curriculum
Pedagogy aligned to curriculum throughClear objectivesRelevant contentAppropriate activitiesNature of assessment
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
2 Inclusion
Pedagogy supportive of inclusive practices i.t.o.GenderDifferent social and ethic groupsDisabilitiesDifferent types and range of achievements
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
3 Learner Engagement
Pedagogy to engage and motivate learners as evident in an ethos of beingEducationalEnjoyableA rewarding interactive experienceConducive to learning
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
4 Innovative Approaches
Digital pedagogy should be innovative in approach in that It evidences why learning technologies are being
used It uses digital forms which cannot be achieved in
any other way It must be fit for purpose. The design and implementation of the digital
material or environment is newhttp://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
5 Effective Learning
Pedagogy that is evidenced byPersonalised learningAn authentic learning experienceEffective outcomesCharacteristics of good learning (learner
agency, autonomy, collaboration, creativity, metacognition and critical thinking)
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
6 Formative Assessment
Pedagogy should provide assessment AS learning that Is primarily aimed at improving learningProvides rapid fee and constructive feedbackMakes provision for peer assessment and self
assessment
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
7 Summative Assessment
Pedagogy should provide assessment OF learning that isValid and reliableAligned to achievement of
learning outcomes
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
8 Coherence, Consistency & Transparency
The pedagogy must be Internally coherent and consistent in
the way the objectives, content, student activity and assessment match to each other
Open and accessible in its design and transparent in its intention
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
9 Ease of Use
The digital pedagogy shouldNot allow the technology to impede the
learning Allow for scaffolded and supported learningNot require extensive training or
instructionsMake appropriate assumptions about the
ICT skills of learners
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
10 Cost Effectiveness
Technology solutions should beJustifiableAffordableSustainableScalable
http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
8 Practical Suggestions
For Designing
Transformational Digital Learning
Activities
www.shutterstock.com
http://education-2020.wikispaces.com/21st+Century+Learning
Model & Develop 21st Century Skills1
http://allthingslearning.wordpress.com/2011/12/10/will-the-real-4cs-please-stand-up-again/Source Tony Gurr
Do your learning designs provide opportunity for students to build & evidence these skills?
HOW?USE COURSESITES!
(Blackboard is coming to IIE SAM
and Coursesites is Blackboard Lite!)
https://www.coursesites.com/webapps/Bb-sites-course-creation-BBLEARN/pages/index.html
E.g. Create a Digital Classroom
http://www.youtube.com/watch?v=NqpxIC4Oa9k
http://www.youtube.com/watch?v=64V5J9Ygp1E
2 Flip Bloom’s Taxonomy
http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/
http://www.onlineuniversities.com/blog/2012/06/flipping-expanding-blooms-taxonomy/
Do you enable students to use digital media to demonstrate their learning in creative ways AFTER they have engaged with the content?
www.shutterstock.com
http://maps.playingwithmedia.com/
E.g. Create VideosPodcastsInteractive PostersInteractive TimelinesInteractive ImagesMindMapsAnimationsStoryboardsScreencastsCollaborative WikisBlogsPhoto albumsCartoonsFlip eBooks
http://educationaltechnology.ca/couros/2074
E.g. e-Portfolios of Learning
http://learningthroughdigitalmedia.net/how-i-used-wikis-to-get-my-students-to-do-their-readings
E.g. How I used wikis to get my students to do their readings
(sample assignment given)
http://www.youtube.com/watch?v=OzpZaEi3G8U
ICE TASKOn CITL here: http://www.vclecturer.co.za/index.php?option=com_kunena&Itemid=389&catid=878&id=1709&lang=en&view=topic
http://academic.stedwards.edu/socialmedia/blog/2012/04/16/teaching-students-to-become-curators-of-ideas-the-curation-project-3
/
Example Assignments
http://www.uwstout.edu/soe/profdev/rubrics.cfm
When you “Google” something, your search findings are NOT necessarilyTRUE
CREDIBLEYOURSFREE
Build Search Skills & Critical Literacies 3
What are you doing to help students develop search skills?
http://www.free-ebooks.net/
E.g. Your Campus Library/Media Centre should be central to the Digital Fluency Project
http://www.commonsensemedia.org/educators
E.g. Use the freely available Open Educational Resources (OER)
http://www.cyberwise.org/
http://www.oercommons.org/
http://www.google.com/insidesearch/searcheducation/
E.g. Drive Info/Digital Literacyby getting students to search
and critically reflect on credibility of two sources
http://plpnetwork.com/2012/03/29/building-web-search-skills-the-fun-way-with-a-google-a-day/
Eg. Pose a driving question that students must solve/respond to
through search and critical reflection
Do you include any of these in your learning design?
