Curriculum Design Intensives at La Trobe University

1. latrobe.edu.au CRICOS Provider 00115M
Introducing CDIs: Curriculum
Development & Design of Blended
Learning
John Hannon
19 Oct 2016

2. 2Last updated October 19, 2016
What is blended learning?
Making learning active: Working with the mean not the ends
Designing for interaction not timetabled rooms
What/why CDIs?
Exemplars
Plan

3. 3Last updated October 19, 2016
Write down two things you have heard people say about blended learning
What people say about blended learning
recording video lectures
cutting back face to face
reaching the 25% target
flipping the classroom
Students don’t do the online stuff first
It doesn’t work for my students – no meaningful
Yiou the first person I have spoken to
You don’t see the lecturers anymore
More work to set up at the start
Lots of time to set up
BL is money saving venture
Hard to navigate at first, orientation
What is the evidence of improvement
Flexibility is a plus
Difficult to relate theory to practical or students
Accessibility issues
Diverse cohorst can be fans as long as pre-class exercises are not repeated in class
policy
delivery
pedagogy
Which of these are:

4. 4Last updated October 19, 2016
Blended learning: “learning activities that involve a systematic combination of co-
present (face-to-face) interactions and technologically-mediated interactions
(online) between students, teachers and learning resources”
Bluic, A-M., Goodyear, P., and Ellis, R. 2007. ‘Research focus and methodological choices in studies into
students’ experiences of blended learning’. Internet and Higher Education, 10: 231-244
Learners Teachers
Resources
Definition

5. 5Last updated October 19, 2016
See http://www.latrobe.edu.au/blended
Learners Teachers
Resources
Active learning
Blended to active

6. 6Last updated October 19, 2016
6
Sequencing learning activities that lead to assessment:
Eg. Podcasts, activities, quizzes, that prepare students for a face to face session
Workshop 1 Workshop 2
Online
Activities:
podcast
quiz
Interactive
session:
live or
discussion
Activities:
podcast
quiz
FacetofaceBlended to active to activities

7. 7Last updated October 19, 2016
Biggs & Tang’s (2007): a focus on “what the student does” (pp. 16-19).
Anderson’s (2004): emphasis on interaction rather than content:
designing learning is organised around modes of student engagement: learner-content
interaction, learner-teacher interaction, and learner-learner interaction (p. 46).
L-T L-L L-C
Making learning active: Working with the mean not the ends

8. 8Last updated October 19, 2016
Learner-Teacher Interaction
(how learners engage with
teachers)
Learner-Learner Interaction
(how learners engage with each
other)
Learner-Content Interaction
(how learners engage with
content)
 Learning activities &
assignments
 Lectures, tutorials &
workshops
 Discussion in class &
forums, blogs in LMS
 Debates & role plays
 Investigations, field work,
surveys
 Formative assessment &
quizzes
 Collaboration, groupwork &
learning communities
 Discussion forums,
community journals
 Problem-based learning
activities
 Peer review, shared files
 Project work in wikis
 Reflective writing, blogs
 Individual student activity
 Self-study exercises
 Review of recorded
lectures
 Applying readings from
textbooks, LMS & library
 Case studies
 Self-assessment & quizzes
 Reflective writing,
journals, portfolios
See Blended and online learning curriculum design toolkit
focus on what the student does
emphasis on interaction rather than content (p. 43).
Learning as interaction

9. 9Last updated October 19, 2016
9
TRANSMISSION: learning occurs
through a focus on knowledge
presentation:
Podcasts, readings, open access
resources
DIALOGUE: participants learn
through interaction and dialogue:
Forums, chat, shared journals, peer
review blogs, debates
CONSTRUCTION: learning occurs
through knowledge building -
developing a product
Reflective writing, case study
activity, individual wiki, audio-video
recordings, mindmapping
COLLABORATION: learning occurs
through group enquiry to produce a
joint artefact:
Collaboration: wikis, EBL, flipped
curriculum, shared documents,
blogs, community journals
Is there a theory/pedagogy for this?
Adapted from Bower, Hedberg & Kuswara (2009, p. 1156)
Pedagogies for Blended Learning, La Trobe University
http://www.latrobe.edu.au/ltlt/resource-library/sources-bk/pedagogies-for-blended-learning
“Online pedagogies” for designing blended learning:

