eLene4work self-assessment tool

The Learning Designer helps teachers and lecturers design teaching and learning activities using the six learning types from the Conversational Framework.

It also provides some feedback on your design by showing you the proportion of each of the different learning types in your eventual design in the form of a pie chart, so you can see where you might need to make adjustments.

The Browser screen categorises existing designs according to pedagogic approach, education sector, topic area, and project needs. You can also search by keyword. When you select a design and turn editing on it becomes yours to edit and adapt, stored in ‘My designs’. Or you go to the Designer screen to design from scratch.

Mindfulness in Online Courses

The purpose of this book is to provide guidance and advice for instructors who would like to develop an online course. The overall goal is to provide some clarity about many of the steps required to propose and design a course, to describe the resources needed, and to explain the roles of the stakeholders. Online courses generally take much longer to develop than most people realize. The information in this book is very important in that it is based on practical experience gleaned from those that have designed and offered successful courses.

But why “learning experiences”? Most people think of learning in an official capacity as a course. The design of a course is often referred to as instructional design. Sometimes courses are designed by the instructor, but in other instances specific people other than the instructor provide the role of instructional designer. Over the past decade, changes to the online world have resulted in newer ways of thinking about learning that go beyond instruction and courses to learning experiences. Our hope is that, if you have already not begun to think in terms of learning experiences, that this book will help you transition your thinking in that direction(or continue to evolve it for those that have already started).

For many, the arrival of Massive Open Online Courses (MOOCs) created a new paradigm of learning where some courses could be massive and open to anyone in the world (even though that had been happening in several places long before MOOCs were a thing). The other end of the spectrum from MOOCs would be small online courses with limited enrollment – which many think of as traditional online courses. Then there are many courses that fall in the middle of these two points: massive limited enrollment courses, small open courses, and so on. This book will cover as many issues common to all of those options as possible.

Good luck as you embark on or return into the world of online learning!

How to Learn Online

Designed for those who are new to elearning, this course will prepare you with strategies to be a successful online learner.

The edX learning design team has curated some of the most powerful, science-backed techniques which you can start using right away and on any learning platform.

This course will help you answer the following questions:

  • How do I take notes during live or recorded instruction? What’s the difference?
  • What’s the point of discussions and how should I participate in them to get the most value?
  • What can I do if I have trouble concentrating or lack time to complete assignments?
  • What is the ideal study environment?

Blended Learning with edX

Educational technology is developing rapidly, and that development has presented educators with an opportunity to rethink and improve their pedagogical practices. The concept of blended learning provides a framework to help educators integrate online educational technologies into face-to-face classes purposefully. When done effectively, blended learning has been shown to enhance student engagement and improve students’ learning outcomes.

In this self-paced course, we introduce you to principles and practices of blended learning. We cover the benefits and challenges of creating blended learning experiences, discuss how to design and deliver a successful blended course, and provide specific strategies and examples for using edX content in your classroom. This course is rich with case examples of institutions who have adopted blended learning, with stories shared from faculty around the world. The course also references research on blended learning models, and its impact.

What you’ll learn:

  • How to understand the challenges and benefits of blended learning
  • How to evaluate and improve institutional and classroom readiness
  • How to assemble the correct personnel to run a course using the blended model
  • How to apply and adapt previous edX blended learning models to design your own course