Or search engines other Google like these..?
http://www.goorulearning.org/gooru/index.g#!/home
Teachers and students can use Gooru to search for rich collections of multimedia
resources, digital textbooks, videos, games and quizzes created by educators
in the Gooru community.
instaGrok: a new way to learnA search engine just for education
http://www.instagrok.com/
http://www.wolframalpha.com/
WolframAlpha: a computational knowledge engine
http://www.bie.org/about/what_is_pbl/
Guide Inquiry-based Learning4
http://pogil.org/
IBL → GET STUDENTS ENGAGING
WITH CONTENT THROUGH A DRIVING QUESTION & INQUIRY
SO THAT THEY CAN EVIDENCE THEIR LEARNING TO YOU!
PULL CONTENT FROM STUDENTS INSTEAD OF PUSHING IT
THROUGH STAND AND DELIVER!
http://www.worksheetlibrary.com/teachingtips/inquiry.html
http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry
E.g. The “Flipped Classroom” Approachhttp://usergeneratededucation.wordpress.com/2012/06/04/mobile-learning-and-the-flipped-classroom-the-full-picture/
Try an Adaptive Teaching Strategy
http://21centuryedtech.wordpress.com/2012/07/18/flipping-the-classroom-a-goldmine-of-research-and-resources-to-keep-you-on-your-feet
/
5
http://d97cooltools.blogspot.fr/2012/03/design-your-digital-classroom.html
http://www.teachthought.com/learning/5-ways-classrooms-can-learn-from-mobile-apps/
Get Smart and go Mobilewith a new Learning Tool
http://edudemic.com/2012/08/50-smartphone-apps/
diigo
Evernote
6
http://qrcode.kaywa.com/http://www.livebinders.com/play/play_or_edit?id=51894
QR Codes in the Classroom
http://www.qurify.com/en/
http://www.activehistory.co.uk/Miscellaneous/menus/history_mystery/qr.php/
E.g. Create a QR Code “Treasure Hunt”
E.g. Create a QR Code “Inquiry/Quizz”
http://edublogs.org/
Promote Reflective Writing with Blogs7
E.g. Class Blog or Individual learner blogs
http://educationaltechnology.ca/couros/2074
http://messagesfrommyjourney.wordpress.com/
Lecturers to Learn, Unlearn and Relearn More8
www.shutterstock.com
www.scoop.it/t/transformative-digital-learning-design
http://www.thinglink.com/scene/244989115295072258
Personal Learning Environments
PersonalLearning Environment
Personal Learning Network
PersonalWeb Tools
Source: http://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html
PLEs are not only personal web tools and personal learning networks. PLEs
are much wider than this, taking in experiences and realia, as well as learning through TV, music, paper based materials, radio &
more formal contexts.
Learning content is not as important now as where (or who) to connect to, to
find it.
PWTs are any web tools, (usually Web 2.0) chosen
by learners to support their lifelong learning.
Stev
e W
heel
er, U
nive
rsity
of P
lym
outh
, 201
1
Cloud
http://edshelf.com/
http://www.slideshare.net/rbyrnetech/30-web-20-tools-for-teachers?ref=http://www.freetech4teachers.com/2012/02/30-web-20-tools-for-teachers.html
Twitter: @vcnamLinkedIn: http://za.linkedin.com/pub/anne-whaits/37/746/31b Curation:
www.scoop.it/t/transformative-digital-learning-designwww.scoop.it/t/interactive-teaching-and-learningwww.scoop.it/t/the-network-is-the-learningwww.vclecturer.co.za
Email: [email protected] College: www.varsitycollege.co.zaIIE: www.iie.ac.za
Anne WhaitsAcademic Manager