lOl101 - Learning Online 101 (LOL) by https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z Illustrating connections between learning theory, design and technology en-us 2021-08-13 21:59:19 UTC 2024-09-12 03:59:58 UTC hello@padlet.com lOl101 - Learning online 101 rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678669457 This padlet holds a mirror to ADL6001 - Engaging Learners in Digital Environments, repositioning the course as an undergraduate unit within the imaginary, Bachelor of Education Design.
Although this degree intersects the three disciplines of Education, Design & Technology, the latter is omitted from the name in recognition of the inherent ubiquity of technology across all disciplines. 
On successful completion of 8 units, students are able to exit the degree with a level 5, Diploma of Education Design.]]> 2021-08-13 22:21:40 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678669457 Fast Pace demands efficiency rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678694611 The fast pace reduces time for deeper, exploratory or slower learning & review. Efficient access, retrieval and transformation are essential. ]]> 2021-08-13 23:03:13 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678694611 The Design rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678807226 The design of this course is a direct response to consideration of its intended undergraduate audience within the context of its regulatory framework.
It is guided by the principles of UDL to offer accessibility to all learners, while retaining universal design principles to reduce clutter and embrace simplicity.
The key to this design is the provision of user accessibility preferences, initiated, facilitated and supported by a chatbot.
This enables the user to select the delivery options that meet their unique learning needs and removes the clutter and complexity of providing all options for all learners on each page.]]> 2021-08-14 03:10:11 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678807226 The AQF rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678808110 A bachelor degree encompasses levels 5-7 within the Australia AQF framework and these will be used to guide learning objectives for the unit.
The Purpose of level 5 is to qualify "individuals who apply integrated technical and theoretical concepts in a broad range
of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning."
Therefore, this unit must provide foundational in learning design skills and knowledge suitable for both continued study and employment outcomes .]]> 2021-08-14 03:12:07 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678808110 Delivery Mode rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678812162 Four-week block course
100% Online delivery
Self-paced learning materials
8 x Scheduled classes]]> 2021-08-14 03:20:53 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678812162 Diverse Learners rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678818980 The audience for this unit are undergraduate students at the first-year level. 
This cohort is likely to span the demographic, socioeconomic and psychographic spectrum. 
Learning will be delivered:
  -to any location 
  -via devices from smartphones to desktop PCs
  -in a variety of accessible modalities that cater to diverse learning needs 
  -enabling a blend of traditional & contemporary learning theories.
So that all learners are able to successfully engage with the learning materials and activities ]]> 2021-08-14 03:34:07 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678818980 Scheduled classes rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678822349 Time together is precious. Scheduled classes are reserved for activities that stimulate discussion or require collaboration.  
Although Zoom is adequate, future collaboration will harness AI to increase participation by through avatars that realistically represent the learner's voice & emotions for those who are reluctant to engage personally.]]> 2021-08-14 03:41:43 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678822349 Information architecture rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678823409 The learning space separates activities from information & aligns these within the course schedule. Information is accessed via the hierarchy of topics contained within the reference document (See UBOK). 
Activities are accessed via a hierarchy of time and sessions. 
Information and activities can be integrated with links from one section to the other.]]> 2021-08-14 03:44:15 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678823409 Presentations rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678829667 Presentations and lectures are recorded & supplied with transcript, presentation & video with alternative accessibility available.
This affords offers learners increased flexibility and maximises class time for effective collaborative activities.
Presentations are treated as passive learning opportunities.
Tools like Prezi or PowerPoint are adequate for this. ]]> 2021-08-14 04:00:49 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678829667 The Unit Body of Knowledge (UBOK) rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678839577 All essential content for the unit is contained in the UBOK.
The UBOK is an interactive online textbook that retains all the cognitive benefits of traditional textbooks when printed, while affording effective & efficient access, search and navigation when used online
The UBOK organises content in a logical taxonomy while supporting polyhierarchy through links.
The UBOK supports interactive content like H5P which can be embedded or linked.
The UBOK is designed as the 'source of truth' and while other activities and resources support learning, these are derived from or supplement the essential content it contains.
While adhering to UD and UDL principles through use of multimedia and techniques like chunking, the UBOK embraces accessible textual representation as its primary medium, with alternative accessible formats also offered.]]> 2021-08-14 04:25:25 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678839577 Filling empty vessels... rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678860581 The traditional didactic theory suggest that learning occurs through transfer from the teacher to the student.

