The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
This document discusses creating e-portfolios using Google Sites. It defines an e-portfolio as an electronic collection of a student's work and learning over time. Key aspects are student reflection on chosen work and what was learned. Google Sites is recommended for e-portfolios because it is free, easy to use, and allows for multimedia content control of viewing and editing access. The document provides templates and guidance for setting up e-portfolios and discusses how they relate to pedagogy, competencies, 21st century skills, and digital citizenship.
This slide presentation explains the work created in virtual reality environments during a course conducted at Empire State College, SUNY. With the advent of open source islands, students were able to create virtual islands to meet their professional interests. The course design is highlighted and the students work itself is put forward in slides and in video links to the islands themselves.
Google Sites can be used by students and teachers to create websites for various purposes such as digital portfolios, class websites, and collaborative projects. Students can use Google Sites to create an e-portfolio to showcase their work, build a website to present a project, or share ideas with other students. Teachers can create class web pages, collaborate with other teachers, or manage international projects. Google Sites provides an easy-to-use interface and allows for customization and access management.
The document summarizes a learning design workshop that covered:
- An overview of learning design challenges and opportunities
- Hands-on experience using tools like CompendiumLD and cloudworks to create visual design maps
- Discussion of how the workshop's tools and resources could be applied in different contexts
- Activities where participants mapped learning designs using CompendiumLD and shared them in cloudworks
The Digital Citizenship Project KnowledgeNet PresentationClaire Amos
The Digital Citizenship Project aims to develop a crowdsourced set of digital citizenship teaching resources. It began as a request on a discussion forum that attracted interest from over 75 educators. Modules were structured around learning outcomes, themes, resources, activities and extension materials. Resources are hosted on WikiEducator to ensure openness and sustainability. The project utilizes crowdsourcing to connect educators and arrive at better resources through collaboration. Educators are encouraged to use, contribute and adapt the resources to suit their needs and promote digital citizenship.
The document discusses connecting research in education with policy and practice. It provides a framework that links research, policy, and learner experience and teacher practice. It examines past education technology trends and initiatives. It also explores learning design approaches and tools that can help make teaching practices more explicit and shareable. Finally, it discusses challenges in bridging the gaps between research, policies, and implementation in classrooms.
1) The document examines how emerging technologies are impacting the traditional role of universities and learner/teacher experiences.
2) It discusses trends like mobile learning, personalized learning, and bring your own devices (BYOD), and how these tools are creating more social, participatory, and ubiquitous learning experiences.
3) The author argues that new pedagogies are needed to fully leverage these technologies and foster more open, collaborative practices around teaching, research, and learning.
The VLE vs. PLE debate document outlines a discussion on personal learning environments (PLEs) versus virtual learning environments (VLEs). It includes questions that were posed to experts in the field and short video responses from Stephen Downes, Gilly Salmon, and Joyce Seitzinger discussing their views. The experts discuss that while the VLE remains important for formal education, the PLE allows for more portability of learning and brings together both formal and informal learning experiences. However, many also note that VLEs are not completely dead as they still effectively serve institution-based education and have advantages like being centralized and secure.
EDEN 2013 Learning Design and Designing TEL spaces workshopGrainne Conole
The document provides an overview of principles for designing personal learning spaces for learners and teachers. It discusses using a design-based approach to create courses that encourages reflective practices and sharing. It also covers conceptualizing a course vision, capturing and creating interactive materials, designing activities to foster communication and collaboration, mapping learning outcomes to assessment, and implementing and evaluating the course design.
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
Harnessing new media for learning, teaching, and research. New technologies allow for more personalized and immersed learning. Learners are drawn to technologies but still rely on traditional methods. New media provides opportunities to reach more learners effectively through tools like social media, but this requires new digital literacies. Educators should rethink design with a focus on activities and experiences over just content. Blended real and virtual spaces can enhance conferences, networking, and publishing through collaboration and community building.
