Wouldn't it be great, to have a tool that bundles this complexity, which allows to design and re-design blended learning concepts, and is easy enough for everybody to use independently from prior technology enhanced teaching experiences?
This is why we developed the Learning Design Cards (picture 1).
Picture 1: Learning Design Cards, Marion R. Gruber, 2019
]]> The Learning Design Cards help us to visualise and reflect on our educational designs. The cards keep important aspects in view when designing learning activities. They enable us to move from abstract ideas to concrete learning scenarios in a few steps. The eight learning events from Leclerq & Poumay (2005) are the basis for the cards (picture 2). A learning event integrates the characteristics of similar learning activities.Picture 2: Eight Learning Events, Leclerq & Poumay, 2005
In educational designs we can distinguish eight types of learning events: Receive, Practice, Debate, Explore, Imitate, Create, Experiment, and Meta-Learn. Each learning event is shown on a separate card. A card set consists of 8 cards (picture 1).
Let's take a closer look to one of these cards. Each card takes both roles into account, the lecturers' and the learners' role (picture 3). Both roles are assigned with verbs that can be selected accordingly (picture 4). A learning activity results from the interaction between both roles.
Picture 3: Learning Design Card, Explore, Role
Should learners "question" learning content, lecturers have to "present" the content first. The variety of verbs - teaching and learning verbs - serves as a suggestion for formulating learning tasks and supports the creation of learning activities.
Picture 4: Learning Design Card, Explore, Teaching & Learning Verbs
Each learning event is associated with methods, tools, and resources that lecturers use in the transfer of learning content as well as learners utilise in acquisition of knowledge in presence or online mode (picture 5).
Picture 5: Learning Design Card, Explore, Methods, Tools and Resources
On the backside of the cards is space for notes about the planned learning activities.
Before we start, the learning subject should be chosen for the learning activity. The subject is based on the course topic and its subtopics. Learning objectives are derived from the learning subject.
Picture 6: Learning Design Card, Explore, Learning Objective
The learning objective (picture 6) describes knowledge, skills and abilities, as well as competences. It is what learners will acquire by performing the learning activity.
When defining a learning objective, we start from the learners' perspective and their prior knowledge and expertise. It makes no sense to formulate learning objectives for beginners, while the audience are advanced students that can build on to a broad set of prior knowledge or vice versa.
Picture 7: Learning Design Card, Explore, Learning Outcome
The learning outcome (picture 7) defines the expected performance of the learners when completing the learning activity. This can be a "product" - for example an essay - or an "experience" - for example a literature search. The learning outcome always has a concrete and measurable result, that helps to assess students' performance.
Goals and objectives need to be related to each other. This is what is meant when people talk about constructive alignment.
Picture 8: Learning Design Card, Explore, Learning Task
The learning task (picture 8) refers to what learners have to do to produce the desired learning outcome. The task must be defined clearly and precisely, meets the point, and contains all necessary information. It is best to start with one learning verb from the front side.
Picture 9: Learning Design Card, Explore, Support
The support (picture 9) describes the assistance of the lecturers, so that students can complete the task. For support statements we start with a teaching verb from the front side.
Especially for online activities, it pays off to be clear about the support, because unlike face-2-face situations, improvising online is not always possible.
Together, learning task and support define the tasks for the actors of the learning activity.
Picture 10: Learning Design Card, Explore, Social Interaction
For a successful learning process the social interaction is also important (picture 10). Depending on learning objective, learning activity and learning outcome, a task might require individual work or group work.
Picture 11: Learning Design Card, Explore, Learning Material
The learning material (picture 11) refers to resources and tools that support the learning task. This can be both, analog and digital. If the activity takes place in an online setting, this refers for example to a tool of the learning platform such as a discussion forum. It is important that the selection of the medium is suitable for the desired task. On the front side the cards list example tools for the selected activity for different interaction modes in the learning environment.
Picture 12: Learning Design Card, Explore, Environment
The learning environment (picture 12) refers to the location or the setting in which the learning activity takes place. This can be face-2-face in the classroom, online in the LMS, or in a laboratory. The description of the learning environment completes the rough planning of the learning activity.
Picture 13: Learning Design Cards, Educational Design
When multiple learning activities are aligned with the learning design cards, the educational design becomes visible through the arrangement of the cards (picture 13). They help us to assign learning activities to presence and online learning phases. This makes it very easy to "blend" and design a course with different learning activities.
The LD-Cards are licensed under CC BY-ND.
Contact
Mag. Dr. Marion R. Gruber, University of Zurich, Faculty of Arts and Social Sciences, Dean's Office, Digital Education and Research (DLF)
Dr. Christian Glahn, Mobinaut.io
Resources
Designing for Great Teaching with Learning Design Cards
Learning Design Cards (German)
Learning Design Cards (English)
Learning Design Cards (French)
Learning Design Cards (Italian) coming soon
Learning Design Cards (Dutch) coming soon
Learning Design Cards Video (German)
Workshop, JTEL Summerschool, Bari, 2019, Slideshare:
Presentation, Online Educa Berlin (OEB), 2018: SlideShare, whith Christian Glahn
References
Leclercq, D., & Poumay, M. (2005). The 8 Learning Events Model and its Principles. Liege, Blegium: University of Liege. http://www.labset.net/media/prod/8LEM.pdf
]]>Designing learning and teaching with educational technologies is challenging in traditional higher education. In order to successfully blend lectures, it is important to structure learning processes and choose appropriate tools for the learning activities within. However, integrating technology-enhanced learning into individual teaching practices is very often constrained by limited time for rethinking course designs and teaching concepts. Therefore, support is needed for selecting and integrating appropriate technologies into teaching concepts, efficiently. As most teachers are drawing on an existing face-to-face teaching practice, such support needs to consider these transitions as part of transforming conventional teaching to technology-enhanced learning and reverse. The Learning Design Cards (see picture) are a pattern-based approach for preparing and analysing complex learning and teaching that allows professors and lecturers to build their teaching concepts on top of tested didactics. The solution provides a toolkit and a framework that helps to conceptualise, analyse, and communicate learning designs of different scales and speed-up the deployment of richer learning experiences using off-the-shelf LMS functions and features.
]]> Pattern-based Framework for Learning DesignThe Learning Design framework focuses on the integration of fundamental and aggregate educational design patterns and addresses the concepts of a pattern language for meaningful and more consistent course designs with some or full technological support (Kelle, 2012; Koper, 2003). It builds on an extended version of the Hybrid Learning Model (Masson, MacNeill, Murphy, & Ross, 2008) that combines the revised Bloom's Taxonomy (Anderson & Krathwohl, 2001) and the Eight Learning Events Model (Leclerq & Poumay, 2005) on top of Functional Aspects of Activities (Engeström, 2015). The Hybrid Learning Model focuses on the fundamental design patterns for the effectiveness of educational activities, which shares many similarities with the newer ABC-Model (Young & Perovic, 2016). Our revised model extends this approach by aligning LMS, social media and mobile tools to the different activity patterns. The new hybrid learning model has been reported independently to effectively support educators to express their educational concepts as arrangements of the model's activity patterns.
Previous tooling focused on activity arrangements based on the personal preferences of the teachers and trainers without actively considering the design principles for arranging learning activities (Reigeluth & Carr-Chellman, 2009). Models such as the 4C/ID Model (Van Merriënboer & Kirschner, 2007) or the Conversional Model (Laurillard, 2012) identify learning design principles for arranging individual activities into designs for complex learning but provide little information on the design of concrete teaching practices, such as inverted classroom, project-based learning, case-based teaching, or inquiry-based learning (Protopsaltis et al., 2014). Efficient support for integrating technologies into teaching and learning needs to be able to break down such practices into separate activities in order to quickly select appropriate tooling.
In order to ease the design of complex learning, we connected complex design patterns found in the literature with the activity patterns of the hybrid learning model. This resulted in visual guides that support teachers and trainers in utilizing proven approaches for arranging the individual activities of their concepts. By starting from the general approach for arranging activities, educators can easily express their didactics and can select the tooling for online or mobile phases that suits each learning activity.
Toolkit and approach have been developed and tested at HTW Chur and the Faculty of Arts and Social Sciences at the University Zurich from Christian Glahn and Marion R. Gruber. The LD-Cards are licensed under CC BY-ND.
Contact
Mag. Dr. Marion R. Gruber, University of Zurich, Faculty of Arts and Social Sciences, Dean's Office, Digital Education and Research (DLF)
Dr. Christian Glahn, Mobinaut.io
Resources
Introduction to the Learning Design Cards
Learning Design Cards (German)
Learning Design Cards (English)
Learning Design Cards (French)
Learning Design Cards (Italian) coming soon
Learning Design Cards (Dutch) coming soon
Learning Design Cards Video (German)
Presentation on OEB (English) on SlideShare
References
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Ed.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Engeström, Y. (2015). Learning by expanding: an activity-theoretical approach to developmental research (Second Edition). New York: Cambridge University Press.
Kelle, S. (2012). Game Design Patterns for Learning. Aachen: Shaker Verlag.
Koper, R. (2003). Combining re-usable learning resources and services to pedagogical purposeful units of learning. In A. Littlejohn (Ed.), Reusing Online Resources: A Sustainable Approach to eLearning (pp. 46-59). London: Kogan Page.
Laurillard, D. (2012). Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.
Leclercq, D., & Poumay, M. (2005). The 8 Learning Events Model and its Principles. Liege, Blegium: University of Liege. http://www.labset.net/media/prod/8LEM.pdf
Masson, A., MacNeill, A., Murphy, C., & Ross, V. (2008). The Hybrid Learning Model - A Framework for Teaching and Learning Practice. iJET - Volume 3, Special Issue 1, July 2008: TENCompetence Open Workshop in Madrid 2008, pp. 12-17.
Merriënboer, J. J. G. van, & Kirschner, P. A. (2013). Ten steps to complex learning: A systematic approach to four-component Instructional Design (Second edition). New York: Routledge.
Protopsaltis, A., Seitlinger, P., Chaimala, F., Firssova, O., Hetzner, S., Kikis- Papadakis, K., & Boytchev, P. (2014). Working environment with social and personal open tools for inquiry based learning: Pedagogic and diagnostic frameworks. The Int. Journal of Science, Mathematics and Technology Learning, 20(4), 51-63.
Reigeluth, C. M. & Carr-Chellman, A. A. (2009). Situational Principles of Instruction. In C. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design Theories and Models: Building a Common Knowledge Base, Vol. III (pp. 57-72). New York: Routledge.
Young, C., & Perovic, N. (2016). Rapid and Creative Course Design: As Easy as ABC? Procedia - Social and Behavioral Sciences, 228, 390-395. https://doi.org/10.1016/j.sbspro.2016.07.058
]]>Beschäftigungsgrad 20%
]]> Anforderungen- ausgezeichnete HTML-Kenntnisse
- sehr gute CSS-Kenntnisse gepaart mit gestalterischem Flair
- HTML5-Grundkenntnisse
- Javascript-Kenntnisse
- sehr gute Kenntnisse in einem Learning Management System (vorzugsweise OLAT)
- Grundkenntnisse im Umgang mit Adobe Photoshop
- Grundkenntnisse im Umgang mit Audio- und Videoschnittprogrammen
- XML-Kenntnisse von Vorteil
- sehr gute Deutsch- und Englischkenntnisse in Wort und Schrift
Wenn Sie neben den genannten fachlichen Kompetenzen eine zuverlässige, flexible, interessierte und kreative Persönlichkeit sind, die sich durch einen exakten und verbindlichen Arbeitsstil auszeichnet, dann freut sich die DLF über Ihre Bewerbung.
22.10.2017
]]>Ein neues Semester hat begonnen und Lehrende fragen sich, wie sie Studierende aktiver in den Unterricht einbinden können. Vor allem bei Vorlesungen mit vielen Teilnehmenden bieten sich Aktivitäten an, welche die eher passive Haltung der Studierenden aufbricht und zu aktivem Nachdenken/Tun auffordert. Zur Aktivierung von Studierenden im Unterricht sind "Clicker-Apps", sogenannte Classroom-Response-Systeme (CRS), sehr hilfreich. Diese Art der Interaktion ist bei Studierenden sehr beliebt und bietet viele Vorteile. Schell kann ein Feedback oder ein Meinungsbild eingeholt werden, oder es wird nachgefragt, ob der zuvor behandelte Stoff verstanden wurde. Die Abstimmung erfolgt i.d.R. anonym und die Resultate können unmittelbar grafisch visualisiert und den Studierenden präsentiert werden. Für die Verwendung von Clicker-Apps wird neben dem Zugang zum Internet auch ein Smartphone, Tablet oder Laptop benötigt, damit die Studierenden die gestellten Fragen beantworten können.
Dieser Beitrag soll einen Überblick der verfügbaren "Clicker-Apps" für die Hochschullehre geben und Informationen zu deren Einsatz bieten.
]]> Der Einsatz von Clicker-Apps im Unterricht hat verschiedene Vorteile, dies sind:Es empfiehlt sich vor dem Einsatz von Clicker ein paar Gedanken über das Einsatzszenario in der eigenen Lehre anzustellen. Als Hilfestellung können folgende Fragen und didaktische Hinweise dienen.
Sechs Fragen zum Clicker-Einsatz:
Didaktische Hinweise zum Clicker-Einsazt:
Die unten aufgelisteten Applikationen unterscheiden sich leicht in ihren Funktionen und sind deshalb nicht für alle Anwendungsszenarien geeignet. Bitte beachten Sie, ob die App die Anforderungen und Bedürfnisse Ihrer Lehre abdeckt.
Für die Schweizer Hochschulen stehen folgende Anwendungen zur Verfügung:
www.klicker.uzh.ch, Universität Zürich
Movo.ch, Universität Basel
ETH EduApp, ETHZ
Moodle eVoting activity, HES-SO
Informationen zu den einzelnen Anwendungen finden Sie auf den oben genannten Webseiten.
Weitere nützliche Informationen:
Hochschuldidaktik A-Z. Clicker DE/EN
Hochschuldidaktik A-Z. Aktivierung von Studierenden (DE) und Aktivierende Fragen (DE)
Hochschuldidaktik A-Z. Buzz-Groups DE/EN (Clicker zur Beantwortung von Fragen verwenden)
Hochschuldidaktik A-Z. Classroom Assessment Techniques DE/EN (Clicker zur Überprüfung von Wissen verwenden)
Center for Teaching. Classroom Response Systems ("Clickers") including 'Types of Questions' and 'Types of Activities'
Center for Teaching. Classroom Response System ("Clickers") Bibliography
At the Eduhub Days 2017 (Show & tell) Christian Glahn (BLC, HTW Chur) and Marion Gruber presented the Mobler App for formative assessment.
]]> Flipped classroom didactics require an understanding on the level of preparedness of students before they return to contact sessions. Using formative assessment strategies is one way to understand the student challenges and understanding of concepts.After four pilot rounds at UZH and HTW Chur the Mobler App has matured and with the availability of the EduID Mobile App, it becomes easier to connect mobile formative assessment into regular courses. In this session we will share our experiences in integrating the Mobler App into flipped classroom settings. Based on a worked example, we will demonstrate how to use Course Activities to activate Mobler Questions and how to monitor student progress from within the LMS as part of formative assessment strategies.
Gruber, M. R. & Glahn, C. (2017). From Summative To Formative Assessment in the Flipped Classroom using the Mobler App. Show & tell session. Eduhub Days 2017, Lugano, February 9 & 10, 2017.
Mobler @ IPMZ - Umfrageergebnisse 2015
Workshop (in DE für Fakultätsmitglieder der PhF, UZH): Mobile Blended Learning mit Mobler Mo 26.6.2017 (Anmeldung erforderlich)
]]>Bildungsinstitutionen wie Universitäten und Hochschulen nutzen digitale Technologien für Lehre und Lernen. Doch werden auch Prüfungen digital durchgeführt? Die diesjährigen Eduhub Days am 9. und 10. Februar 2017 in Lugano standen unter dem Thema "E-Assessment from vision to practice".
]]> Rückblickend war es eine sehr interessante Veranstaltung mit netten Gesprächen und spannenden Einsichten. Besonders erwähnenswert sind die beiden Keynotes, die einen Blick über die Landesgrenzen hinaus in andere Institutionen ermöglichten:e-Education in the 21st century: new approaches towards learning, teaching and assessment Keynote by Jürgen Handke, Philipps-Universität Marburg, Germany Video on SWITCHtube, Slides
Assessing for quality decision making Keynote by Geoffrey Crisp, University of New South Wales, Australia Video on SWITCHtube, Slides
Weitere Informationen zu den Eduhub Days 2017 sind hier zu finden:
Natürlich haben auch ich (Digitale Lehre und Forschung, Philosophische Fakultät, UZH) und Christian Glahn (Blended Learning Center, HTW Chur) einen Beitrag geleistet - hier geht es zum entsprechendem Blogpost.
Wussten Sie, dass ...
... auf YouTube interessante Videos zur Digitalisierung der Lehre von Prof. Handke zu finden sind? Das neueste Video zu Neue Formen des E-Assessment wurde erst kürzlich veröffentlicht.
]]>Während meiner Beratungen werden immer die Fragen gestellt: Gibt es da Beispiele dafür? Wie kann so etwas ausschauen? Wie kann das technisch umgesetzt werden? Deshalb nehme ich dies hier zum Anlass, eine kleine Sammlung von Beispielen anzulegen, die einen Einblick in die technischen Möglichkeiten und einen Überblick verschiedener Angebote zeigt. Ziel ist es, diese Sammlung laufend zu ergänzen und zu aktualisieren.
]]> Digitale Journale (Open Access):Frei zugängliche akademische Publikationen:
Forschungsdokumentationsplattformen (-netzwerke):
E-Books:
]]>]]> Hier ein kurzer Überblick der Umfrageergebnisse - detaillierte Informationen sind den unten angeführten Präsentationen und der Publikation zu entnehmen:
Die Ergebnisse der Umfrage 2015 wurden auf verschiedenen Anlässen präsentiert:
Gruber, M. R. & Glahn, C. (2015). Lessons Learnt from using the Mobler App: From Test Questions Towards Mobile Formative Assessments. Presentation at the 5th SIG E-Assessment Meeting, Eduhub, Brugg-Windisch, November 26, 2015.
Gruber, M. R. & Glahn, C. (2015). Lernen in neuen Kontexten mit der Mobler-App. Vortrag im Rahmen der Lunchveranstaltungen der Zentralen Informatik, Universität Zürich, 18. November 2015.
Glahn, C. & Gruber, M. R. (2015). Beyond Delivery Modes and Apps - A Case Study on Mobile Blended Learning. Presentation at Tenth European Conference on Technology Enhanced Learning (ec-tel 2015) in Toledo (Spain), 15-18 September 2015 (Vortrag, eingeladen).
Die Umfrage-Ergebnisse wurden auch bei Springer in den ec-tel Conference Proceedings publiziert:
Glahn, C., Gruber, M., & Tartakovski, O. (2015). Beyond Delivery Modes and Apps: A Case Study on Mobile Blended Learning in Higher Education. In G. Conole, T. Klobu?ar, C. Rensing, J. Konert, & É. Lavoué (Eds.), Design for Teaching and Learning in a Networked World SE - 10 (Vol. 9307, pp. 127-140). Springer International Publishing. doi:10.1007/978-3-319-24258-3_10. (Artikelvorschau bei Springer - über UZH-Hauptbibliothek/Zentralbibliothek Zürich kann auf den Artikel zugegriffen werden)
Die Umfrageergebnisse für das HS 2015 (Umfrage wurde im Januar 2016 durchgeführt) werden ebenfalls hier auf diesem Blog veröffentlicht.
Download der Mobler-App:
]]>Allan Kaprow's "How to Make a Happening" was released as a LP album in 1966 by Mass Art Inc.
]]>Abbildung: Screenshot MindMeister Comments and Votes
]]> Kommentare und Abstimmungen dienen dazu, ausgewählte Themen zu bewerten und/oder zu diskutieren, ohne den Inhalt der Themen/Textelemente verändern zu müssen. Sie sind über die rechte Sidebar bei Notizen und Links verfügbar (siehe Abbildung) und werden wie diese an den Themen/Textelementen angebracht. Dort werden sie durch entsprechende Symbole angezeigt.Weitere Informationen
]]>In diesem Buch finden sich folgende Buchkapitel zum Thema Mobile Learning (Inhalt):
]]> PART I: Designing Mobile LearningChapter 1
A Diachronic Overview of Technology Contributing to Mobile Learning: A Shift Towards Student-Centred Pedagogies (Helen Crompton)
Chapter 2
Educational Standards for Mobile Learning and Mobile Application Development (Judy Brown, Michael Hruska, Andy Johnson and Jonathan Poltrack)
Chapter 3
A Pedagogical Framework for Mobile Learning: Categorising Educational Applications of Mobile Technologies into Four Types (Yeonjeong Park)
Chapter 4
Why Open Educational Resources Are Needed for Mobile Learning (Rory McGreal)
Chapter 5
Design of Contextualised Mobile Learning Applications (Marcus Specht)
Chapter 6
Interactive Learning Strategies for Mobile Learning (Anthony Ralston)
Chapter 7
Mobile Learning: Location, Collaboration and Scaffolding Inquiry (Eileen Scanlon)
PART II: Implementing Mobile Learning
Chapter 8
Open Formats for Mobile Learning (Geoff Stead)
Chapter 9
Using BYOD, Mobile Social Media, Apps, and Sensors for Meaningful Mobile Learning (Inge Ignatia de Waard)
Chapter 10
Supporting Mobile Access to Online Courses: The ASK Mobile SCORM Player and the ASK Mobile LD Player (Panagiotis Zervas and Demetrios G. Sampson)
Chapter 11
Mobile Learning Operating Systems (Christian Glahn)
PART III: Using Mobile Learning in Education and Training
Chapter 12
Orchestrating the Flexible Mobile Learning Classroom (Chee-Kit Looi and Yancy Toh)
Chapter 13
Mobile Learning in Higher Education (Núria Ferran-Ferrer, Muriel Garreta Domingo, Josep Prieto-Blazquez, Cesar Corcoles, Dr. Teresa Sancho-Vinuesa and Mr. Francesc Santanach)
Chapter 14
Mobile Learning in the Workplace: Unlocking the Value of Mobile Technology for Work-Based Education (Christoph Pimmer and Norbert Pachler)
Chapter 15
Changing the Tunes from Bollywood's to Rural Livelihoods -- Mobile Telephone Advisory Services to Small and Marginal Farmers in India: A Case Study (Balaji Venkataraman and T.V. Prabhakar)
Chapter 16
The Future of Mobile Learning and Implications for Education and Training (David Parsons)
"Renommierte Universitäten bieten Vorlesungen ihrer Professoren weltweit und kostenlos im Internet an. Mooc heisst das Angebot - Massive Open Online Courses, auf Deutsch: Internet-Vorlesungen für alle. Wie soll das funktionieren? Wieso versprechen sich Investoren längerfristig Gewinne? Und wieso haben Moocs bei der ETH-Lausanne oberste Priorität? «ECO» mit einem Hintergrund." [ECO, SRF]
]]>"Gratis-Vorlesungen für alle", aus ECO vom 13.01.2014, 22:24 Uhr.
]]>Webseite des Buches beim Waxmann-Verlag
Kostenlose Version zum Download