Intro to the CDI Hannon 2016

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Introducing CDIs: Curriculum Development & Design of Blended Learning

John Hannon19 Oct 2016

2Last updated 1 May 2023

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


Write down two things you have heard people say about blended learning

What people say about blended learning

recording video lecturescutting back face to facereaching the 25% targetflipping the classroomStudents don’t do the online stuff firstIt doesn’t work for my students – no meaningfulYiou the first person I have spoken toYou don’t see the lecturers anymoreMore work to set up at the startLots of time to set upBL is money saving ventureHard to navigate at first, orientationWhat is the evidence of improvementFlexibility is a plusDifficult to relate theory to practical or students Accessibility issuesDiverse cohorst can be fans as long as pre-class exercises are not repeated in class

policy

delivery

pedagogy

Which of these are:


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


See http://www.latrobe.edu.au/blended

Learners Teachers

Resources

Active learning

Blended to active

http://www.latrobe.edu.au/blended

6Last updated 1 May 2023 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

Onl

ine Activities:

podcastquiz

Interactive session: live or discussion

Activities:podcastquiz

Face

to fa

ceBlended to active to activities


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


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

http://www.latrobe.edu.au/ltlt/resource-library/sources-bk/blended-online-learning-toolkit


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:

http://www.latrobe.edu.au/ltlt/resource-library/sources-bk/pedagogies-for-blended-learning



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/HomeDempster, 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

https://wiki.brookes.ac.uk/display/CDIs/Home

http://link.springer.com/book/10.1007/978-1-4614-7366-4/page/2

http://academia.edu/attachments/31564971/download_file


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


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



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/HomeDempster, 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) 135-147Graham 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

http://www.latrobe.edu.au/blended


Thank youJohn [email protected]