Intro to the CDI Hannon 2016
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This document introduces curriculum design intensives (CDIs) for blended learning at La Trobe University. CDIs are collaborative, curriculum-focused projects within one semester to strategically design blended courses. They follow the model of course design intensives at Oxford Brookes University. The document discusses designing for interaction over content through learner-teacher, learner-learner and learner-content engagement. It provides exemplars of blended learning designs and references for further resources.
Intro to the CDI Hannon 2016
- 1. latrobe.edu.au CRICOS Provider 00115M Introducing CDIs: Curriculum Development & Design of Blended Learning John Hannon 19 Oct 2016
- 2. 2Last updated October 19, 2016 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
- 3. 3Last updated October 19, 2016 Write down two things you have heard people say about blended learning What people say about blended learning recording video lectures cutting back face to face reaching the 25% target flipping the classroom Students don’t do the online stuff first It doesn’t work for my students – no meaningful Yiou the first person I have spoken to You don’t see the lecturers anymore More work to set up at the start Lots of time to set up BL is money saving venture Hard to navigate at first, orientation What is the evidence of improvement Flexibility is a plus Difficult to relate theory to practical or students Accessibility issues Diverse cohorst can be fans as long as pre-class exercises are not repeated in class policy delivery pedagogy Which of these are:
- 4. 4Last updated October 19, 2016 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
- 5. 5Last updated October 19, 2016 See http://www.latrobe.edu.au/blended Learners Teachers Resources Active learning Blended to active
- 6. 6Last updated October 19, 2016 6 Sequencing learning activities that lead to assessment: Eg. Podcasts, activities, quizzes, that prepare students for a face to face session Workshop 1 Workshop 2 Online Activities: podcast quiz Interactive session: live or discussion Activities: podcast quiz FacetofaceBlended to active to activities
- 7. 7Last updated October 19, 2016 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
- 8. 8Last updated October 19, 2016 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
- 9. 9Last updated October 19, 2016 9 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:
- 10. 10Last updated October 19, 2016 10 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/Home Dempster, 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
- 11. 11Last updated October 19, 2016 11 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
- 12. 12Last updated October 19, 2016 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
- 13. 13Last updated October 19, 2016 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/Home Dempster, 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 Graham 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
- 14. 14Last updated October 19, 2016 Thank you John Hannon j.hannon@latrobe.edu.au
Editor's Notes
- #3: JH to shoe intro Principles of BL Role of ed dev – diplomacy Example activity of LL, LC, LT
- #4: List what pple say Assign policy, delivery, pedagogy to each Where’s the learning? Where’s the pedagogy?
- #5: This systematic combination or blending is active learning But is co-presence only FTF? Is it online vs face to face? Is it all about DELIVERY? Where’s the learning?
- #6: ‘Active’ captures the learning: not passive, but engaging
- #7: Not reduce class time; reach a 25% target; produce video lectures Focus on sequence of activities
- #8: Shift discussion away from face to face vs online, digital or non-digital
- #10: Helps move away from binaries of online vs offline; from a focus on teaching rooms