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Graphical overview for the course structure, learning tasks, and assessment for E-Learning & Clinical Education (ClinEd.711). This is an optional course in the Postgraduate Clinical Education Programme offered at the University of Auckland, New Zealand.
I was crossing the street during my lunch break the other day when a piece of graffiti written on a pole nearby caught my attention. The graffiti read Listen to Black Sabbath. This immediately made me think about two things.
1) That I had to listen to one of the greatest rock 'n' roll bands of all time as quickly as possible.
2) Figure out how was I going to do it.
The author's direction for me to listen to Black Sabbath made me think about the importance of clear instruction when we ask a learner to complete a task. Sure, the author had described what they wanted me to do (listen to Black Sabbath), but they didn't tell me how I supposed do it. I guess the author assumed that anyone who read their instruction would've had an understanding of how they were to carry out the instruction. This might be ok if the author was around to provide additional information about how to complete the task, but in this case they were nowhere to be seen.
When we ask a learner to complete a task we need to remember to give them enough instructional support to allow them to complete or at the very least attempt the task. It's the what (you want the learner to do) and the how (they can do it) that needs to be made clear to the learner.
HEART (HEaring And Realising Teaching voice) is a learning design support strategy for teachers and learning designers involved in planning, developing or reviewing course (or learning) designs. The strategy helps users to elicit and visualise what we have called the 'teaching voice'; that is, the confluence of teaching beliefs and educational practice in the form of pedagogical dimensions.
The HEART strategy involves using a questionnaire that addresses these pedagogical dimensions, a visualisation tool, and facilitated face-to-face and online discussion. It can be used in a variety of course or resource development stages (e.g. planning, design, or review), either collaboratively between course lecturers and learning designers, by individual teachers or learning designers, or by a teaching programme team. Once the questionnaire is completed, the results are submitted directly to the visualisation tool. The visual representations illustrate the pedagogical dimensions of the course or learning design. Currently we are trialling different visual representations and dimensions, including the 'bubble chart' you see above.
For more information, see:
Six steps in an instructional design methodology:
1. Analyze
2. Strategize
3. Produce
4. Rollout
5. Influence
6. evaluate
Six steps in an instructional design methodology:
1. Explore
2. Strategize
3. Produce
4. Rollout
5. Influence
6. Tack
This table uses 4 characteristics of learning design representations defined by Grainne Conole to describe learning designs created using 3 different tools:
* Compendium Learning Design
* Hybrid Learning Model
* Phoebe Pedagogic Planner
The Official Trailer is Here!
Introducing a fresh approach to history education, designed for today’s digital generation.
Issey is moving from scribbling to drawings like this.
The title refers to the categorisations here:
a visual representation of the Learning Design project crafted by researchers using magazine cut outs! Perceptions, questions, feedback in post-it notes. At the 'Explore, Map, Build Workshop' organised by the ATELIER-D/TERG, MCT, Open University, 1 Oct 2009
Luis Felipe Gutierrez, Spanish Conquistador, the New World (Modern Day, Peru), 1537 CE
"He was strolling through the jungle; he had to reach the other side of the mountains. Luis knew that he faced a long journey to reach the last outpost of the Spanish Empire - at the edge of civilization, where the map fell off into legend. It was the Anno Domini 1537, and Luis Felipe Guiterrez had arrived in the New World the year before, sent by his majesty Charles V to help his fellow countrymen complete the conquest of the land we now call Peru. The world he encountered now was nothing like he'd expected..."
Excerpted from History Adventures, World of Characters - coming to iTunes, January 2020
The future of the book is now. History Adventures - a next gen digital book experience being developed by an international team of animators, artists, designers, and historians - represents an enhanced, multimodal learning design for 21st Century students.
This media-rich learning experience combines the latest in mobile entertainment - and the power of narrative design - with a cross-disciplinary approach to teaching history: awakening student fascination for the past...bringing the pages of history to life.
History Adventures: the Stories of People in Time, Connected by Eternity..