Learning Design Symposium. Why learning design. Chairperson: Prof Gilly Salmon

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1 Learning Design Symposium Chairperson: Prof Why learning design Bridges theory practice Systematized approach based on evidence Creative activity improved by reflection Highly valued in the digital age information economy Knowledge as constructed contextualized Pedagogy technology Adapted from Beetham, H. Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age, Routledge

2 Design design..design mesmerizing-kinetic-sculptures-videos/ Design is a ubiquitous professional activity

3 Can you Design Considerations: Aesthetics Functionality Research Thought Modelling Iteration & redesign Design for learning Convey meaning & process fit for purpose Aesthetics Created in teams Placed in context & time Re-design Enable & support learning Quality: audience, usability Look & feel Goodbye lone academic Technologies & pedagogies of the day Re-usability & transferability

4 Design for learning : principles Investigation Application Representation/ modelling Iteration Audiences, needs, theories, prior knowledge How deployed for this case? Choices of solutions Development, practice, changes Adapted from Beetham, H. Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age, Routledge Cross-discipline Frameworks CARPE DIEM: a model intervention workshop E-tivities (wikitivies, SL-tivities, podtivities) 5 stage model Pedagogical podcasts 1. Define 4. Reality check 2. Story Board 6. Adjust 3. Build 6. Plan

5 Transitional Page New Technology 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

6 CONTEXT / AIM New paradigm (Social Educational) In-service teachers in Brazil Different background Different work experience Teacher Development Program Promote digital Literacy / Use of New Technology Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP) Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil 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 Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP) Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil

7 Associacionista Abordagens Teóricas Anti-Associacionista Behaviorismo (condutivismo) Skinner Construtivismo Interacionista Construção do conhecimento por intermédio do processamento da Informação Piaget Construtivismo Sócio-Interacionista Vygotsky aprendizagem memorização + repetição 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 do professor determinar velocidade e forma de construção do conhecimento para o estudante favorecer descoberta individual favorecer convivência social; estimular troca de informações; buscar construção de conhecimento coletivo compartilhado aprendiz aprende quo muda seu comportamento constrói seus conhecimentos individualmente saberes construídos pelo grupo estratégia do estímulo para resposta favorecimento da descoberta individual interação do indivíduo com o meio externo exemplo CBT hipertexto internet SAIR Abordagens Teorias Associacionista Anti-associacionista Behaviorismo (condutivismo) Skinner Construtivismo Interacionista Construção do conhecimento por intermédio do processamento da Informação Piaget Construtivismo Sócio-Interacionista Vygotsky aprendizagem memorização + repetição percepção; compreensão do mundo; construção de significados interação com outros indivíduos; compreensão do mundo; construção de significados transmissão de conhecimento quatro estágios do desenvolvimento cognitivo o que o indivíduo realiza assistido por outro também é uma habilidade intelectual Sensório / motor idade 0/2 Pré-operacional idade 2/7 Operações concretas idade 7/11 Operações concretas idade 11/... retornar retornar

8 In the beginning Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP) Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil Centro Federal de Educação Tecnológica de São Paulo (CEFET-SP) Fundação Escola de Comércio Álvares Penteado (FECAP)/ Brazil

9 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.

10 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?

11 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

12 HANdicoaches How to Design for Teacher Learning? Esther van der Linde HAN University, the Netherls 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?

13 A Teacher A Trainer With expertise on Education AND ICT Who knows his institute well Is on the worksfloor Is part of an institute A HANdicoach is HAN ICT E Training Unit Training Materials Training Personal Support HANdicoach Community Continuous Learning Learning from/with each other Online Workplace Network Meetings Institute A Institute B Institute C Institute D

14 Key practical advice Create opportunities to share over institute boundaries Focus should be on learning from each other both on- offline Make arrangements with management about tasks responsibilities Getting the right people on board is crucial; make clear who you are looking for Transitional Page

15 Attaching Information to Physical 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 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 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.

16 Mixed Reality MIXED REALITY: participating in media rather than passively consuming it. New environments visualisations are created where the physical digital interact inform one another in real time.

17 Mixed Reality Units of Construction: Models as Interfaces

18 The Evolution of Form

19 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 test the models Performing modelling operations on single objects The gradual construction positioning of multiple objects Add other elements to augment the sense of scale immersion,. Attach the units of construction to the models to aid intellectual transparency 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 enquiry. For instance to investigate the evolution of the form. Allow users to manipulate ultimately alter the models. Transitional Page

20 Virtual Coaching E-Learning Meets Coaching Prof. Dr. Harald Geissler Helmut-Schmidt-University Hamburg / Germany harald.geissler@hsu-hh.de What is it all about? Learning context Work place Blended Learning Aquiring new knowledge skills Blended Coaching Transfer Putting new knowledge skills into practice

21 Overview of old 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? What part (in percent) of my final transfer goal will I have reached once I have mastered those activities? Do I need any help for my next transfer activities? What help precisely from whom? When will I review my newly planned transfer activities: in 1, 2 or 3 weeks?

22 Blended transfer coaching product description t r a i n e r / c o a c h observes online Planning reflection of practical use via VTC supervises via telephone observes online Planning reflection of practical use via VTC supervises via telephone 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 2. Editing of the second module Telephone coaching 3. Editing of the second module Telephone coaching Calendar week

23 Thank you for your attention! Transitional Page

24 How to facilitate student learning with social software, more Eky Fioole Avans University of Applied Sciences The Netherls Our view on learning teaching Our Our main main drivers drivers are: are: To To produce produce excellent excellent professionals professionals who who will will continue continue to to further further develop develop themselves themselves their their profession. profession. For For selected selected businesses businesses organizations organizations we we are are their their partner partner for for knowledge knowledge development development knowledge knowledge sharing. sharing. In In learning learning teaching teaching we we opt opt for for people people (students, (students, lecturers lecturers professionals) professionals) to to connect, connect, cooperate cooperate collaborate collaborate in in acquiring acquiring knowledge knowledge becoming becoming competent. competent.

25 Trend 1: From VLO s towards PLE s eportfolios PLE s within an institutional framework (context, validation) Shift from courses/communities to eportfolios a Content System Students are becoming more more prosumers (comakership, collaboration, connect, communication, cocreation.) eportfolios: some examples within Avans Staffportfolio Studentportfolio Schoolportfolio

26 Trend 2: Social Software Learning Students use Social Software but mostly not for learning Staff know about learning learning processes but not a lot on Social Software Creating awareness on how Social Software can be used for Learning, By: - making the connection to learning, labelling them (knowledge, reflection, connecting with.) investing in e-compentencyskills. - using eportfolios as linking pins. Further integration of Social Software VLE s/ple s. Social Software in Learning situations

27 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 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 employability / LLL The learning design model

28 Our Lessons Learned eportfolios are fast becoming the heart soul of PLE s, however they are not limited to.. - systems - time - roles It s important to link your view on learning teaching to innovative projects the use of ICT (Walk the talk) Define your (learning) goals pace yourself accordingly. Take your students very serious as prosumers as guides. Invest in programs on e-literacy e-competency. Learning Design Symposium Time for questions & discussions Chairperson: Prof

29 Learning Design Symposium Thank you to all speakers Thank you for taking part Chairperson: Prof Web - References esther.verlinde@han.nl