10. 10Last updated October 19, 2016
10
Curriculum Design Intensives
 A shift in educational development from workshops to strategic projects (Gibbs 2013)
 Drawn from Course Design Intensives (CDI), from Oxford Brookes Uni
 Commenced at La Trobe in November 2011 (Lyons, Hannon & Macken 2013)
CDIs are
 Strategically aligned
 Curriculum and course focus
 Achievable goals within one semester
 Collaborative
 Sustainable
Blended and online learning curriculum design toolkit, LTLT, La Trobe University
Course Design Intensives (CDIs), Oxford Brookes University. https://wiki.brookes.ac.uk/display/CDIs/Home
Dempster, J.A., Benfield, G. and Francis, R. (2012) An academic development model for fostering innovation and
sharing in curriculum design. Innovations in Education and Teaching International, 49 (2) 135-147
Lyons, J., Hannon, J., & Macken, C. (2013) Sustainable Practice In Embedding Learning Technologies:
Curriculum renewal through course design intensives.
http://link.springer.com/book/10.1007/978-1-4614-7366-4/page/2
Available at http://academia.edu/attachments/31564971/download_file

11. 11Last updated October 19, 2016
11
Subject coordinator and team are key participants
Facilitation by educational developers
Support by educational designers; library
Curriculum Design Intensives
CDI Project: Week 1 | 2 | 3 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12

12. 12Last updated October 19, 2016
Exemplars: of L-L, L-T, L-C interaction
Search “exemplars” in the Resource library, LTLT,
http://www.latrobe.edu.au/ltlt/resource-library
Flipped curriculum: Michael O’Keefe, Bert de Groef, Nic Herriman
Multicampus teaching: Nicole el Haber – business Foundations
Placements: Maureen Long - SWP5RIA
Fully online: Sara Midford - Gallipoli
Curriculum Design Intensives

13. 13Last updated October 19, 2016
Blended learning at La Trobe , LTLT. http://www.latrobe.edu.au/blended
Resource library, LTLT, http://www.latrobe.edu.au/ltlt/resource-library
Blended and online learning curriculum design toolkit, LTLT, La Trobe University
Pedagogies for Blended Learning, LTLT, La Trobe University
Anderson, T. (2004). Toward a Theory of Online Learning. In T. Anderson & F. Elloumi (Eds.), Theory and
Practice of Online Learning, Athabasca University, pp. 46-51. http://cde.athabascau.ca/online_book/.
Biggs, J. and Tang, C. (2007). Teaching for Quality Learning at University, SHRE & Open University Press.
Bower, M., Hedberg, J. & Kuswara, A. (2009). Conceptualising Web 2.0 enabled learning designs. In Same
places, different spaces. Proceedings Ascilite Auckland 2009.
http://www.ascilite.org.au/conferences/auckland09/procs/bower.pdf
Course Design Intensives (CDIs), Oxford Brookes University. https://wiki.brookes.ac.uk/display/CDIs/Home
Dempster, J.A., Benfield, G. and Francis, R. (2012) An academic development model for fostering innovation
and sharing in curriculum design. Innovations in Education and Teaching International, 49 (2) 135-147
Graham Gibbs (2013) Reflections on the changing nature of educational development, International Journal for
Academic Development, 18:1, 4-14, DOI: 10.1080/1360144X.2013.751691
Lyons, J., Hannon, J., & Macken, C. (2013) Sustainable Practice In Embedding Learning Technologies:
Curriculum renewal through course design intensives. In Maree Gosper & Dirk Ifenthaler (eds.),
Curriculum Models for the 21st Century: Using Learning Technologies in Higher Education (pp. 423-442).
Springer, New York. http://link.springer.com/book/10.1007/978-1-4614-7366-4/page/2
Available at http://academia.edu/attachments/31564971/download_file
References

14. 14Last updated October 19, 2016
Thank you
John Hannon
j.hannon@latrobe.edu.au