]]> 2021-08-14 05:23:42 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678860581 Course Schedule rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678873385 Information is aligned with session timing through the Course Schedule]]> 2021-08-14 06:03:38 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678873385 Pressbooks rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678878911 Pressbooks is a great example of a simple online etext that bridges the divide between traditional texts and online interactivity]]> 2021-08-14 06:20:00 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678878911 Learning how to learn rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678897349 Just as teachers inadvertently teach how to teach, when they deliver content,[1] this course offers first year undergraduates insight into how they learn through its content and execution]]> 2021-08-14 07:13:16 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678897349 Efficiency rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678900416 Efficient & effective resources will save time and effort, while retaining academic rigour by informing and facilitating higher order thinking ]]> 2021-08-14 07:22:01 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1678900416 Interdisciplinary Collaboration = Innovation rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679218393 Learning across disparate disciplines helps to reduce competitive theoretical polarisation. [2] Combining hard & soft sciences and linking theories to alternative applications extends the body of knowledge, sparking innovation at the boundaries and space between domains.[3]]]> 2021-08-15 01:13:08 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679218393 Stakeholder considerations rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679236228 The unit sits within the higher education ecosystem and to deliver value to its institutional stakeholders it aligns with their vision to "Enable real-world success through educational excellence" and embodies their key value of Inclusivity.]]> 2021-08-15 02:20:02 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679236228 The best of both worlds... rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679268812 "theories ought not to be considered as distinct silos—independent or autonomous of one another." 
(Harasim, 2017, p. 10)
This unit uses the efficiencies, collaboration & innovative interaction afforded through technology to embrace both theories.]]> 2021-08-15 03:59:12 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679268812 Leading by example rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679270773 This course seeks to serve as a benchmark and exemplar of the principles & best practice of providing accessible learning for diverse populations. ]]> 2021-08-15 04:05:42 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679270773 Digital pedagogy rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679286560 A challenge of 21st century learning theories is the lack of practical guidance translating these theories into teaching practice. And although many educators are beginning to use specific online tools, this often consists of dabbling as opposed to integration.

This unit addresses these challenges with a theoretical approach to the digital transformation of educational practice [4].  lOl101 examines how theory informs the use of technology in the classroom and lays the foundation for subsequent units exploring developments in technology informed pedagogies]]> 2021-08-15 04:39:03 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679286560 Momentum rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679289538 The four week block course and scheduled classes increase motivation by building momentum and providing opportunities for collaboration and connection.]]> 2021-08-15 04:45:39 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679289538 Too many resources... rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679297994 Students spend a lot of time compiling downloading, transforming and annotating disparate & incompatible digital materials in order to create a single document thttp://www.cambridgeblog.org/2019/08/information-overload-in-the-legal-sphere/o use for reference.
In comparison to the traditional preparation of study notes from textbooks and lectures, technology has complicated this process increasing the learner's cognitive load.
Not all of this time-consuming activity contributes to learning. 
This unit embraces traditional theories of knowledge transfer by utilising a single online reference document.
This frees time and cognitive load to extend learning through collaborative and connective learning activities aligned with modern pedagogies.]]> 2021-08-15 05:09:47 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679297994 Motivation rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679306507 Motivation within this cohort covers the spectrum from intrinsically motivated autonomous learners to students disrupted by circumstance, directionless and disengaged.
This unit offers efficient & flexible resources for self-directed learners while supplementing these with Gamification and opportunities for connection for those that need additional support to succeed.]]> 2021-08-15 05:37:36 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679306507 K.I.S.S rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679309795 Reducing complexity of learning delivery will substantially reduce the learner's cognitive load.
This is a huge benefit to all students and essential to the success of many neurodiverse learners.
It helps to reduce anxiety and leaves more time and energy for activities that encourage higher order thinking.]]> 2021-08-15 05:49:27 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679309795 Theory wars rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679315914 The perception of education as transfer of knowledge from the full vessel to the empty vessel is a theory that predates the century. In the eagerness to embrace new technologies that enable collaborativist pedagogies positioning knowledge as a construct created within discourse,[5] the functional supply and delivery of the raw ingredients of knowledge creation, namely information is overlooked. ]]> 2021-08-15 06:10:25 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679315914 The Medium is the message... rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679333351 "Collaborativist theory differs from constructivist learning theory by locating active learning within a process of social and conceptual development based on knowledge discourse." (Harasim, 2017, p. 15)]]> 2021-08-15 07:07:31 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679333351 Flexibility rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679341962 Online delivery affords flexibility around study time and location. The classes are held outside of work hours, to enable adult learners to continue working.]]> 2021-08-15 07:34:38 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679341962 Collaborative activities rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679373899 Scheduled classes make the most of the opportunity to connect with peers and tutors through a combination of traditional & innovative activities, facilitated through technology.
Reference materials & additional individual research can be used to prepare in advance for discussions, surveys & group work.
Breakout rooms create a more intimate space for smaller groups to encourage active participation, while larger gatherings can provide a sense of anonymity and allow the learner to engage either passively or actively.]]> 2021-08-15 09:10:03 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679373899 Communication rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679380565 Tutor to all learners - An announcement page in the learning space in the form a blog can be used to broadcast & permanently display public, uni-directional communication
One person to another/many - email, messaging apps & embedded chat functions offer a variety of synchronous & asynchronous methods to communicate privately and publicly with one or more people.
Many to many - Forums encourage asynchronous public discussion between all participants and provide a means of connection & and support.
Knowledge communities can be established to support discourse on specific topics ]]> 2021-08-15 09:33:12 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679380565 Interactivity through H5P rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679384965 Informative content is integrated within scheduled classes & self-directed learning through interactive online resources like quizzes, games and surveys. These tools supplement the etext through multimodal learning to increase understanding & engagement. Many activities provide opportunities to apply knowledge including branching scenarios, games, and tools to create documents and presentations]]> 2021-08-15 09:48:41 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679384965 Formative assessment rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679386425 H5P offers multiple ways for learners to self assess the understanding of unit content including quizzes, multiple choice, short answer and true false questionnaires. 
The learning space offers teaching staff feedback & analytics on individual and class progress and performance to enable continuous improvement.
AI will allow problems to be identified for early intervention with personal support prequalified and enhanced through the use of chatbots to solve common problems (Jones, 2020).]]> 2021-08-15 09:53:37 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679386425 Summative assessment rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679393927 "The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark"
(Eberly Center)
Summative assessment will be used to compare student learning to stated learning objectives in alignment with AQF standards.
The method of assessment has a huge influence on how learners engage with the unit. It is therefore essential to create assessment that incentivises desired learning behaviours.
In line with our vision and values, our summative assessment will provide authentic assessment (Wakefield, 2018) to demonstrate application of integration of theory and practice through the creation of a scenario based course, in a way that replicates real-world application.
Knowledge and theory will be tested through multiple choice & short answer online timed exam that will benefit from preliminary marking using computerised natural language progressing.
Alternative assessment scenarios and formats will be available to extend learning opportunities and accessible exam alternatives will ensure that assessment is equitable for all learners.]]> 2021-08-15 10:22:36 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679393927 Progress rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679396343 To enable both learner and the instructor to monitor progress through the unit materials, learners are able to select one of two buttons, indicating either section/page completion or the need to revisit/query. In combination with page view data, this could be used to flag learner pain points for early intervention.]]> 2021-08-15 10:32:11 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679396343 Footnotes rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679397233 1. “Professors are responsible not only for imparting knowledge that was imparted to them, but also imparting knowledge as it was imparted to them.” (Harasim, quoting Bruffee, 2017, p. 7)

