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Teaching and Learning Innovation Park. THU: The Potential of Video Concept Cards(Uffe Frandsen) Join the OU H818 'The Networked Practitioner' Online Conference 2017 for my presentation on the 9th of February at 11:15-11:30 Format: Activity Theme: Innovation Link to Poster: Link to Video Concept Cards: By Uffe Frandsen, Video Journalist at University College Sjælland In my conference presentation, I will look at feedback received from practitioners in different contexts in respect to Video Concept Cards.

THU: The Potential of Video Concept Cards(Uffe Frandsen)

What is Video Concept Cards? Video and media in education is nothing new. With interaction being a major focus in discussions on the future digital learning objectives, it becomes important to look at how different media types can be used and combined in a meaningful way for educators. However large the interest in the various new ways of communicating, it is can be a challenge to find new ways of communicating with these tools in an online context. L·E·A·R·N – Flipped Toolkit. Open University Learning Design. 9789811002595 c2. Deborah Millar by Deborah Millar on Prezi.

Carpe Diem - Gilly Salmon. UCL Digital Education team blog. By Natasa Perovic, on 24 March 2016.

UCL Digital Education team blog

Research Paper, Networked Learning Conference 2016 - NLC2016, Lancaster University UK. Francesca Pozzi, Andrea Ceregini, Donatella Persico, Istituto per le Tecnologie Didattiche (ITD), Consiglio Nazionale delle Ricerche (CNR)

Research Paper, Networked Learning Conference 2016 - NLC2016, Lancaster University UK

UCL Digital Education team blog. Evidence of the month: "Scaling up" learning design. Each month, we highlight one of the new additions to the LACE Evidence Hub, which brings together evidence about learning analytics.

Evidence of the month: "Scaling up" learning design

You are welcome to add to the Hub site, which you can visit via a tab at the top of this page. The evidence of the month for January 2016 is a paper from Rienties, Toentenel and Bryan (2015): “”Scaling up” learning design: impact of learning design activities on LMS behavior and performance”. Using technology to improve curriculum design. Introduction The process of curriculum design combines educational design with many other areas including: information management, market research, marketing, quality enhancement, quality assurance and programme and course approval.

Using technology to improve curriculum design

The curriculum must evolve to meet the changing needs of students and employers. It must change to reflect new needs, new audiences and new approaches to learning. Considered use of technology as part of the curriculum design process can help you to We have identified eight stages in the curriculum design cycle from engaging stakeholders to ensuring the curriculum continues to be reviewed and enhanced in response to feedback and changing circumstances. Online Course Activity Inspiration Cards. Characteristics of Course Design Intensives. CDIs for DIT May 2015. CDIs DiT handouts. CDI Resources pack VU College of Business. 2014 CDI pack MBM v2. Curriculum_Design_November14.pdf. Design Develop Implement: a team based approach - teche. The Design Develop Implement (DDI) initiative is a “fantastic team-based approach and an exemplar for how learning innovation and design should happen at MQ” (Professor Sherman Young-PVC LTD).

Design Develop Implement: a team based approach - teche

DDI Learning Design Process This year a team lead by Dr Panos Vlachopoulos and Deidre Seeto from the Learning and Teaching Centre piloted an evidence-based collaborative approach to program learning design and development. RADAR Toolkit: Resources for Assessment Design, Alignment and Review - Support for students and staff - University of Exeter. The RADAR toolkit is a collection of Resources for Assessment Design, Alignment and Review, a set of thinking tools designed to support academic staff in analysing how existing assessments align with good practice according to educational research.

RADAR Toolkit: Resources for Assessment Design, Alignment and Review - Support for students and staff - University of Exeter

They provide concrete ideas as to what changes might be made to assessment and feedback in order to improve it The toolkit has been designed to be flexible. The tools can be applied separately or together, for an individual module or across an entire programme, and by individuals or groups of staff. What's in the toolkit? The core of the toolkit comprises: Connected Curriculum. Connected Curriculum A distinctive approach to research-based education Connected Curriculum is an institution-wide initiative which aims to ensure that all UCL students are able to learn through participating in research and enquiry at all levels of their programme of study.

Connected Curriculum

It’s about: Educating through dialogue and active, critical enquiryCreating an inclusive research and learning communityMaking connections across modules, programmes and beyond the classroomCreating assessments that mirror ‘public engagement’ in researchEquipping students to address interdisciplinary challengesExploring critically the values and practices of global citizenship Engaging students as partners in their education, and as co-producers of knowledge Improving the experiences of both students and staff A word from UCL’s President and Provost, Professor Michael Arthur. The Design Studio / Viewpoints project. Viewpoints was a Jisc-funded project supported by the Institutional Approaches to Curriculum Design programme (2008-2012).

The Design Studio / Viewpoints project

The project was led by the University of Ulster and outputs were disseminated by the follow-on Panorama project (2012-2013) The following is a summary and background to the Viewpoints project as it developed. Our Project. Manchester Metropolitan University. What are they?

Manchester Metropolitan University

These cards were produced to support course planning activity in workshops or meetings. The format makes them portable and easy to use in a variety of contexts. The cards cover teaching activities (things organised by the course team – orange cards), learning activities (things students do outside timetabled sessions – blue cards), assessment types (A4 cards) and the MMU employability and sustainability outcomes (green cards). In addition, there is a set of ‘wildcards’ which cover a range of inclusivity issues (pink cards) which are intended to promote discussion around curriculum planning for good student experience and reasonable adjustments.

Because the cards are easily moved around, they give teams a visual way of testing out different ways of delivering or assessing the course, or preparing students for different aspects. ABC (Arena Blended Connected) curriculum design. By Natasa Perovic, on 9 April 2015 The ABC curriculum design method is a ninety-minute hands-on workshop for module (and programme) teams. This rapid-design method starts with your normal module (programme) documentation and will help you create a visual ‘storyboard’. A storyboard lays out the type and sequence learning activities required to meet the module’s learning outcomes and how these will be assessed. ABC is particularly useful for new programmes or those changing to an online or a more blended format. What Technology Does What: An #edtech Chart For Teachers. What Technology Does What: The Ultimate #edtech Chart For Teachers by TeachThought Staff Okay, we’ve had this post half-finished for long enough that some of the apps we had here are no longer relevant, so we figured it was probably time to go ahead and publish it even if we couldn’t figure out the best way to format it.

This is what we hope will be an ongoing collection of the most effective ways to use technology in the classroom. We’d like to see it crowdsourced, so we may convert it to a public document/wiki-type file at some point. Design Thinking, Deconstructed. At the Nueva School in Hillsborough, Calif., design thinking is built into students’ and teachers’ everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff.

The infographic (click on the image to see the full PDF) was created by Kim Saxe, director of Nueva’s iLab, and one of the champions of design thinking. To learn more about the process, read What Design Thinking Looks Like In School, How to Apply Design Thinking In Class, Step By Step, and our entire collection of articles about design thinking. Storyboarding OOC.

He curriculum agenda. Learning Design. British Journal of Educational Technology - Volume 46, Issue 2 - Teacher-led Inquiry and Learning Design. Engaging academics in collegial online professional development during a course renewal process: Intent and reflection. Research and Development in Higher Education: Higher Education in a Globalized World Volume. International Learning Design Challenge: Summary. Sign up on We launched the International Learning Designs Challenge on 10th February. You can still sign up and catch up with the activities.If you missed our Big Launch today, you can watch the recording of it below. UCL E-Learning Environments team blog. 12 Changes Coming To The Future Of Learning. Oslo BI site on assessment and feedback. Reidsema ASEE paper Final 28April. ASEE UQ (Cut 1).mp4. Open University Learning Design Initiative.

Awesome Graphic on 21st Century Pedagogy. Curriculum-directions-decisions-and-debate. Carpe Diem MOOC. Bower 2010. Linking online course design & implementation to Learning outcomes: A design experiment. Them, moreover, from a collaborative constructivist point of view. Buildingfrom the notion of social presence, the CoI framework represents onlinelearning experiences as a function of relationships among three presences:social, teaching, and cognitive. The CoI framework views all three as workingtogether to support deep and meaningful learning processes. Indeed,research findings have linked social presence (Swan & Shih, 2006), teachingpresence (Shea, Li, Swan, & Pickett, 2005) and cognitive presence (Garrison& Cleveland-Innes, 2005) to each other and to such outcomes as coursesatisfaction, community and perceived learning.In 2008, researchers working with the CoI framework developed a surveydesigned to measure student perceptions of each of these presences.