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design alchemytransforming the way we think about teaching and learning

roderick sims, phdonline learning specialist

learning and teaching supportuniversity of southern queensland

[email protected]

Design Alchemy by Roderick Sims is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

mailto:[email protected]

http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US








a metaphor

transformation of teaching and learning

the alchemist

… conversion of base metals into metals of greater value

… magical powers of transmutation

… metaphor for education

… and the roles we play as the teacher, the learner or the designer

http://www.fanpop.com/clubs/the-four-elements/images/28674988/title/four-elements-fanart-fanart

earth air water fire

history pedagogy

design alchemy

elements of transformation

history

education & technology

flashback

history

time

visibility

http://upload.wikimedia.org/wikipedia/commons/thumb/9/94/Gartner_Hype_Cycle.svg/300px-Gartner_Hype_Cycle.svg.png

hype cyclematurity, adoption and social application of specific technologies

technologytrigger

peak of inflatedexpectations

trough ofdisillusionment

slope ofenlightenment

plateau ofproductivity

history

programmedinstruction

1960s

computer-assisted

instruction

1970s

hypermedia

1980s

multimedia

1990s

onlinelearning

2000s

personallearning

2010s

edtech-hype

openlearning

2020s

history

history

old wine, new bottles

2013: MOOCs are catalyzing institutions to rethink the “rules” of higher education … large-scale online learning is reshaping pedagogy, delivery systems, business models, and credentialing, challenging what it means to be a university.

(Educause Webinars)

1983: Control Data PLATO is changing how the world learns … A new mainframe technology serving up to 1000 simultaneous learners … two decades before the World Wide Web, PLATO pioneered online forums, message boards, email, chat rooms, instant messaging, remote screen sharing, multiplayer games – the worlds first online community.

(www.science.uva.nl/museum/PLATO.php)(thinkofit.com/plato/dwplato.htm)

learningtheory

designtheory

instructional

theory

humancomputerinteraction

constructivist

experiential

problem-based

competencies

assessmentstandard

s

access

connectionism

foundations

history

our history

history

theoreticalfoundations

technology

these are catalysts for alchemy

research &professional

history pedagogy

design alchemy


pedagogy

what is your pedagogy?

“the art of teaching and learning”

pedagogy

what is an online pedagogy?

how can we cater foronline, blended, flexible

and distance modes

pedagogy

learner-

centred

active

contextual

problem-based

social

emergent

an [online?] pedagogy

Sims, R. (2012). Reappraising design practice, in Holt, D., Segrave, S. & Cybulski, J. (Eds.), Professional Education Using e-Simulations: Benefits of Blended Learning Design. IGI Global.

Sims, R. (2009). From three-phase to proactive learning design: Creating effective online teaching and learning environments, in J. Willis (ed.) Constructivist Instructional Design (C-ID): Foundations, Models, and Practical Examples. Information Age (pp. 379-391).

pedagogy

active

interactions

artifact

learners as creators and producers

pedagogy

contextual

me

culture

world-view

meaningreality

situation

pedagogy

problem-based

thinkingcritically

hypothesise

modify

experiment

manipulate

compare

choose

pedagogy

social

collaborative roles

teacher

writer

learner

builder

designer

pedagogy

emergent

local

bottom-up

interactional

knowledgegenerating

Johnson, S. (2001). Emergence: The connected lives of ants, brains, cities, and software. New York: Scribner.

pedagogy

learner-

centred

active

contextual

problem-based

social

emergent

LEARNER-CENTRED ACTIVITY

A recent OLT report has suggested that all courses with online learning were “pedagogically deficient”.

Using your own workplace as a case study, what interventions would you adopt to resolve this deficiency? Ideas that challenge existing practice or propose contentious solutions are encouraged.

Working collaboratively with one or two peers, develop a substantiated, evidence-based response.

Your response should be [criteria].

LEARNER-CENTRED ACTIVITY

A recent OLT report has suggested that all courses with online learning were “pedagogically deficient”.

Using your own workplace as a case study, what interventions would you adopt to resolve this deficiency? Ideas that challenge existing practice or propose contentious solutions are encouraged.

Working collaboratively with one or two peers, develop a substantiated, evidence-based response.

Your response should be [criteria].

problembased

contextual

emergent

social

an online pedagogy

active

pedagogy

learner-

centred

active

contextual

problem-based

social

emergent

IFwe want to transform teaching and learning

THENwe must adopt a pedagogy that is

active ANDcontextual ANDproblem-based ANDsocial ANDemergent

an online pedagogy

history pedagogy

design alchemy


design

how do we create these transformative experiences?

http://cosmiccowgirlsmagazine.wordpress.com/2012/06/14/creativity-as-spiritual-practice-creating-sacred-art-matters/

design

•Biggs, J and Tang C. (2011). Teaching for Quality Learning at University. McGraw-Hill and Open University Press, Maidenhead.

•Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.•Sims, R. (2012). Reappraising design practice, in Holt, D., Segrave, S. & Cybulski, J. (Eds.), Professional Education Using e-Simulations: Benefits of Blended Learning Design. IGI Global.•Wiggins, G. & McTighe, J.(2005). Understanding by Design. (2nd Ed). USA:

Association for Supervision and Curriculum Development.

design drivers

design

Tertiary Education Quality and Standards Agency Act 2011

The provider ensures there are safe, well-maintained facilities sufficient to achieve expected student learning and research outcomes, as appropriate to the scale, scope, location, mode of delivery and nature of its courses of study

Assessment is effective and expected student learning outcomes are achieved

The course of study is designed to ensure equivalent student learning outcomes regardless of a student’s place or mode of study.

design Bachelor Degree

Purposeapply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning



Knowledgebroad and coherent … with depth in the underlying principles and concepts as a basis for independent lifelong learning




Skills

• cognitive skills to review critically, analyse, consolidate and synthesise knowledge

• cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas

• cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence

• communication skills to present a clear, coherent and independent exposition of knowledge and ideas

design Bachelor



Skills

• cognitive skills to review critically, analyse, consolidate and synthesise knowledge

• cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas

• cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence

• communication skills to present a clear, coherent and independent exposition of knowledge and ideas

Application of

Knowledge and Skills

• with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship

• to adapt knowledge and skills in diverse contexts

• with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters

design

do our course specifications align with these standards and

models?

how can we transform our courses to align with these

standards?

design drivers

design

knowledgeapplication

learningoutcome

s

assessment

learningactivities

resources

a design architecture

but what does this look like?and what does it not look

like!

a common design

Week Activity Resources

1 ReadPost and Discuss x 2Quiz

Textbook Chapters 1 - 7







5 ReadPost and Discuss x 2Exam


Quiz Question:What percentage of the ozone layer is said to be depleted?

design

the transformationknowledge application: use knowledge of business law to establish a commercial business structure operating legally and ethically

Outcome Assessment Activity Resources

apply the principles of business law legislation to develop a proposal to establish a commercial business

1. justify compare business typesidentify stakeholders

textbook

2. contract and property laws

ask questionsolve problem

textbooklegislation

3. hr, tax, liability laws


textbooklegislation

4. international, federal, state laws


textbooklegislation

5. ethics debate ethicsjustify legal change

textbook

design

designknowledgeapplication

learningoutcome

s

assessment

learningactivities

resources

design influences

sustainability

continuousimproveme

nt

stakeholders

roles

sustainability

activities

assessment

outcomesresourcesresources

design From UNSUSTAINABLE to SUSTAINABLE

Read Smith & Jones (2nd edition) pages 75-108.

Use the course textbook or an equivalent resource and review the section(s) on “leadership skills”.

From UNSUSTAINABLE to SUSTAINABLE

From UNSUSTAINABLE to SUSTAINABLE

Referring to the Tertiary Education Quality and Standards Agency Act 2011, identify the key implications for the University.

Referring to the current legislation relating to quality in higher education, identify the key implications for the University.

continuous improvementdesign

a) modify resources, activities and/or strategies based on stakeholder feedback

a) collaborate with stakeholders to assess outcomes

b) adjust delivery environment and/or scaffold online learning behaviours

a) functional components for learning environment

b) targeted professional development (scaffolding)

build1 enhance2 mainta

in3

Sims, R. & Jones, D. (2003). Where practice informs theory: Reshaping instructional design for academic communities of practice in online teaching and learning. Information Technology, Education and Society, 4(1), 3-20.

stakeholders

teachers

students

administrators

evaluators

technicians

designers

design

roles

teacher as designer

teacher as learner

learner as teacher

learner as designer

designer as teacher

designer as learner

design

design

knowledgeapplication

learningoutcome

s

assessment

learningactivities

resources

a design architecture

IF

we want to transform teaching and learning

THEN

we must adopt a design architecture that

is outcome/assessment basedAND

is sustainable ANDcontinuously improves

ANDincludes stakeholders

ANDblurs roles

history pedagogy

design alchemy


program

course

strategy

activity

alchemy

program-based design

compliance (before)alchemy

course titleFraud and Corruption Training

Creating A Safer Workplaceiii. Keeping us free from fraud and corruption

compliance (after)

knowledge applicationuse legislation and policy to recognise and respond to fraud or corruption

alchemy

learning outcomes / assessment 1. discriminate fraud and corruption

– given a behaviour the student will be able to correctly identify whether or not it is an example of fraud or corruption

2. locate and interpret legislation and policy– given a fraudulent or corrupt behaviour, use the correct legislation and/or policy

to make an appropriate response

3. independently recognise and respond to fraud and corruption

– given a workplace scenario, choose an appropriate response

4. initiate a fraud and/or corruption complaint within policy

5. produce an action plan to minimise fraud and corruption within your workplace

compliance (after)alchemy

Keeping us free from fraud and corruption

Managers Professional

Discriminate Locate and Interpret

Independently Recognise

Initiate a Complaint

Produce Action Plan

Academic

compliance (after)alchemy

strategy-based designalchemy

activity-based designalchemy

history pedagogy

design alchemy


pedagogy

teacher-centred

learner-centred

content-based outcomes-basedlearning

consumption production

watching creating

teaching

presentation elaboration

master apprentice

the design alchemisttransforming