2. “By the 20th century, theoretical approaches became compartmentalized into what can be viewed as two polar opposites: the battle between what is called “scientific” (hypothesis-driven or experimental) theory and “social” or critical theory. Other related theoretical terms include “hard” science versus “soft” social science theories, pure science versus applied science and quantitative versus qualitative scientific research. This polarization continues to exist but there are increasing attempts to diminish the divide. The growing use of interdisciplinary collaborations in research is reducing some of the separations. Researchers are increasingly employing both quantitative and qualitative methods, especially within online applications” (Harasim, 2017, p. 5)

3. “interdisciplinary knowledge becomes even more critical, as new innovations often emerge on the boundaries of disciplines” (West, 2016)

4. “The field is characterized by training teachers in the use of specific online tools, but a theory-informed approach to transforming our educational practice remains elusive.”

5. “Collaborativist theory differs from constructivist learning theory by locating active learning within a process of social and conceptual development based on knowledge discourse.” (Harasim, 2017, p. 15)
]]> 2021-08-15 10:35:37 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679397233 References rochellejaggard https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679397455 Eberly Center. What is the difference between formative and summative assessment? Carnegie Mellon university. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html#:~:text=The%20goal%20of%20summative%20assessment,a%20final%20project

Jones, K. (2020) How Technology is Shaping the Future of Education, visualcapitalist.com https://www.visualcapitalist.com/how-technology-is-shaping-the-future-of-education/

Harasim, L 2017, Learning Theory and Online Technologies, Routledge, New York.

Wakefield, MA (2018) CAST. Universal design for learning guidelines version 2.2 [graphic organizer] udlguidelines.cast.org 

West, R. E. (2016). Breaking Down Walls to Creativity through Interdisciplinary Design. Educational Technology, 56(6-), 47-52.
]]> 2021-08-15 10:35:56 UTC https://padlet.com/rochellejaggard/k5bn9rs2pja3uf8z/wish/1679397455