The Institute of Learning Innovation (ILI) conducts research on learning innovations to inform education policy and practice. ILI's research focuses on areas like open educational resources, learning design, mobile learning, virtual worlds, and social media. ILI also provides consultancy, hosts visiting scholars, and disseminates research findings. Looking ahead, ILI aims to address challenges like the changing nature of education, developing digital skills, and preparing students for an uncertain future.
The document discusses new trends in technology that are shaping learner experiences, such as mobile devices and learning analytics, and proposes approaches for teachers to embrace open practices like open resources, courses, scholarship and research as well as new design-based approaches. It also examines metaphors like ecologies, spaces, memes and rhizomes that can be used to understand new digital environments for learning.
The document discusses the debate between virtual learning environments (VLEs) and personal learning environments (PLEs). It outlines some key differences between VLEs and PLEs, noting that VLEs provide more formal, accredited courses while PLEs support more informal learning. However, the boundaries between the two are blurring. The document advocates using VLEs as a "Trojan horse" to shift pedagogical practices towards more collaborative and reflective learning. It also compares the tools, learner perceptions and design challenges of formal courses in a VLE versus informal MOOCs.
This document discusses the use of ePortfolios to support reflection. It begins by defining what an ePortfolio is, both traditionally and in an educational context. It then discusses the purpose of ePortfolios in helping students find their passion and set goals through reflection. The document outlines Kolb's experiential learning model and how it relates to ePortfolio development. It then provides examples of digital tools that can be used to capture artifacts, reflect, collaborate, and present learning. It concludes by emphasizing that reflection is the most important part of an ePortfolio and should not be overshadowed by the technology.
This document discusses how Web 2.0 technologies can promote collaboration in classrooms and beyond. It defines Web 2.0 as focused on collaboration and sharing information online. It provides examples of tools for online collaboration between teachers and students, or students alone, including Google Docs, Edmodo, wikis and blogs. It also lists benefits of online collaboration, such as promoting critical thinking. The document offers tips for integrating technology successfully and emphasizes that technology should not replace teachers, but enhance educational opportunities.
This document discusses electronic portfolios and provides examples of how they can be implemented using Google Apps. It begins with defining what an e-portfolio is and exploring the purposes of reflection, identity development, guidance and lifelong learning. Various Google tools are presented for creating an e-portfolio, including Google Docs for collection, Blogger or Google Sites for reflective journals, and Google Sites for presentation. The document emphasizes making e-portfolios student-centered by incorporating choice, voice and passion. It also discusses using mobile devices and apps like Evernote, Dropbox and Dragon Dictation to capture artifacts. Digital storytelling is presented as a way to engage students and help them develop a positive digital identity through their e-portfolio.
The document discusses the use of e-portfolios in teacher education. It describes how e-portfolios allow students to take ownership of their learning by setting goals and reflecting on their strengths and weaknesses. E-portfolios can be shared with others and used by educators to gauge student development. The document also discusses using e-portfolios for assessment by linking student work to competency frameworks and rubrics. Finally, it provides examples of e-portfolio tools like Google Sites that can be used for reflection.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
This document discusses simple and complex machines. It defines simple machines as machines with few or no moving parts that make work easier by changing the direction or magnitude of force. The six simple machines are identified as the lever, screw, wheel and axle, inclined plane, pulley, and wedge. Examples of each simple machine are provided. Complex machines are machines made by combining two or more simple machines. Examples of complex machines like the wheelbarrow, garden hoe, and bicycle are given, along with the simple machines they incorporate.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines several activities and "e-tivities" for course teams to work through together to map out course features, develop a course map and timeline, audit learning resources, create activity profiles, storyboards, and task swimlanes. The goal is to encourage reflective and collaborative practices around designing learning experiences and content.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines the 7Cs as conceptualize, communicate, consider, create, collaborate, consolidate, and continue. The document then provides an example agenda and activities for a workshop to help educators learn and apply the 7Cs of learning design to their own courses through reflective exercises like developing course features, maps, resource audits, activity profiles, and storyboards.
