Challenges and opportunities from a more open and online world
Challenges & Opportunities in Online & Learning
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Transcript of Challenges & Opportunities in Online & Learning
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Exploring Challenges and Opportunities in Online Teaching and Learning Anita Zijdemans Boudreau, Learning & TeachingLaura Dimmler, Health ProfessionsOTEN 2016 INTERACTIVE SESSION
DESIGN THINKING
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AbstractThis interactive session is designed for educators interested in exploring the current challenges and future potential of teaching, learning, and designing environments for blended and online modalities.
Agenda● Introduction
● What is Design Thinking?o Human-centered designo Enhancing student learning and faculty
teaching
● Design Thinking Activityo What works?o What are the barriers?o What are the opportunities?
● Debrief
● Creating a Community
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Exploring Design Thinking to Address Problems of Practice Related to Teaching & Learning Online
Future economic security for graduates in a digitized society will depend upon having cognitive abilities such as:
(a) processing and integrating many kinds of information to perform complex tasks;
(b) solving ill structured problems; and
(c) acquiring, making sense of, and communicating new information to others.
(Levy & Murnane, 2013)
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EMPATHIZE-> Talk, share, synthesize needs & insights w. othersDEFINE-> What is the problem of practice?IDEATE-> Quick Sketch 3-5 solutions-> Share & get feedbackPROTOTYPE-> Build & makeTEST-> Implement & evaluate
What Is Design Thinking?
Source: http://online.stanford.edu/course/design-thinking-action-lab
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Source: http://er.educause.edu/articles/2015/1/using-design-thinking-in-higher-education
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● Say “Yes...and!” Accept & build on others’ offers
● Trust your impulse● Make your partner/group look good● Work at the top of your intelligence● Embrace the messiness [design is messy!]● Resist the urge to seek perfection [especially in the ideate stage]
Engaging the Process Successfully
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Phase 1: EMPATHIZE → G-DOC bit.ly/OTEN16-DT
● What’s working? ● What’s missing?
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Phase 2: DEFINE
● Where are our goals & wishes?
● What’s our vision?
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Rank those visions
● Which vision or idea really intrigues you or has serious promise?
Rank those visions
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Phase 3: IDEATE● What design will get us
there? What does it look like?
● Quick Sketch/illustrate 3-5 RADICAL designs.
● The sky is the limit!
JUST DRAW IT!
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Phase 4: PROTOTYPE
● Choose ONE prototype● How will we make
your design happen in the real world?
● Bring your ‘pie in the sky’ design down to the real world & its constraints.
Source: Learning Design: Conceptualizing a Framework for Teaching & Learning Online. Edited by James Dalziel. Routledge 2015
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● What did you create?● Can you take an idea from another prototype
and blend it with yours?● What might you follow up on in Phase 5: TEST?
Debrief: Share Our Ideas
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Creating a Community
● What would you need to help take your work to the next level?
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Learning Design Conceptual Map
● Developing an educational teaching notation
● A descriptive framework for representation & visualization of teaching & learning activities.
Source: Learning Design: Conceptualizing a Framework for Teaching & Learning Online. Edited by James Dalziel. Routledge 2015
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Thank You!
Anita Zijdemans Boudreau Associate Professor
School of Learning & TeachingCollege of Education
Laura DimmlerProfessor
School of Healthcare Administration & Leadership
College of Health [email protected]