From theoryFrom theoryto toolsto tools

A workshop ondesigning blended andonline learning

Dr. Kelly EdmondsWired Learning Consultants Inc

IntroductionsIntroductionsTell us:

◦Who you are◦Where you work◦Why you are at this session

Pairings and Groupings◦Same institution◦Same interests◦Roles

Workshop AgendaWorkshop Agenda

Presentations Activities

Theoretical frameworks

Instructional design approaches

Integrating e-learning

Instructional design tools

Pair discussion

Mini development exercise

Share experiences

Experiment with tools

THEORETICAL THEORETICAL FRAMEWORKFRAMEWORK

Learning Theories

Adult learning theory: adults are self-directed learners; they need relevance in learning and choice in activities, attendance, task outcomes, and work presentation (Knowles, Cross)

Constructivist theory: students construct their own understanding while drawing on past experience and knowledge (Bruner, Piaget)

Active learning approach: students need to participate and experiment with the topic at hand. This provides deeper versus surface learning. (Dewey)

THEORETICAL THEORETICAL FRAMEWORKFRAMEWORK

Instructional Technology

Use technology to …construct knowledge with (Jonassen, Papert)

simulate reality, organize information, and represent cognitive processes (Hannafin)

learn with communities (Wenger, Garrison)

link networks to build knowledge together (Siemens)

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AC

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ITY With a partner, discuss your

opinions, experience and/or questions about the following:

Learning theories:• Adult learning• Constructivist• Active learning

Instructional technology concepts:• Construct with• Organize with• Support cognitive processes• Simulate reality• Learn with communities• Build knowledge with networks

INSTRUCTIONAL INSTRUCTIONAL DESIGN APPROACHESDESIGN APPROACHES

Logic Model

Method used for designing programs (and courses): objectives-focused planning (Rossi, Lipsey & Freeman)

Inputs/Resources

Activities

Context

Outputs/ Objectives

Short-term outcomes

Long-term outcomes

INSTRUCTIONAL INSTRUCTIONAL DESIGN APPROACHESDESIGN APPROACHES

Backward Design

Design with the end in mind; focus on desired student performance (Wiggins and McTighe)

Determine enduring big ideas for students to take away from lesson/course/programFocus less on details (i.e. teaching and learning activities)

INSTRUCTIONAL INSTRUCTIONAL DESIGN APPROACHESDESIGN APPROACHES

Experiential Learning: start with an experience of some kind

Created by Clara Davies, University of Leeds

Drawing on the following instructional design approaches, design a two-hour session on any topic of your choice.

1. Logic Model2. Backward Design3. Experiential Learning

Tasks: • Work in groups of three or four• Sketch, list, mind map, etc. a one-page description of the session

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Integrating TechnologyIntegrating Technology(E-Learning)(E-Learning)

Blended Learning Online Learning

Technology extends the classroom

Integrate technology seamlessly (use both in and out of class)

Students are actively engaged with technology

Not merely for locating resources or posted grades

Problem-solve, investigate, communicate, collaborate

Exclusively learn online at a distance

Online learners have a number of needs◦ accessible and available

resources

◦ connection with instructor and classmates

◦ learning format variety

◦ frequent and timely feedback

◦ choice in knowledge presentation

Technology Tools (free)Technology Tools (free)

InformationMoodle (create

content pages)OpenLearn (online

resources)

ProductionWordPress

(blogs)Blip.tv (videos)

Community• Wiggio (meeting

space)• Wikispaces

(shared document writing)

CommunicationGoogle (email,

groups)Skype (internet

telephone)

Recap: Design ProcessRecap: Design Process

Learning and Technology Theoretical Frameworks

Instructional Design Strategies

Technology Tools

Blended

and Online

Curriculum

In a discussion with session participants, share the types of technology you have used when:

• learning• teaching• instructional designing, and/or • supporting students

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Instructional Design ToolsInstructional Design Tools

Learning TasksLearning theoriesTool: Pedagogical

Profile

Whole PictureLogic modelMind mapping Tool: Inspiration(free tool:

FreeMind)E-learning

ElementsBlended or onlineMindful integrationTool: Course

Dimensions (tool is attached to my blog post)

E-learning Elements

Blended or onlineMindful integrationTool: Course

Dimensions (tool is attached to my blog post)

See following slides for details

DESIGN TOOLSDESIGN TOOLS

Whole Picture Design with Inspiration Software

Before course starts:

• consider main topic and subtopics

• consider focus and time allocation for each topic

• develop learning objectives (i.e. the student will be able to determine influences affecting a business)

DESIGN TOOLSDESIGN TOOLSLearning Task Design with Pedagogical Profile Tool

During and after course is developed:

• separate the course/session into units (modules, weeks, units)

• determine the time allocated for each type of taskSee next slide for

task descriptio

ns

Learning Activity Taxonomy Learning Activity Taxonomy (Conole, 2008)(Conole, 2008)

Assimilative (reading, understanding content), Information handling (finding and organizing

resources), Adaptive (use of simulation software), Communicative (pair dialogues or group-based

discussions), Productive (construction work such as essay,

design, math answers) and Experiential (practicing skills in a particular

context).  Assessment (formative or summative).

Taken from Tool: Pedagogy profile

DESIGN TOOLSDESIGN TOOLSE-Learning Elements using Course Dimensions Tool

During or after course is developed:

• separate the course/session into units (modules, time, units)

• determine frequency of different activities are used

See next slide for category

descriptions

Course Dimension Course Dimension CategoriesCategories

Taken from Resource: Course Map by Conole (2010)

Visual created by Course Dimension Tool

Final comm

ents

or questions?See these slides and other instructional design ideas at:

http://edmusings.wordpress.com/