The document outlines strategies for designing and evaluating effective learning activities. It introduces the 7Cs framework for learning design, which involves conceptualizing a course vision, capturing resources, communicating activities, collaborating, considering outcomes and assessment, combining elements, and consolidating the design. Each step of the 7Cs process is described in detail. The document emphasizes the importance of aligning learning outcomes, teaching activities, and assessment. A variety of learning design tools and approaches are also presented, such as course mapping, activity profiling, storyboarding, and rubrics for evaluation.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
The document summarizes key trends in e-learning in higher education over time, including the development of learning management systems, social media, mobile technologies, and MOOCs. It discusses both the promise and limitations of new technologies, and advocates for a learning design approach to guide effective technology integration and pedagogical practices. The talk concludes by exploring implications for institutions, including the potential disaggregation of education into separate components like resources, pathways, support and accreditation.
The document discusses harnessing new media, pedagogical innovation, and new approaches to design. It provides an overview of the evolving technological context of e-learning over time from the 1980s to present day. It also discusses facets of learning, pedagogical approaches like situated and immersive learning, the disaggregation of education through open resources and learning pathways, and the promise and challenges of learning design.
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
The document discusses the evolving landscape of e-learning and the future of learning through new technologies and pedagogies. It outlines several key trends in technology including mobile devices, augmented reality, learning analytics, and cloud computing. It also discusses how the web has transformed from Gutenberg to Zuckerberg and the implications of disruptive technologies. New approaches to learning design are proposed to promote the adoption of e-learning strategies through interventions and the strategic use of learning management systems.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
The document discusses the evolving landscape of e-learning and new technologies. It examines how technologies are changing learner experiences and enabling new pedagogical approaches. The author explores open practices in education and questions how to best promote the adoption of new technologies and e-learning strategies among teachers.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
This document summarizes a presentation about harnessing technologies to prevent early school leaving. It discusses how e-learning can support different pedagogical approaches and developing digital literacy skills. It also outlines challenges in education like the disaggregation of education and need for new digital literacy skills. Technologies can help provide virtual support for students on effective study skills, listening to concerns, and creating online communities to help tackle early school leaving.
This document discusses the evolution from e-learning to m-learning using mobile technologies. It outlines key drivers for the shift to mobile, including student expectations, marketing, and employers seeking mobile skills. New affordances of mobile devices allow for learning anywhere and capturing multimedia. This enables new m-pedagogies focused on tasks, experiential learning, and social/collaborative approaches. The document maps different e-pedagogies to mobile technologies and applications. It presents frameworks for matching pedagogies to informal/formal and social/individual learning. Examples from the University of Leicester demonstrate personalized mobile learning environments. The future of m-learning is discussed as an emerging norm, with new business models, sophisticated
The document discusses new digital technologies and their implications for learning, teaching, and research. It outlines how technologies are transforming communication and collaboration through tools for finding, creating, managing, and sharing information in networked environments. This shifts education towards more open and participatory practices. However, technologies are not fully exploited and can replicate bad pedagogy without sufficient skills and time. The document advocates for learning design approaches to create explicit courses that encourage reflection and sharing. This changes the nature of education and implies disruptive and complex opportunities through co-evolving social systems.
2021_03_26 "The 7Cs of Learning Design" - Gráinne ConoleeMadrid network
This document outlines a workshop on learning design using the 7Cs framework. It introduces transformative technologies, discusses challenges, and provides an overview of learning design and the 7Cs approach. The workshop includes activities to conceptualize a course, create materials, facilitate communication and collaboration, assess learning, and consolidate the design. Participants are guided to develop course features, personas, resource audits, maps, profiles and storyboards. The goal is to create pedagogically informed designs that make appropriate use of technologies.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
Conole learning design_workshop NTU Innovations in Teaching SeminarGrainne Conole
- The 7Cs framework is a new learning design approach that involves conceptual representations of courses to shift practice from implicit to explicit design-based approaches. It comprises seven stages: Conceptualise, Capture, Communicate, Collaborate, Consider, Combine, and Consolidate.
