Intro to the CDI Hannon 2016
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Transcript of Intro to the CDI Hannon 2016
latrobe.edu.au CRICOS Provider 00115M
Introducing CDIs: Curriculum Development & Design of Blended Learning
John Hannon19 Oct 2016
2Last updated 1 May 2023
What is blended learning?
Making learning active: Working with the mean not the ends
Designing for interaction not timetabled rooms
What/why CDIs?
Exemplars
Plan
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Write down two things you have heard people say about blended learning
What people say about blended learning
recording video lecturescutting back face to facereaching the 25% targetflipping the classroomStudents don’t do the online stuff firstIt doesn’t work for my students – no meaningfulYiou the first person I have spoken toYou don’t see the lecturers anymoreMore work to set up at the startLots of time to set upBL is money saving ventureHard to navigate at first, orientationWhat is the evidence of improvementFlexibility is a plusDifficult to relate theory to practical or students Accessibility issuesDiverse cohorst can be fans as long as pre-class exercises are not repeated in class
policy
delivery
pedagogy
Which of these are:
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Blended learning: “learning activities that involve a systematic combination of co-present (face-to-face) interactions and technologically-mediated interactions (online) between students, teachers and learning resources”
Bluic, A-M., Goodyear, P., and Ellis, R. 2007. ‘Research focus and methodological choices in studies into students’ experiences of blended learning’. Internet and Higher Education, 10: 231-244
Learners Teachers
Resources
Definition
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See http://www.latrobe.edu.au/blended
Learners Teachers
Resources
Active learning
Blended to active
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Sequencing learning activities that lead to assessment:
Eg. Podcasts, activities, quizzes, that prepare students for a face to face session
Workshop 1 Workshop 2
Onl
ine Activities:
podcastquiz
Interactive session: live or discussion
Activities:podcastquiz
Face
to fa
ceBlended to active to activities
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Biggs & Tang’s (2007): a focus on “what the student does” (pp. 16-19).
Anderson’s (2004): emphasis on interaction rather than content:
designing learning is organised around modes of student engagement: learner-content interaction, learner-teacher interaction, and learner-learner interaction (p. 46).
L-T L-L L-C
Making learning active: Working with the mean not the ends
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Learner-Teacher Interaction(how learners engage with
teachers)
Learner-Learner Interaction(how learners engage with each
other)
Learner-Content Interaction(how learners engage with
content) Learning activities &
assignments Lectures, tutorials &
workshops Discussion in class &
forums, blogs in LMS Debates & role plays Investigations, field work,
surveys Formative assessment &
quizzes
Collaboration, groupwork & learning communities
Discussion forums, community journals
Problem-based learning activities
Peer review, shared files Project work in wikis Reflective writing, blogs
Individual student activity Self-study exercises Review of recorded
lectures Applying readings from
textbooks, LMS & library Case studies Self-assessment & quizzes Reflective writing,
journals, portfolios
See Blended and online learning curriculum design toolkit
focus on what the student does
emphasis on interaction rather than content (p. 43).
Learning as interaction
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TRANSMISSION: learning occurs through a focus on knowledge presentation:
Podcasts, readings, open access resources
DIALOGUE: participants learn through interaction and dialogue:
Forums, chat, shared journals, peer review blogs, debates
CONSTRUCTION: learning occurs through knowledge building - developing a product
Reflective writing, case study activity, individual wiki, audio-video recordings, mindmapping
COLLABORATION: learning occurs through group enquiry to produce a joint artefact:
Collaboration: wikis, EBL, flipped curriculum, shared documents, blogs, community journals
Is there a theory/pedagogy for this?
Adapted from Bower, Hedberg & Kuswara (2009, p. 1156)Pedagogies for Blended Learning, La Trobe University http://www.latrobe.edu.au/ltlt/resource-library/sources-bk/pedagogies-for-blended-learning
“Online pedagogies” for designing blended learning:
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Curriculum Design Intensives A shift in educational development from workshops to strategic projects (Gibbs 2013) Drawn from Course Design Intensives (CDI), from Oxford Brookes Uni Commenced at La Trobe in November 2011 (Lyons, Hannon & Macken 2013)
CDIs are Strategically aligned Curriculum and course focus Achievable goals within one semester Collaborative Sustainable
Blended and online learning curriculum design toolkit, LTLT, La Trobe University Course Design Intensives (CDIs), Oxford Brookes University. https://wiki.brookes.ac.uk/display/CDIs/HomeDempster, J.A., Benfield, G. and Francis, R. (2012) An academic development model for fostering innovation and
sharing in curriculum design. Innovations in Education and Teaching International, 49 (2) 135-147 Lyons, J., Hannon, J., & Macken, C. (2013) Sustainable Practice In Embedding Learning Technologies:
Curriculum renewal through course design intensives. http://link.springer.com/book/10.1007/978-1-4614-7366-4/page/2 Available at http://academia.edu/attachments/31564971/download_file
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Subject coordinator and team are key participants
Facilitation by educational developers
Support by educational designers; library
Curriculum Design Intensives
CDI Project: Week 1 | 2 | 3 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12
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Exemplars: of L-L, L-T, L-C interaction
Search “exemplars” in the Resource library, LTLT, http://www.latrobe.edu.au/ltlt/resource-library
Flipped curriculum: Michael O’Keefe, Bert de Groef, Nic Herriman
Multicampus teaching: Nicole el Haber – business Foundations
Placements: Maureen Long - SWP5RIA
Fully online: Sara Midford - Gallipoli
Curriculum Design Intensives
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Blended learning at La Trobe , LTLT. http://www.latrobe.edu.au/blended Resource library, LTLT, http://www.latrobe.edu.au/ltlt/resource-library
Blended and online learning curriculum design toolkit, LTLT, La Trobe University
Pedagogies for Blended Learning, LTLT, La Trobe University
Anderson, T. (2004). Toward a Theory of Online Learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning, Athabasca University, pp. 46-51. http://cde.athabascau.ca/online_book/.
Biggs, J. and Tang, C. (2007). Teaching for Quality Learning at University, SHRE & Open University Press. Bower, M., Hedberg, J. & Kuswara, A. (2009). Conceptualising Web 2.0 enabled learning designs. In Same
places, different spaces. Proceedings Ascilite Auckland 2009. http://www.ascilite.org.au/conferences/auckland09/procs/bower.pdf
Course Design Intensives (CDIs), Oxford Brookes University. https://wiki.brookes.ac.uk/display/CDIs/HomeDempster, J.A., Benfield, G. and Francis, R. (2012) An academic development model for fostering innovation
and sharing in curriculum design. Innovations in Education and Teaching International, 49 (2) 135-147Graham Gibbs (2013) Reflections on the changing nature of educational development, International Journal for
Academic Development, 18:1, 4-14, DOI: 10.1080/1360144X.2013.751691 Lyons, J., Hannon, J., & Macken, C. (2013) Sustainable Practice In Embedding Learning Technologies:
Curriculum renewal through course design intensives. In Maree Gosper & Dirk Ifenthaler (eds.), Curriculum Models for the 21st Century: Using Learning Technologies in Higher Education (pp. 423-442). Springer, New York. http://link.springer.com/book/10.1007/978-1-4614-7366-4/page/2 Available at http://academia.edu/attachments/31564971/download_file
References
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Thank youJohn [email protected]