Transformative Digital Learning Design

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A presentation for the T&L Support Team at Varsity College, October/November 2012.



2. 3. 4. Source of SAMR model of technology integration: Dr Ruben Puentedura 5. Social Constructivism 6. Learning best occurs when multi- modal contexts are enabled. We cannot justify pigeon holing students into single mode learning. Steve Wheeler, Plymouth University, 2011 I hear, I know CognitionDeeper Auditory Learning Visual KinaestheticI see, I remember I do, I understand Memory Meta Cognition 7. Intended Learning Outcomes 8. Core PedagogicCore DesignPrinciples Principles 9. 10. Pedagogy aligned to curriculum through Clear objectives Relevant content Appropriate activities Nature of assessment 11. Pedagogy supportive of inclusive practices i.t.o. Gender Different social and ethic groups Disabilities Different types and range of achievements 12. Pedagogy to engage and motivate learnersas evident in an ethos of being Educational Enjoyable A rewarding interactive experience Conducive to learning 13. Digital pedagogy should be innovative in approach inthat It evidences why learning technologies are beingused It uses digital forms which cannot be achieved inany other way It must be fit for purpose. The design and implementation of the digitalmaterial or environment is new 14. Pedagogy that is evidenced by Personalised learning An authentic learning experience Effective outcomes Characteristics of good learning (learneragency, autonomy, collaboration, creativity,metacognition and critical thinking) 15. Pedagogy should provide assessment ASlearning that Is primarily aimed at improving learning Provides rapid fee and constructive feedback Makes provision for peer assessment and selfassessment 16. Pedagogy should provide assessment OF learning that is Valid and reliable Aligned to achievement of learning outcomes 17. The pedagogy must be Internally coherent and consistent inthe way the objectives, content,student activity and assessmentmatch to each other Open and accessible in its design andtransparent in its intention 18. The digital pedagogy should Not allow the technology to impede thelearning Allow for scaffolded and supported learning Not require extensive training orinstructions Make appropriate assumptions about theICT skills of learners 19. Technology solutions should be Justifiable Affordable Sustainable Scalable 20. 21. 22. Source Tony Gurr 23. 24. 25. 26. 27. 28. ICE TASKOn CITL here: to-become-curators-of-ideas-the-curation-project-3/ 29. 30. When you Google something, your search findings are NOT necessarily TRUECREDIBLEYOURS FREE 31. 32. 33. 34. 35. Teachers and students can use Gooru tosearch for rich collections of multimediaresources, digital textbooks, videos,games and quizzes created by educatorsin the Gooru community.!/home 36. 37. 38. 39. 40. 41. 42. 43. research-and-resources-to-keep-you-on-your-feet/ 44. 45. diigoEvernote 46. 47. 48. 49. 50. 51. 52. 53. Personal Learning EnvironmentsPLEs are not only personalweb tools and personallearning networks. PLEsare much wider than this,taking in experiences and Steve Wheeler, University of Plymouth, 2011Personal realia, as well as learning through TV, music, paperLearningPersonal based materials, radio &Network Learning more formal contexts.Environment Learning content is not as important now as where(or who) to connect to, tofind it.PersonalPWTs are any web tools,Web Tools (usually Web 2.0) chosenby learners to supporttheir lifelong learning. Source: 54. 55. 56. 57. Anne Whaits Academic ManagerTwitter: @vcnamLinkedIn: College: