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Taken from Trigwell (2001) this is a model that represents factors that impact upon the learning of a student. The student and their learning is central to the model. There are then a series of "onion skins" which impact and are impacted upon by those layers within and outside them.
For example, the student's learning is most directly impacted upon by what the teacher does (their strategies). What the teacher does should also depend/respond to what the student is doing.
Teacher strategies are limited by their planning, which in turn is limited by the way the conceptualise learning and teaching and finally it is limited/impacted upon by the context in which learning occurs.
Trigwell suggests that good teaching has all these in alignment. i.e. there is no such thing as an objectively good teaching strategy. It depends on the teacher, the context and, importantly, the students.
Talked about briefly in these posts davidtjones.wordpress.com/2007/04/29/a-model-for-evaluati... and davidtjones.wordpress.com/2007/06/10/helping-create-innov...
This version developed for a sequence of presentations being designed in this (and related) posts davidtjones.wordpress.com/2009/01/28/the-design-of-a-6-ho...
Used as a basis for a 6 hour sessions introducing new staff at a university to ideas around course design - coursedesign.wordpress.com/
Trigwell, K. (2001). "Judging university teaching." The International Journal for Academic Development 6(1): 65-73.
Sketchnotes from the Vanderbilt Center for Teaching panel, "Students as Producers: Incorporating Research and Design in Science and Engineering Courses," featuring faculty panelists John Ayers (Earth & Environmental Science), Mark Woelfle (Biological Sciences), and Tom Withrow (Mechanical Engineering).
A messy version of the TPACK (tpack.org/) framework used in a presentation (coursedesign.wordpress.com/planning/) to CQUni staff.
Also expanded upon in a blog post
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Jackie Gibbs is a professional disc golf course designer, and a representative of INNOVA Disc Golf (East Coast).
Developed for a course on designing online & blended courses, usually based on an already existing courses. Focuses only on the design part of the process (the first D in ADDTIE, T for testing).
This page is about the Design Thinking Course offered by Henry Harvin Education. The course is designed to help learners develop creative problem-solving skills and innovate in various fields. It covers topics such as empathy, ideation, prototyping, and testing.
For more details visit us site : www.henryharvin.com/design-thinking-course
Much before the most popular browsers officially announced that Flash player would no longer be supported, content development teams had already been on their way to find alternatives to Flash. One reason for this transition was that Flash was lacking browser compatibility, and the other prominent reason was the increasing popularity for multi-device learning – especially ‘mobile learning’.
As a result, Flash has lost its relevance as an eLearning authoring tool, and Flash eLearning to HTML5 conversion has come into the picture, with the need for legacy eLearning courses to be converted into HTML5. HTML5 is the best alternative potential web technology for eLearning courses to run across multiple devices. For HTML5, there is no need to install any additional browser plugin.
Tips To Consider While Migrating Adobe Flash Course To HTML5