- An evaluation of the framework found it enabled teachers to rethink their course design and create more engaging learning experiences for students. It can also be used to indicate the nature of courses to learners.
- The document outlines activities for workshop participants to apply the 7Cs framework to conceptualize their own course designs.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document summarizes the key findings from an analysis of the top open access journal articles in the field of education from 2016 to 2018. Three main takeaways are discussed. First, there has been an increasing number of systematic literature reviews published. Second, the boundaries between open and closed publications have become blurred. Third, there is a question of whether the "best" articles still remain in closed journals rather than open access journals. The document concludes by posing the question of whether open scholarship needs to be recentered.
This document discusses open education and the future of learning. It covers several topics:
1) The phases and affordances of digital technologies in education, including their ability to enable interaction, help with retention, and personalize learning.
2) Opportunities that technologies provide for extending the classroom and providing timely feedback, but that their impact depends on how they are used.
3) Top trends in education, such as how technology is changing learners' identities and the nature of work.
4) Open practices like OER, MOOCs, and e-textbooks and how they can make education more complex, personalized and contextual.
The document describes the augmented 7Cs of Learning Design framework, which can be used to design or redesign modules. It then provides 15 activities (A1-A15) that guide users through the learning design process. The activities address topics like identifying course features and resources, mapping learning outcomes to assessments, and devising evaluation criteria. The overall purpose is to help academics and instructors systematically plan their course or module design using constructive alignment and ensuring a balanced variety of learning activities and technologies.
Gráinne Conole gave a presentation on key trends and implications for the future of technology enhanced learning. She discussed 10 top trends including how digital technologies are shifting identities, boundaries, and ownership of information. She emphasized that effective pedagogy depends on understanding learners, educators, and the learning environment. New approaches to learning design and analytics were presented as opportunities to improve teaching and learning, but continuous professional development for educators is needed to develop digital literacies and harness technology's potential. While technology affords many opportunities, its impact depends greatly on implementation and mindsets around educational change.
This document discusses open education and its future directions. It covers several topics:
- The changing digital landscape and need for students to become critical users of online resources.
- The affordances of different digital technologies for learning, such as enabling interaction, feedback, and personalization.
- Open practices like OER, MOOCs, and e-textbooks and their impact on learners, teachers, and researchers.
- The role of continuing professional development and learning design frameworks in helping teachers develop innovative learning interventions using technology.
- The potential of learning analytics to provide formative feedback to learners and summative insights for teachers.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to navigate complex digital landscapes. The presentation outlines various affordances of digital technologies for learning, including enabling interaction, feedback, and personalization. It also discusses open educational practices like OERs and MOOCs, and their impact on learners, teachers, and researchers. The presentation concludes by emphasizing the complexity of digital learning ecologies and the need for targeted professional development and assessment to support meaningful learning.
The document provides guidance on submitting effective conference presentations for the 2019 WCOL conference in Dublin. It outlines the conference themes of online education and its role in transforming lives and societies. Attendees will discuss questions around the future of online learning and its ability to expand access, promote inclusion, and support lifelong learning. The document reviews submission types and tips for crafting concise abstracts or papers that address a problem, methods, findings and implications within the word limit. Attendees are encouraged to brainstorm topics, choose a format and theme, and prepare slides adhering to templates to effectively work the conference, network, and potentially convert presentations to journal articles.
