Week 8 9 – A7 – A learning-centred view

In this activity a learning design different from the previous two has been analysed. This Hybrid Learning Model (HLM) developed in Belgium by LabSET is learning-centred view. This contrast with the other activities which dealt with a teaching-centred approach. site of project: http://cetl.ulster.ac.uk/elearning/hlm.php This model takes into consideration both learner and teacher roles thus is […]

Week 8 9 – A9 – Representing designs

Conole (2008), ‘The role of mediating artifacts in Learning Design’ “The chapter argues that this approach to learning design, which centres on the concept of mediating artifacts and their role in the design process, can be used as a descriptive framework for describing the dynamics, processes, and different aspects involved in learning design.” pg 187 […]

Week 8 9 – A8 – Comparing different schemas for design

In your discussion forum share your views on each of the three schemas. How did the schemas compare? Can you imagine using any of the schemas? Do you think the schemas help in terms of getting teachers to adopt a less technology-centred approach to design? The Hybrid Learning Model is learning-centred view. (site of project: […]

Week 8 9 – A3b – Using CompendiumLD

Now start to map out this activity in CompendiumLD. Reflect on your experience as a student working through this activity as you map out the design. What isn’t represented? How much does the design match to your own experience of working through the activity? Is there a difference between representation of an activity as a […]

Week 8 9 – A4 – Finding and sharing resources

My choice for this activity is; ‘Large cohort introductory statistics course for students in a range of disciplines.’ Cloudworks It took me some time to realise what exactly this site is about. The introductory presentation helped a bit but still the site’s navigability was not so easy for me. The searching engine of this site […]

Week 8 9 – A3a – Analysing a learning design

The tutor creates the forum and posts a welcome message [Tutor] [Forum]. Students read the very brief introduction [Students] [H800 website]. Students read the linked paper while considering Questions 1 and 2 [Students] [2 websites]. Students post one or more forum messages re Questions 1 and 2[Students] [Forum]. Students look for helpful messages [Students] [Forum]. […]

Week 8 9 – A2: An overview of learning design

Read Beetham’s chapter, ‘An approach to learning activity design’, and make notes on the key concepts. Concentrate in particular on these sections: ‘Defining a learning activity’ and ‘Designing with digital resources and technologies’. Here’s a summary of the main points that I found most relevant in Beetham’s chapter: “A model of learning activity design is […]

Week 8, 9 – A1: Strategies for design

Consider the following questions about strategies for design. 1. How do you (or your teaching colleagues) currently design courses? The syllabus is first outlined by who is in ‘authority’ and then the courses are designed on the aims specified in the syllabus. Subsequently teachers build the content according to the time slots available at school. […]

Week5 – A5 – Comparing ways of finding out about Web 2.0

As argued by Salomon in his paper , through the use of different media the user might give a different interpretation of the information being viewed. In their work, O’Reilly and Wesch are delivering a similar message is being delivered but due to the different medium being used. Initially, I didn’t see this similarity. The message in […]

Week 5 – A3 – The current wave of technology – Web 2.0

1. What is Web 2.0 ? Through his discussion on the evolvment of RSS, Google, Wikipedia, blogs etc. O’Reilly visualises Web2.0 as a platform where the user can have control on the data being viewed. In fact I am really enthusiastic about my recent Bloglines subscription. Moreover in Web 2.0 collective users participate in creating a ‘collective intelligence’, So these online services […]