TransformativeDigital

Learning Design

Anne WhaitsVPSS Regional Conference

October 2012www.shutterstock.com

Identify the current challenges

our lecturers experience teaching the IIE Degrees

What works and

doesn’t work

and why?

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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

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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

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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

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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

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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.sweetsearch.com/

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

http://e4innovation.com/?p=599

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://www.socrative.com/

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.

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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

http://www.amazon.com/

Worthwhile Reading

http://www.amazon.com/

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: awhaits@varsitycollege.co.zaVarsity College: www.varsitycollege.co.zaIIE: www.iie.ac.za

Anne WhaitsAcademic Manager