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Blended_Learning_at_UAL.pptx
LCC is planning fully online courses for 2022-23 including an introduction to inclusive learning design. Templates will be created to provide a consistent online learning experience with accessible interfaces and navigation. Courses will include effective orientation, learning content, engaging activities, learner support, and assessment. Training will be provided on Moodle, interactive tools, and accessibility. The UAL inclusive blended learning model combines asynchronous self-paced activities with synchronous live activities, providing flexibility and engagement for all students. An example design includes an asynchronous forum discussion and synchronous class discussion to inform a collaborative asynchronous activity.
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Blended_Learning_at_UAL.pptx
- 1. LCC Online Courses& Inclusive Blended Learning design training Elena Hernandez-Martin Darren Gash
- 2. LCC fully Onlinelearning courses LCC fully online courses 2022/23: Introduction to the Inclusive Learning Design model 2 • Introduction to Design, Media and Screen - Level 3 (2022-23) • Cert HE (2022-23) • MA Animation (2023-24)
- 3. Example timeline LCC Onlinecourse planning 3 JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC Planning Prep 1 Production Copy writing Testing/feedback Launch templates
- 4. What do wewant to achieve? Icon created by Creative Stall Premium LCC Online course planning 4 - A positive and consistent online learning experience - Accessible and flexible learning - High quality sustainable learning content/activities - Supportive environment for learning and teaching
- 5. How do wewant to achieve it?: Part 1 Behind the scenes: Providing a flexible course/site framework (templates) • that have easy-to-use accessible interfaces • with a consistent intuitive navigation • that incorporate the necessary elements: Effective Course Orientation Learning designed content Engaging Activities, Interaction & Collaboration In line Learner Support Useful assessment and feedback opportunities A positive learning experience
- 6. Exemplary course: Logistics LCC Online courseplanning 6 Unit’s content is designed following an online learning design model Sites are created using consistent templates Content is populated using Moodle pages, books, lessons, h5p... Introduction and content videos are included Sound interaction and collaboration opportunities are included as well as engaging forms of assessment/feedback Learner support signposting is found within the course. Course Orientation Learning design Learning Activities Learner Support Assessment Course Orientation Learning design Course Orientation Course Orientation Learning design Learning design Learning design
- 7. Mapping the Unitsfor online learning LCC Online course planning 7 Activity Forum Section A title Unit Week 1 title 1.1 Intro Page (Article) 1.3 Content Page (Article) 1.2 Content Page (Video) 1.1 Intro Page (Article) 1.2 Content Page (Video) 1.1 Content Page (Article) Activity Forum
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- 10. 10 Main content Extras Activities Consistent weekstructure (TOC)
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- 15. 15 Time estimates? Week book Othercontent Quizzes Reading/Viewing list Downloads Interaction Communication
- 16. How do wewant to achieve it?: 1 LCC Online course planning 16 Behind the scenes: Providing a flexible Course/site framework (templates) • that have easy-to-use accessible interfaces • with a consistent intuitive navigation • that incorporate the necessary elements: Effective Course Orientation Learning designed content Engaging Activities, Interaction & Collaboration In line Learner Support Useful assessment and feedback opportunities A positive learning experience
- 17. How do wewant to achieve it?: Part 2 LCC Online course planning 17 Beside the scenes: Underpinning the online provision with knowledge and fit-for-purpose (short) demo/training sessions • Moodle basics • Interactive resources: H5P, Miro, Padlet • Accessibility • Learning Design
- 18. Learning design model:Deciding factors LCC Online course planning 18 Lecturers availability Appetite Project timeline/deadlines
- 19. LCC Online courseplanning 19 1. Fit for purpose 2. Relevant 3. Easy to apply Learning design model: Deciding factors
- 20. UAL inclusive blendedlearning design
- 21. What is inclusiveblended learning?
- 22. What is inclusiveblended learning? Blended The combination of asynchronous (self-paced) online and synchronous (live) online and on-site delivery 22 Exploring inclusive blended learning Asynchronous (self-paced) Inclusive blended learning Synchronous (live)
- 23. What is inclusiveblended learning? Blended The combination of asynchronous (self-paced) online and synchronous (live) online and on-site delivery Inclusive Opportunity for all students to actively engage regardless of location, time, pace Flexibility in modes of delivery and engagement 23 Exploring inclusive blended learning Asynchronous (self-paced) Inclusive blended learning Synchronous (live)
- 24. What is aninclusive blended learning design?
- 25. • Content focusedactivities: • students interact with course materials e.g. read a text and post a comment • Students produce an artefact e.g. create and share a photo Activity 1 • Contact focused activities: • Students interact with tutor e.g. discuss text • Students interact with peers e.g. comment on each other’s work Activity 2 1: a sequence of at least two activities 25
- 26. • Content focusedactivities: • students interact with course materials e.g. read a text and post a comment • Students produce an artefact e.g. create and share a photo Asynchronous • Contact focused activities: • Students interact with tutor e.g. discuss text • Students interact with peers e.g. comment on each other’s work Synchronous or asynchronous 2: takes place asynchronously or synchronously 26
- 27. • Content focusedactivities: • students interact with course materials e.g. read a text and post a comment • Students produce an artefact e.g. create and share a photo Asynchronous • Contact focused activities: • Students interact with tutor e.g. discuss text • Students interact with peers e.g. comment on each other’s work Synchronous or asynchronous 3: provides feedback that inform subsequent activities 27 Feedback
- 28. An example inclusiveblended learning design
- 29. Example inclusive blendedlearning design part 1 29 • Students read an article and critically respond in a group forum while commenting on at least one other post Asynchronous activity • The tutor highlights ideas from the forum for further discussion, using the result as a launch pad for the lesson and class activities. Synchronous activity
- 30. Example inclusive blendedlearning design part 2 30 • Students read an article and critically respond in a group forum while commenting on at least one other post Asynchronous activity • The tutor highlights ideas from the forum for further discussion, using the result as a launch pad for the lesson and class activities Synchronous activity • Working collaboratively, students select a theme or subject from class and compose a shared document Asynchronous activity
- 31. Example inclusive blendedlearning design part 3 31 • Students read an article and critically respond in a group forum while commenting on at least one other post Asynchronous activity • The tutor highlights ideas from the forum for further discussion, using the result as a launch pad for the lesson and class activities Synchronous activity • Working collaboratively, students select a theme or subject from class and compose a shared document Asynchronous activity Session is recorded
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Editor's Notes
- #7 To avoid overloading the slides with text, use speaker notes to add more detail and prompts.