Tool for a quick blended course design Objectives
Tool for a quick blended course design
Objectives of this tool • This tool helps you to quickly redesign your course to a blended or fully online format. • By dragging and dropping a fixed set of building blocks (learning and assessment activities), you create the outline of what your course could look like. • Next, we help you translate this outline into learning and assessment activities and give you some tips on tools you can use. This work by DOO, the educational development unit of KU Leuven, is a derivative of ABC Learning Design method by Clive Young and Nataša Perović, UCL (2015), Learning types, Laurillard, D. (2012). Licensed under CC BY-NC-SA 4. 0. Original resources available at abc-ld. org.
Practical info ③ In the column heads, you indicate the structure of the element. How many teaching sessions are there? Which ones are online? What do students do outside the teaching sessions? ④ By dragging the building blocks into these colums, you create the outline of your course. Always start from the activity you expect students to carry out, based on the learning goals. ⑤ Duplicate the slide if you need more slides. ① Use one slide per closed unit (chapter, set of classes, …). You can enter the name of this unit at the top of the slide. ② Next to the slide, you can find a set of building blocks you can drag into the slide to create your outline.
Workflow 1. For each column, you select the learning activities (acquisition, practice, …) you want your students to carry out. 2. Indicate which learning activities will take place on campus, which ones in an online session, and which ones outside the teaching sessions. 3. Look at the didactic formats for each learning activity, so you know which implication they have on your teaching. 4. Add (formative and summative) assessment formats. 5. Check the combination of learning activities and assessment formats. 6. Indidate when and where you provide practical-organisational information (on an assignment, …) for your students.
The building blocks Acquisition Inquiry Collaboration Learning by listening, reading of watching Learning by finding out 1+1=3 Learners read, watch or listen to an explanation or demonstration by the teacher. This does not require any observable action from them. Learners explore, compare and critique resources that reflect the concepts and ideas being taught. They modify their conceptual organization by questioning, investigating, analyzing, interpreting, synthesizing, … Building on inquiry and acquisition, learners create joint reference and take part in the process of knowledge building itself. Therefore they collaborate through discussion, practice or production. Discussion Production Practice Learning by discussing Learning by creating Learning by doing Learners articulate their ideas and questions, and challenge and respond to the ideas and questions from the teacher and their peers. Learners consolidate what they have learned by producing an output, which generates a representation of this learning. Learners apply their conceptual understanding to the task at hand, put theory into practice, and improve their understanding. Information Learners receive practical and organisational information about the course and its assignments and assessment. Formative assessment Summative assessment
Timeline / chapters /. . .
Timeline / chapters /. . .
Timeline / chapters /. . .
- Slides: 8