RMIT Innovation Solutions Workshop 1

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Information about RMIT Innovation Solutions Workshop 1
Education

Published on October 23, 2014

Author: catspyjamas

Source: slideshare.net

Description

Workshop 1 for the Learning Innovations

1. INNOVATION SOLUTIONS; WORKSHOP 1 JOYCE SEITZINGER RMIT, 24 OCT 2014

2. INTRODUCTION

3. Joyce Seitzinger • Founder Academic Tribe • Education Technologist • Learning Designer • Moodle Tool Guide • @catspyjamasnz • Tertiary spaces • Ukulele player

4. A networked collective of experienced and creative learning designers, education technologists and other education experts, working with institutions and organizations to develop learning solutions for now. We provide learning design, learning resource development, assessment design, digital presence building & coaching, community management, social media advice, staff development, and more.

5. Kate Hunt, Senior Learning Designer and Quality Assurance Kate Hunt has been working as an editor and learning designer in the ter<ary educa<on sector in New Zealand for 20 years and has specialised in online learning for the last 10 years. Her par<cular skills are in clear instruc<onal structure, plain language, and ruthless quality control. Dr Bronwyn Stuckey, Specialist in GamificaBon, Community of PracBce and Open Badges Bronwyn has been engaged in educa<onal community and games in learning development for the past 15 years. She has worked to explore virtual worlds, games in learning and how we can cul<vate iden<ty, agency, ci<zenship, leadership, and community for students and teachers. Since leaving lecturing and learning design in the higher educa<on sector (UOW, QUT, UWS) her research, consulta<on and design have been in gamifica<on and game-­‐inspired designs for professional learning and communi<es of prac<ce. Most prominent of this work was the gamifica<on design of the PLANE professional community. Phemie Wright, Senior Learning Designer Phemie Wright is a Learning Experience Architect working in the public and private educa<on and professional development sectors, as a facilitator, trainer, designer, and researcher of online ini<a<ves. Her specialty areas include e-­‐learning development and facilita<on, digital presence design, social media coaching and training for academics and professionals, and online community development and management. Richard Jones, Senior Learning Designer Richard is an experienced and well-­‐qualified eLearning Specialist and course developer living and working in New Zealand. Un<l recently he was Director of eLearning at The Southport School on Queensland’s Gold Coast where he introduced Moodle and Mahara. Richard was responsible for the installa<on, theme design, administra<on and staff professional learning. He worked closely with the Head of Learning and Teaching to promote pedagogical change using a number of strategies which are briefly described at: h^p://elearningindustry.com/how-­‐an-­‐lms-­‐and-­‐byod-­‐changed-­‐a-­‐school.

6. AND YOU ARE?

7. SHORT, TALL, GRANDE OR VENTI

8. INNOVATION MODELS

9. BOUNDED V OPEN ONLINE SPACES -CATHERINE CRONIN

10. Prof. Grainne Conole

11. Image by Kathy Shrock

12. EXAMPLES

13. Storify collection

14. ACTIVITY 1

15. ACTIVITY 1: STATE OF PLAY 1. My innovaBons • What have you implemented that you’re proud of? • What do the students enjoy in your course? • What are your best resources? • What are your best ac<vi<es? • … 2. InnovaBons you’ve admired • What have others done that you’ve admired? • Exci<ng learning strategies? • Beau<ful resources? • Include links, names, etc • … 4. Bumps in the road • What are challenges in the course for you and/or your tutors or colleagues? • What do your students find challenging? • Which ac<vi<es cause struggles? • Which tools are underused? • … 3. InnovaBons if only… • Innova<ons you would have done if only you’d had the <me, funding, training, extra resources… • …

16. ACTIVITY 2

17. ACTIVITY 2: COURSE FEATURES Purpose • To consider some features you could include in your course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience. Task • Think about the module/course we are designing innovations for. What would you like the experience to be like for your learners? • If you are the “owner” of one of the 4 courses, sit on a table. If you are not an owner, join a table. • At each table there is a set of cards in 7 categories. Place them in one of three columns. A. This will be a key feature in our course B. This will feature but in a minor way C. This won't feature in our course You can add your own cards and thoughts, as you discuss with your team. (10 minutes, then team members, not owner, switch tables. 4x)

18. A. Key Feature B. Minor Feature C. Not A Feature

19. Guidance & Support Communication & Collaboration Resources Reflection & Demonstration Strategies Activities Literacies & Learning Skills FEATURE CARDS

20. Next steps • Individual 1-2 hour meetings with web conference to other Academic Tribe designers • Est. 12 hours of your time • Creation of matrix / menu of 48 innovations • On approval, build full activities, resource descriptions, storyboards and facilitation guides. • Finally, complete an Innovation Brief per innovation

21. BE A NODE IN MY NETWORK! Joyce Seitzinger @catspyjamasnz @academictribe joyceseitzinger@gmail.com academictribe.co

22. Images Mixing Panel: cc license from h^ps://www.flickr.com/photos/sergiu_bacioiu/4370021957/ Moodleman: permission Julian Ridden Bonsai Tree: cc license by user rofi https://www.flickr.com/photos/rofi/5194829490/ Fire hydrant: cc licensed by Will Lion: h^p://flickr.com/photos/will-­‐lion/2595497078/ Networked Teacher: cc license by Alec Couros: h^p://flickr.com/photos/courosa/2922421696/ Inara’s shu^le: copyright h^p://www.fireflyshipworks.com/blueprints-­‐and-­‐cutaways/the-­‐last-­‐csts-­‐reveal-­‐–-­‐serenity-­‐ architectural-­‐cutaways/

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