This document discusses continuing professional development (CPD) and the potential of digital technologies to support it. It defines CPD as the development of professional skills through structured learning that improves teacher knowledge and practices. The document outlines different types of CPD activities and discusses tools that can support various CPD activities, including presentation, communication, collaboration, brainstorming, reflection, feedback, assessment, and file sharing tools. It emphasizes the need for rigorous learning design approaches when using digital technologies for CPD and implementing innovative pedagogies.
The document discusses tools that can support different types of learning activities. It provides tips for using tools for presentations, moderating discussions, and collaboration. Benefits are listed for brainstorming, reflection, feedback, recording, voting, annotation, and file sharing. Table 1 maps example tools to activities like presentation, communication, and assessment. Table 2 maps the 7Cs framework of learning to specific activities and tools.
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
This document maps different tools that can be used to support various online learning activities and the 7Cs framework. Table 1 summarizes how tools like PowerPoint, Google Drive, YouTube, and Flipgrid can enable presentations, communication, collaboration, reflection, assessment, and voting. Table 2 shows how activities like brainstorming, creating resources, communicating, collaborating, and consolidating feedback align with the 7Cs of conceptualizing, creating, communicating, collaborating, considering, and consolidating, and outlines example tools that support each.
This document outlines the agenda and activities for a 3-day learning design workshop. It introduces the concept of learning design and the 7Cs framework. It describes various activities participants will complete, including analyzing how technologies can ruin a course, exploring common communication tools, developing student personas, and mapping a course. The document also discusses challenges of using technology in education and the promise of learning design in shifting approaches to more explicit, reflective practices that encourage sharing.
The document discusses strategies and tools for teachers to create and find educational resources. It provides a template called a resource audit for teachers to catalog existing resources they find and note how they will use and adapt them. Examples of a completed resource audit are given. Guidance is provided on finding resources through search engines, open educational repositories, MOOCs, discipline-specific sites and more. Suggested free tools for creating different types of multimedia resources are also listed. The overall aim is to help teachers effectively evaluate and incorporate relevant materials into their courses.
1) Gráinne Conole has had an interdisciplinary career in chemistry and e-learning, beginning with a degree in chemistry and PhD in crystallography before moving into teaching and learning roles.
2) She has held various roles in universities focused on learning innovation, technology enhanced learning, and e-learning, and is now an independent consultant.
3) Throughout her career she has focused her research on enhancing the learner experience through effective and innovative use of technologies, and has built an international network through blogging, social media, conferences and publishing.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, with trends including mobile learning, learning analytics, and artificial intelligence. She emphasized that learners will need 21st century competencies like critical thinking, problem solving, and digital literacies. Both teachers and learners will take on changing roles, with teachers facilitating more and learners having more autonomy. Education needs new approaches to learning design and using analytics to develop lifelong learners and competency-based learning.
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
The document discusses future scenarios for learning and education, focusing on addressing increasing complexity and harnessing emerging technologies. It describes a future where digital technologies are ubiquitous and seamlessly integrated into daily life and learning environments. It also discusses the need to focus more on competencies like problem solving, collaboration, and digital literacy rather than just knowledge acquisition. Examples of new learning approaches are provided, including open practices using OERs and MOOCs, flipped classrooms, and learner-centered pedagogies like heutagogy.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Credit limit improvement system in odoo 17Celine George
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Split Shifts From Gantt View in the Odoo 17Celine George
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Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
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The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Front Desk Management in the Odoo 17 ERPCeline George
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How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
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6. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
Social media revolution
The machine is us/ing us
7. Learner experience
• Technology immersed
• Learning approaches: task-
orientated, experiential,
just in time, cumulative,
social
• Personalised digital
learning environment
• Mix of institutional systems
and Cloud-based tools and
services
• Use of course materials
with free resources
7
Sharpe, Beetham and De Freitas, 2010
8. EDUCAUSE study
• Students drawn
to new
technologies but
rely on more
traditional ones
• Consider
technologies
offer major
educational
benefits
• Mixed views of
VLEs
8 http://www.educause.edu/studentsAndTechnologyInfographic
9. Game changers
• Harness the power of new
media
• Need to rethink education
• How can we reach more
learners, more effectively?
