1. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution- Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo which is a Registered Trademark).Creative Commons Attribution- Noncommercial-ShareAlike 2.0 If you adapt this resource for your own use please mark it as a derivative work of the original. The licence information in the footer and University of Bath logos can be amended in the Slide Master (View>Master>Slide Master)

2. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) PG Cert in Academic and Professional Practice e-Learning Unit Session 3 Designing Technology Enhanced Learning Activities

3. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) By the end of this session you should have: analysed an e-learning case study relevant to your discipline. used the JISC activity design framework to design a technology enabled activity relevant to your context. gained an awareness of the e-learning research literature that informs practice in HE

4. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Outline What helps people learn more effectively? Principles of effective pedagogic design What works in practice? Case study analysis What does the technology contribute? Typology of technologies for learning How can I approach the design of technology enabled activities? Design task with JISC Effective Practice Planner

5. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) 1.What helps people learn more effectively? Principles of effective pedagogic design

6. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Principles of effective learning design People learn more effectively when: –They are active –They are motivated and engaged –Their existing capabilities are brought into play –They are appropriately challenged zone of proximal development scaffolding differentiation –They have opportunities for dialogue (with tutors, mentors or peers) –They receive feedback (intrinsic or extrinsic) –They have opportunities for consolidation and integration (Beetham & Sharpe, 2007)

7. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Outline of a learning activity The following diagram has been removed from this slide: Figure 2.1: An outline for a learning activity from page 29 of… Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38

8. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Activity 1 2. What works in practice? Case study analysis Case studies: p110-115 ‘Example 5.2: An adaptive activity: chemistry virtual experiments’ p126-131 ‘Example 5.5: An experiential activity: collaborative problem solving and knowledge sharing in a work-based setting’ From: Littlejohn, A. & Pegler, C. (2007) Preparing for blended e-learning. Routledge: Abingdon

9. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Think about the following: Which learning theories are relevant? Which pedagogic principles are being used? Which activities help learners achieve which outcomes? How do the e-learning tools and resources support –specific activities/outcomes? –specific learners’ needs?

10. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Elements in learning design The following diagram has been removed from this slide: Figure 1.16: Constituent elements of online learning settings from page 20 of… Oliver, R. & Herrington, J. (2001). Teaching and learning online: A beginner’s guide to e-learning and e-teaching in higher education. Edith Cowan University: Western Australia. Available online at: http://elrond.scam.ecu.edu.au/oliver/2002/TALO2.pdf http://elrond.scam.ecu.edu.au/oliver/2002/TALO2.pdf

11. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) 3. What does the technology contribute? Typology of technologies for learning

12. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) A typology of technologies for learning Based on Laurillard (2003) Typology has been used to support design for learning e.g. Beetham & Sharpe (2007) Expresses how technologies are used for learning –Narrative = enabling representation of ideas –Communicative = enabling dialogue between learners and others –Interactive, Productive and Adaptive = enabling interactivity between learner(s) and the learning system –Integrative (added category) = enabling integration of learning across activities

13. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) The typology can be used to… Choose a technology type –to support a specific learning activity or outcome Choose specific technologies within a type –to suit learners’ ICT capabilities and skills –to offer learners’ choice and autonomy e.g. over mode of access, approach to learning, medium used, adaptive technology… –to support collaborative and peer learning (if appropriate) –that is available, affordable and effectively supported

14. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Activity 2 4. How can I approach the design of technology-enabled activities? Design task with JISC effective practice planner

15. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Activity 2 Resources and tools for design JISC Effective Practice Planner Available online at: http://www.elearning.ac.uk/effprac/html/planner.htm http://www.elearning.ac.uk/effprac/html/planner.htm Beetham, H. & Sharpe, R. (2007) Rethinking Pedagogy for a digital age: designing and delivering e-learning. Routledge: Abingdon Littlejohn, A. & Pegler, C. (2007) Preparing for blended e-learning. Routledge: Abingdon Mason, R. & Rennie, F. (2008) E-learning and social networking handbook. Oxon:Routledge Oliver, R. & Herrington, J. (2001). Teaching and learning online: A beginner’s guide to e-learning and e-teaching in higher education. Edith Cowan University: Western Australia. Available online at: http://elrond.scam.ecu.edu.au/oliver/2002/TALO2.pdfhttp://elrond.scam.ecu.edu.au/oliver/2002/TALO2.pdf Salmon 5 Stage Model: http://www.atimod.com/e-moderating/5stage.shtmlhttp://www.atimod.com/e-moderating/5stage.shtml Salmon e-tivity framework: http://www.atimod.com/e-tivities/extracts.shtmlhttp://www.atimod.com/e-tivities/extracts.shtml

16. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Activity 2 - Have a go… Use the scenario provided or your own course to develop a technology enabled activity design. Scenario: Zhiming, C. (2004) Promoting active and deep learning in my classroom. In M. Peat (ed.) The China Papers: Tertiary Science and Mathematics Teaching for the 21st Century, 3, p94-99. Available online at: http://sydney.edu.au/science/uniserve_science/pubs/china/vol3/CP3_M1.pdf http://sydney.edu.au/science/uniserve_science/pubs/china/vol3/CP3_M1.pdf

17. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) Where next…. Research and evaluation methods, including ethical considerations: date Discuss your plans with your adviser Drafts of design proposal: date

18. This resource has been released by the University of Bath as an Open Educational Resource. The materials are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 2.0 licence (except the University of Bath Logo - a Registered Trademark - and links to external resources) References Beetham, H. & Sharpe, R. (2007) Rethinking Pedagogy for a digital age: designing and delivering e-learning. Routledge: Abingdon Laurillard, D (2003) Rethinking University Teaching, 2nd Edition. Routledge: Abingdon