1. Avoiding the skills trap
Introductions
Teachmeet Canterbury
David White – Head of Digital Learning
@daveowhite

8. Digital Creative Attributes Framework (DCAF)
dcaf.myblog.arts.ac.uk

9. How to operationalise

10. Person focus

12. Skills trap?
Simple is good

19. Add collaboration etc

20. Add collaboration etc

21. Add collaboration etc

22. curriculum design in one session
You can’t do digital &
curriculum design in one
session
Simple is good

23. What? – Learning Patterns
Doesn’t say sax

24. What? – Learning Designs

28. Pattern
Design
Design
Design

29. Adaptive interaction Adaptive interaction Pattern Design
Present question to class
At key points during class, the teacher presents a question to students with several options they can choose from
Adapt teaching according to response
Informed by the students’ response, the teacher decides whether to revisit the learning material in question or move on
Pattern
Present question to class
During a two-hour lecture on the basics of business strategy, the teacher presents several multi-choice question to a large cohort of MBA students using an Electronic Voting System (EVS)
Students use their mobile devices to respond anonymously and the results are displayed graphically on screen
Adapt teaching according to response
<30% correct: re-explain concept
30-70% correct: student discuss the rational behind their responses with each other, followed by a revote to determine if consensus has changed
>70% progress session (Mazur, 1997)
Design

30. Laying the foundations
Before class
Students complete ‘priming’ activity to gain basic level of understanding at own pace in readiness for a teaching session
During class
Students interact with teacher and fellow students to check, reinforce and build on basic level of understanding 
Pattern
Before the workshop
Graphic design students watch a short instructional video on how to create a simple logo using Adobe Illustrator (AI).  The video is made available on a Moodle course one week prior to a more in-depth logo design workshop
Students create an example logo using AI and upload it to a Moodle discussion board, along with any comments they have about the task
During the workshop
At the beginning of the workshop, the teacher facilitates a discussion based around a sample of submitted logos and deals with any ‘pinch points’ raised via the discussion board posts
The more in depth logo design activities commence
Design

31. Blended Learning Journey
Online
Student completes online activities at own pace
Output informs subsequent face-to-face activities
Face to Face
Student’s interact in realtime with teacher, peers and subject matter
Outputs inform subsequent online activities
Online
Student completes online activities at own pace
Output informs subsequent face-to-face activities etc…
Pattern
Online
Students document and showcase development of creative work using Workflow
Comments are invited from peers and public
Face to Face
Students present work in progress in crit session
Proceedings informed by feedback from online activities
Online
Students reflect on progress and crit session and update workflow etc...
Design

32. Kolb learning cycle
Beyond knowledge transfer – it’s in there but it goes further

33. Add the helix Like a spiral of personal development. Scffolding

34. Learning Designs - guidelines
Practical – what are you going to undertake with students
Sequential – usually expressed in a number of stages
Shareable – could a colleague use the design?
Simple is good
Can be at any scale – from a single activity to a whole unit

35. Thanks
@daveowhite
Simple is good