• Impact of free resources,
tools and expertise?
• New business models?
• New digital literacies?
http://www.educause.edu/game-changers
10. Activity: What’s your digital
network?
http://www.flickr.com/photos/factoryjoe/195492568/
13. Activity: fb love it or hate it?
Pros Cons
• Can see families photos • Privacy
• Know sons still alive! ;-) • Adverts
• Everyone is on it! • Waste of time!
• Keeping in contact with • Increases the five mins of fame!
people don’t see everyday • Encourages look at me!
• Good if you don’t like f-t-f • Doesn’t give you time to feel,
• Opportunity to present think and do
yourself to the world • Huge audience – making a fool of
yourself!
14. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
15. Learning Design
Shift frombelief-based, implicit
approaches todesign-
based,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
http://www.open.ac.uk/blogs/OULDI/
16. Conceptualise
What do we want to design,
who for and why?
Carpe Diem:
7Cs of learning Design
Consolidate
Evaluate and embed your design
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
17. MSc in Learning Innovation
Dissertation
Case Studies of Innovation
Research Design and Methods
Learning Design
Technology-Enhanced Learning
18. Course team work
Plenary work
(e-tivities)
Session 1
•Overview of learning design
•Mini-pres: background to E-tivity: How to ruin a course
workshop
•Intro to e-tivity 1
E-tivity: Course Features
Session 2
•Review of Course Features
•Intro to e-tivity 2
E-tivity: Course Map
Session 3
• Review completed course E-tivity: A Learning Design
maps Resource Audit
• Intro to e-tivity 3
http://cloudworks.ac.uk/cloudscape/view/2379
19. Course team work
Plenary work
(e-tivities)
Session 4
• Review of completed resource
audit
• Intro to e-tivity 4
Session 5 E-tivity: Activity Profile
•Review of Activity Profiles
•Intro to e-tivity 5
E-tivity: Storyboard
Session 6
•Review of Storyboards
•Task Swimlane
•Intro to e-tivity 6
•Stock-taking and target-setting
E-tivity: E-tivities
for next day
20. Background to the workshop
• Useful sites and resources
– OULDI website
– Carpe Diem website
– 7Cs OER page
– Cloudworks cloudscape
25. Course Features Key
• Orange = Guidance and support
• Blue = Content and activities
• Green = Communication and collaboration
• Purple = Reflection and demonstration
38. Mobile learning
E-books
Study calendars
Learning resources
Online modules
Annotation tools
Podcasting
38 Communication mechanisms
39. Inquiry-based learning
My community
The Personal Inquiry project
Inquiry-based learning across
formal and informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
39
40. Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
46. Conclusion
• Structured guidance to think
about design
• The power of visualisation
• Beyond content to activities
and experience
• Iterative, creative and messy
• Making designs explicit
• Social media to foster
communication and
collaboration
47. Final thoughts
• Participatory and social media enable new forms of
communication and collaboration
• Communities in these spaces are complex and
distributed
• Learners and teachers need to develop new digital
literacy skills to harness their potential
• We need to rethinkhow we design, support and assess
learning
• Open, participatory and social media can provide
mechanisms for us to share and discuss teaching and
research ideas in new ways
• We are seeing a blurring of boundaries:
teachers/learners, teaching/research, real/virtual
spaces, formal/informal modes of communication and
48. http://cloudworks.ac.uk/cloud/view/6305
http://www.ld-grid.org/
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
Chapters available on dropbox
grainne.conole@le.ac.uk
Editor's Notes
http://cloudworks.ac.uk/cloudscape/view/2379 –Cloudscape for the SAIDE workshop
Add all the URLs here
For participants to fill in – silent brainstorm.
First askparticipants to guesswhat the colours represent. (See previous slide.)