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Workshops for elæringsdesignere

    Her er nogle af de workshop-modeller jeg har benyttet gennem tiden eller tror på. Alle dem jeg har nævnt kan noget og det er forskelligt hvem de fungerer for. Så sæt dig ind i de forskellige eller prøv dig frem.

    Online ABC

    “How can ABC meet the current need to move quickly to Connected Learning and mostly online modes of study? While the ‘full’ design workshop would be ideal, it remains challenging with social distancing. Nonetheless, individuals and teams can still use learning types to identify opportunities for online active learning and help prioritise changes. The UCL team can support colleagues to do this using Teams or Collaborate. We can even work collaboratively with full (re)designs, but present here a basic process of partial redesign, focusing on parts of the module or even specific sessions. The whole process should take no more than an hour.”.

    Materialet her er på dansk

    Carpe Diem

    “A good way of creating fast, effective, forward looking learning design is to use a team-based learning design process called Carpe Diem. The idea behind Carpe Diem is that every moment of the time during the workshop is spent on designing something that can be put into immediate use with learners – so I use the term ‘Carpe Diem’, Latin for ‘Seize the Day’.
    Storyboarding is a key element in Carpe diem

    E-tivities

    E-tivities are frameworks for enabling active and participative online learning by individuals and groups. E-tivities are important for the online teaching and learning world because they deploy useful, well-rehearsed principles and pedagogies for learning as well as your choice of networked technologies. They focus on the learners- the people I call the participants, who are contributing, providing, reworking, interpreting, combining most of the knowledge. They overturn the idea that learning depends on one big expert and his/her conveying of knowledge. They are based on the strong idea that knowledge is constructed by learners through and with others.”

    Design thinking for educators

    “Design thinking is a mindset. It is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.

    Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. Wherever they fall on the spectrum of scale – the challenges educators are confronted with are real, complex, and varied. And as such, they require new perspectives, new tools, and new approaches. Design thinking is one of them.”

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    7C MOOC

    “Designing for learning is arguably the key challenge facing education today; new technologies offer a plethora of ways in which learners can interact with rich multimedia, communicate and collaborate. Despite this, teachers lack the necessary digital literacy skills to make effective design decisions that are pedagogically informed and make appropriate use of technologies. Learning Design has emerged in the last ten years as a means of addressing this, by providing teachers with guidance and support for their design practices. Learning Design is predicated on three aspects: guidance, visualisation and sharing. The paper will describe the development and evaluation of a new framework for Learning Design, the 7Cs of Learning Design.

    The framework consists of the following elements:

    • Conceptualise (i.e. what are you designing and why, who are you designing for?),
    • Capture (in terms of capturing resources to be used and activities around Learner Generated Content),
    • Communicate (mechanisms to foster communication),
    • Collaborate (mechanisms to foster collaboration),
    • Consider (activities to promote reflection and enable assessment),
    • Combine (combining the activities to give a holistic overview of the design and associated learning pathways), and
    • Consolidate (in terms of running the design in a real learning context, evaluating, refining and sharing the design).

    The paper will describe the framework and how it can be used, along with an evaluation of its application in practice. It will conclude by contextualising this work within recent broader developments in the field. The framework can be used by individual teacher or with groups of teachers co-designing learning interventions. The latter has been effectively delivered in a series of workshops we have run over the past year.”
    Om workshops

    “Successful participants will develop a plan for the design and implementation of an online course.”
    Lær selv via “Designing Online Courses with the 7Cs Framework