Online-Veranstaltungen barrierefrei gestalten

Mit dem (COVID-19-bedingten) vermehrten Einsatz online durchgeführter Veranstaltungsformate, stellt sich auch zunehmend die Frage nach dem Abbau von Barrieren, die Zugang und Partizipation für bestimmte Gruppen von Teilnehmenden verhindern oder einschränken können. Obwohl der Einsatz digitaler Veranstaltungsformate auch zu einem höheren Maß an Teilhabe beitragen kann, besteht zugleich die Gefahr, dass neue Hürden aufgebaut werden. So sind viele Programme und Tools nicht barrierefrei, auch wenn die Beschreibung den Eindruck erweckt und auch wenn die Software selbst barrierefrei ist, kann die Bedienung der Programme oder Apps, gerade in einer Live-Situation, besondere Herausforderungen mit sich bringen. Auch der Zugang zu den Veranstaltungen selbst kann eine Hürde darstellen und umfangreiche Anmelde- und Registrierungsprozesse eine Teilnahme schon im Vorfeld erschweren. Daher ist es wichtig, bereits bei der Planung und Kommunikation von Veranstaltungen auf möglichst umfassende Barrierefreiheit zu achten.

Wie können Online-Veranstaltungen durchgeführt werden, die mögliche Einschränkungen verschiedener Sinne berücksichtigen? Was ist in der Planungsphase zu beachten? Müssen zusätzliche Materialien im Vorfeld bereitgestellt werden? Was ist mit Blick auf die zu verwendende Plattform wichtig? Ist eine besondere Nachbereitung erforderlich? Wie soll mit dadurch entstehendem Mehraufwand und ggf. höheren Kosten umgegangen werden? Im Workshop wurden zentrale Problemstellungen bei der Durchführung möglichst barrierefreier Online-Events aufgegriffen und diskutiert. Betrachtet wurden dabei technische und didaktische Aspekte der Veranstaltungsgestaltung – einschließlich der Vor- und Nachbereitung.

Evolving as a Digital Scholar

This manual explains how digitally agile scholars can comfortably navigate the digital world of today and tomorrow. It foregrounds three key domains of digital agility: getting involved in research, education and (community) service, mobilising (digital) skills on various levels, and acting in multiple roles, both individually and interlinked with others. After an introduction that outlines the foundations of this three-dimensional framework, the chapters focus on different roles and skills associated with evolving as a digital scholar. There is the author, who writes highly specialised texts for expert peers; the storyteller, who crafts accessible narratives for a broader audience in the form of blogs or podcasts; the creator, who uses graphics, audio, and video to motivate audiences to delve deeper into the material; the integrator, who develops and curates multimedia artefacts, disseminating them through channels such as websites, webinars, and open source repositories; and finally the networker, who actively triggers interaction via social media applications and online learning communities. Additionally, the final chapters offer a blueprint for the future digital scholar as a professional learner and as a “change agent” who is open to and actively pursues innovation. This book is a guide for those willing to enhance their digital academic profile. It equips a broad readership with the skills and the mindset to harness new digital developments and navigate the ever-evolving digital age. It gives them some fundamentals to build upon, some pointers and indicators to move forward, and some critical insights to reflect on. In other words, this handbook gives the readers answers to how they can evolve as digital scholars. The emphasis of the book will be on higher education, and most of the book will concentrate on the specific academic context. Nevertheless, we argue that many more people could recognise themselves in what we present. We think of people involved in all kinds of teaching (like academic developers, trainers, instructors, coaches); people working in research institutions; those interested in thinking about their own work in terms of action research; or people with a mission in the (digital) society of today. Although our examples and good practices will mainly come from the academic world, we hope to inspire and get inspired by digital scholars outside academia. This book aims to be a handbook, i.e., in between a purely scientific and a merely popularising book. We describe the scientific basis, of course, in the style of a decent academic publication, but we do not overload the book with typical research-oriented references and footnotes. We hope you can appreciate our efforts to balance between a truly academic and a more informal, colloquial approach. When we sometimes tend to lean a little more to one side, that simply reflects how we live and work as individual digital scholars in diverse settings, flexible enough to adapt quickly and always professional to practise what we preach. We therefore start from our personal experiences in our own academic lives. We try to explain and illustrate the topics in a practical way so that a large variety of readers with different backgrounds and levels of knowledge find them interesting and handy, full of inspiring insights and examples to apply into their own practice and evolvement as digital scholars. And by the way: isn’t ‘a digital scholar’ someone who intrinsically mixes theory (scholar) and practice (digital)? Think about it!

