Carpe Diem methodology for designing online and blended education 'ICT in Education and Research
Last week I was in Berlin los andes to attend the Online Educa conference, an international los andes conference in the field of technology in education. I attended a workshop by Professor Gilly Salmon on Wednesday. Salmon is an expert in the field of facilitating online learning and her book "E-moderating: the key to teaching and learning online." In addition, Salmon has developed a methodology that helps teachers to design online and blended courses: Carpe Diem methodology. During the workshop we went with this method to work for designing your own (fictional) online course. My experience with them was positive and I want to apply this method also. In my training HAN
5 stage model Salmon began the workshop with a brief explanation of its five-stage model for facilitating online los andes learning. This model describes the stages los andes that a community of students go through los andes when they start online or blended learning within a course and provides teachers with guidelines on how to give each phase. Guidance form The first stages in the model focus barely on the content, but rather to create the right conditions, such as ensuring that everyone has access (technical conditions) and the creation of a learning los andes community / community (social conditions). The subsequent stages range from basic learning (information exchange) to deep learning (knowledge construction), and finally learning to learn (meta-cognitions).
At each stage includes a different role of the facilitator / moderator who intervenes with so-called "e-tivities" learning arrangements that individual students and student groups to enable or encourage active and participatory learning online. The contents of the e-tivities varies by stage, but the shape / design is based on the same framework.
Carpe Diem methodology The five-stage model and the e-tivities are the substantive basis under the Carpe Diem methodology. This method describes the design of an online or blended course in 6 steps. Salmon calls the method Carpe Diem because according to her possible with this method is to design. Complete online course in 1 to 2 days Salmon has the Carpe Diem methodology and commissioned for the workshop developed into a practical los andes guide. On the basis of this manual teachers can create their own online or blended course design follows the methodology. The method works best when the design of the course is done in a group of teachers.
0. Get ready. Make sure there is a team with someone who design facilitates (workshop facilitator) and different areas of expertise such as designers who five phases understand model and the design of e-tivities, someone who knows of learning technology, an information specialist who look has (free) available learning materials, content experts on the topic of the course and a sounding board for teachers and students to explain the design. for
1. Write and blueprint. This is an iterative process consisting of: a) create a mission statement for your course and describe the goals you want to achieve with the course and the course, b) describe the "look and feel" of the course. What do you want to say about the student learning experience if the course is over? c) the review. determine The manual describes gives some practical questions for the determination of the review. It involves both summative and formative assessment.
2. Make a storyboard: Next, you create a storyboard on a flipchart using memos (sticky notes). A storyboard describing the various topics / contents of the course are derived los andes from the learning los andes objectives (red memo) and what e-tivities/leerarrangementen (green memos) you plan to go designs to prepare los andes for the test (yellow memos students ). The earth of e-tivities los andes varies as the course progresses based on the five-stage model. For example, e-tivities at the start of the course, students will have to get to know each other and gently get used to online interaction, while at the end of the course the e-tivities los andes will be more substantive purpose and aimed at stimulating the together to construct knowledge. Below are some examples of flipcharts which storyboards los andes are drawn: ....
3. Build you prototype: In this stage you e-tivities designs. The design and launch of the e-tivities done on the basis of a fixed format. During the workshop, I have worked with my group one e-tivity.
4. Reality Check: In this phase, you put the design of the course for a sounding board for students, teachers and other stakeholders. You ask for feedback. The manual has a Salmon form included that you can use when asking for feedback.
My experience during the works
Last week I was in Berlin los andes to attend the Online Educa conference, an international los andes conference in the field of technology in education. I attended a workshop by Professor Gilly Salmon on Wednesday. Salmon is an expert in the field of facilitating online learning and her book "E-moderating: the key to teaching and learning online." In addition, Salmon has developed a methodology that helps teachers to design online and blended courses: Carpe Diem methodology. During the workshop we went with this method to work for designing your own (fictional) online course. My experience with them was positive and I want to apply this method also. In my training HAN
5 stage model Salmon began the workshop with a brief explanation of its five-stage model for facilitating online los andes learning. This model describes the stages los andes that a community of students go through los andes when they start online or blended learning within a course and provides teachers with guidelines on how to give each phase. Guidance form The first stages in the model focus barely on the content, but rather to create the right conditions, such as ensuring that everyone has access (technical conditions) and the creation of a learning los andes community / community (social conditions). The subsequent stages range from basic learning (information exchange) to deep learning (knowledge construction), and finally learning to learn (meta-cognitions).
At each stage includes a different role of the facilitator / moderator who intervenes with so-called "e-tivities" learning arrangements that individual students and student groups to enable or encourage active and participatory learning online. The contents of the e-tivities varies by stage, but the shape / design is based on the same framework.
Carpe Diem methodology The five-stage model and the e-tivities are the substantive basis under the Carpe Diem methodology. This method describes the design of an online or blended course in 6 steps. Salmon calls the method Carpe Diem because according to her possible with this method is to design. Complete online course in 1 to 2 days Salmon has the Carpe Diem methodology and commissioned for the workshop developed into a practical los andes guide. On the basis of this manual teachers can create their own online or blended course design follows the methodology. The method works best when the design of the course is done in a group of teachers.
0. Get ready. Make sure there is a team with someone who design facilitates (workshop facilitator) and different areas of expertise such as designers who five phases understand model and the design of e-tivities, someone who knows of learning technology, an information specialist who look has (free) available learning materials, content experts on the topic of the course and a sounding board for teachers and students to explain the design. for
1. Write and blueprint. This is an iterative process consisting of: a) create a mission statement for your course and describe the goals you want to achieve with the course and the course, b) describe the "look and feel" of the course. What do you want to say about the student learning experience if the course is over? c) the review. determine The manual describes gives some practical questions for the determination of the review. It involves both summative and formative assessment.
2. Make a storyboard: Next, you create a storyboard on a flipchart using memos (sticky notes). A storyboard describing the various topics / contents of the course are derived los andes from the learning los andes objectives (red memo) and what e-tivities/leerarrangementen (green memos) you plan to go designs to prepare los andes for the test (yellow memos students ). The earth of e-tivities los andes varies as the course progresses based on the five-stage model. For example, e-tivities at the start of the course, students will have to get to know each other and gently get used to online interaction, while at the end of the course the e-tivities los andes will be more substantive purpose and aimed at stimulating the together to construct knowledge. Below are some examples of flipcharts which storyboards los andes are drawn: ....
3. Build you prototype: In this stage you e-tivities designs. The design and launch of the e-tivities done on the basis of a fixed format. During the workshop, I have worked with my group one e-tivity.
4. Reality Check: In this phase, you put the design of the course for a sounding board for students, teachers and other stakeholders. You ask for feedback. The manual has a Salmon form included that you can use when asking for feedback.
My experience during the works
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