Accessibility Mindfulness

Accessibility is a key part of establishing equity for all users of the internet. This video is designed to help you empathize with others in hopes of creating awareness and change for the better.

Selbstreflexion – Selbststudium – Selbstorganisation: Medieneinsatz im Spannungsfeld zwischen subversiven Praktiken und didaktischer Planung

Der Begriff des Selbststudiums, der in diesem Themenspecial in den Fokus gerückt wird, ist bei genauerer Betrachtung weniger eindeutig, als es zunächst den Anschein hat. Studierende verwenden ihn kaum – auch wenn er fester Bestandteil vieler Modulhandbücher ist. Er ist vor allem durch Lehrende geprägt und hat durch die Corona-Pandemie noch einmal zusätzliche Aufmerksamkeit erhalten, obwohl er schon immer elementarer Bestandteil des Studiums war bzw. sein sollte.

In dieser Veranstaltung flankierten die Referentinnen Fragen nach der Ausgestaltung des Selbststudiums mit der Bedeutung der Alltagspraktiken Selbstreflexion und Selbstorganisation – zwei Begriffe, die in der Diskussion um das Hochschulstudium und die Kompetenzen von Studierenden ebenfalls häufig genannt werden. Dabei ging es ihnen nicht nur darum aufzuzeigen, wie alle drei Praktiken durch digitale Medien unterstützt werden können, sondern auch den Blick zu weiten von der zunächst vorrangigen Fokussierung auf Studierende hin zu den Lehrenden, für die diese Kompetenzen ebenfalls immer zentraler werden. Dazu haben sie in ihrem Beitrag sowohl die Studierenden- als auch die Lehrendenperspektive eingenommen und sind von der Betrachtung des Einzelfalls zu allgemeinen didaktischen Überlegungen gelangt.

Mediennutzung im Kontext von Begriffskonstruktionen, die mit „Selbst-” beginnen, ist immer von individuellen Entscheidungen und Präferenzen geprägt. Didaktik fokussiert im Gegensatz dazu bisher auf eine Standardisierung – auch im Hinblick auf die Mediennutzung der Lernenden. Erfahrungen zeigen jedoch, dass Studierende diese Vorgaben häufig unterlaufen und trotzdem zum Ziel kommen, sich also subversiver Medienpraktiken bedienen. Im Online-Event wurden erste Überlegungen zu den Folgen, die sich hieraus für Theorie und Praxis der Hochschul- und Mediendidaktik ergeben, vorgestellt und gemeinsam mit den Teilnehmenden diskutiert.

CPD Webinar 25/01 – How do you structure your technology enhanced learning (TEL) support?

“How do you structure your technology enhanced learning (TEL) support?” is a common question amongst learning technologists. The ucisa TEL surveys (Voce et al., 2020) have reported that there exists a variety of support models for TEL support, where institutions may have different numbers of TEL support units, different types and numbers of support staff and different locations for central TEL support units. In this session, you will be introduced to research into institutional support structure for TEL within UK higher education. The research findings focus on three key areas: 1. TEL support structures, 2. location of TEL support and 3. TEL governance. Individually and in groups, you will have the opportunity to reflect on your own TEL support structures and consider the effectiveness of working relationships with other teams, the strengths and weaknesses of your location within the organisational structure and the role of your governance structures. The session will conclude by looking at a framework for action that you can use to consider changes to your institution’s TEL Support structure.

CPD Webinar: What students actually want from online learning: results from a university-wide study of student digital accessibility needs

In November 2020, over 500 students participated in surveys and focus groups to feedback on their needs, wants, and current assessment of digital accessibility provisions at King’s College London. This webinar will discuss the key findings and perspectives from students, in order to highlight priorities and recommendations based on real-time student feedback across a huge and diverse university.