OEB 2015 Pre-Conference Workshops
Sign up to one of our pre-conference workshops for a chance to develop practical skills, in-depth insights and specialised knowledge.
Pre-conference workshops must be signed up to in advance. Click here to sign up.
A1 Afternoon Event
Date Wednesday, Dec 2 Time – Room Tiergarten II/III Price: free of charge Status: fully booked
Beyond SMART: Reconsider the Concept of Quality in Times of Collaboration and Simulation in New Media Learning
The Open ECB Check initiative has been providing a quality improvement scheme for E-Learning programmes for almost 6 year. Many international organisations were supported in measuring how successful their e-learning programmes are and introduced continuous improvement though peer collaboration and bench learning. ECBCheck forms a participative quality environment which allows its members to benefit in a variety of ways by having access to tools and guidelines for their own practice on the one hand, and being able to join a well-established yet vibrant Community of Practice on the other hand.
It is now time to find new ways to consider the latest technological developments in the field of new learning within this initiative. In this ½ day-workshop participant will examine closely the criteria, peer-reviewing process and the business model. New partners are to be found and new ideas will arise.
- E-learning experts & institutions with focus on e-learning for capacity development;
- institutions & experts interested in quality assurance in e-learning
Basic understanding of e-learning in general and organizational development in education
New partnerships are won!
Institutions, organizations and individuals will partner and contribute with the project.
A2 Afternoon Event
Date Wednesday, Dec 2 Time – Room Charlottenburg I Price: 90.00 € Status: fully booked
Higher Education Learning – Ensuring Success for All
There is a pre-assumption that creating a higher education online learning approach is going to work right from the start. Too many people look at what others are doing and apply it to their own strategy. Following that methodology failure is guaranteed.
In this workshop, you will learn what really works and what doesn’t in higher education e-learning. Each participant will walk away with truly their own strategy incorporating various options to deliver real time student results.
1. Understanding why higher education online learning is not delivering universal success
2. Incorporation of mobile and social – but what works and is not working, and change it so it will
3. 10 minute break at top of hour
4. Pros and Cons of MOOCs – are they really best for your students?
5. Combining on-site with off-site (e-learning), deliver results
6. 10 minute break at top of hour
7. Creating your own higher education strategy (hands-on with participants)
8. Session ends
Higher education faculty, administrators, etc.
- Identify three methods you can use to boost your e-learning success
- Understand the pros and cons of online learning strategy
- Learn what works in higher education for your students, and what doesn’t
A3 Afternoon Event
Date Wednesday, Dec 2 Time – Room Charlottenburg II Price: 90.00 € Status: fully booked
More than Blended Learning: Designing Learning Interventions for Adult Learners
Blended learning is right now the strategy of choice for most major employers and for many educational institutions, whether or not they describe their approach as ‘blended learning’. The blended learning of today is broad in scope, extending well beyond formal courses to include all sorts of online business communications, from webinars to videos, as well as social and collaborative learning, the use of performance support materials and providing opportunities for accelerated on-job learning.
Employers recognise that learning at work takes place continuously, whether or not it is formally planned. They understand that courses are not enough to change behaviour and increase performance. As a result, they increasingly expect more far-reaching solutions that go well beyond the presentation of information and half-hearted attempts at providing opportunities for practice. They want learning solutions that deliver and that places fresh demands on the designers of those solutions.
This workshop provides you with an opportunity to explore a new approach to the design of learning interventions that goes well beyond conventional views on blended learning. This approach stresses the need for end-to-end solutions that blur the boundaries between formal and informal learning.
- Defining blended learning
- Determining the underlying need
- Analysing the situation in terms of the Learning, the Learners and the Logistics (the three Ls)
- Structuring blended solutions using the Preparation, Input, Application, Follow-up model (PIAF)
- Selecting methods to maximise effectiveness
- Selecting media to maximise efficiencies (cost, time, accessibility, scalability, flexibility)
The workshop is aimed at anyone who designs learning interventions for adults and who wants to deliver greater value to the organisations that they serve.
Everyone will take something different from the workshop, depending on their previous experience and their interests. However, you should expect to become more capable at:
- analysing and responding to requirements
- determining genuine priorities
- structuring blended solutions
- selecting appropriate learning and teaching methods to maximise the effectiveness of the solution
- selecting appropriate media to maximise the efficiency of the solution
A4 Afternoon Event
Date Wednesday, Dec 2 Time – Room Tiergarten I Price: free of charge Status: fully booked
Run on an informal basis, this seminar will give delegates new to the conference the opportunity to network with other participants, make contact with some of the individuals instrumental in facilitating the organisation of the event, understand what to expect from the conference programme, the session formats and the themes which will be covered, as well as generally break the ice and make first connections.
- Welcome and ice-breaker introduction to all participants and facilitators
- About OEB, its history, objectives and purpose
- Understanding the conference agenda, the session formats, the themes which will be covered, OEB jargon and generally what to expect!
- Networking at OEB, special events and networking opportunities to look out for
- Making the most of your time at the conference
This seminar is intended for first-time attendees of OEB who are interested in networking with other participants, as well as finding out more about the conference programme and generally what to expect from the two-day event.
First-time delegates should expect to make connections with other new participants as well as gain an understanding of the conference programme, the session formats to expect and the themes which will be covered.
A5 Afternoon Event
Date Wednesday, Dec 2 Time – Room Check Price: free of charge Status: places available
Medienbildung und Medienintegration – Praxisbeispiele aus der beruflichen Bildung
Die zunehmende Digitalisierung der Facharbeit und die Mediatisierung sämtlicher Gesellschaftsbereiche rücken den Themenkontext „Medienkompetenz“ verstärkt in den Fokus von Bildungsverantwortlichen. Für das Lehren und Lernen in digitalisierten Arbeitsumgebungen spielt der Einsatz digitaler Medien eine immer wichtigere Rolle. Ihre erfolgreiche Nutzung erfordert eine entsprechende Medienkompetenz bei Lernenden und Lehrenden. Das Bundesinstitut für Berufsbildung begleitet Pilotprojekte des Bundesministeriums für Bildung und Forschung, die vor diesem Hintergrund den Einsatz von digitalen Medien in der beruflichen Bildung erforschen, digitale Lernumgebungen entwickeln und erproben und Konzepte zur Medienkompetenzförderung erarbeiten.
Im Rahmen dieser Pre-Conference werden drei Pilotprojekte vorgestellt, die erste Ergebnisse und Erfahrungen zur Medienkompetenzförderung und Medienintegration in verschiedenen Kontexten der Aus- und Weiterbildung präsentieren. Wir diskutieren anschließend über die Anforderungen an Lehrende und Lernende für eine effiziente und kritische Mediennutzung und wie die Integration von digitalen Medien im konkreten betrieblichen Arbeitsalltag gelingen kann.
|14:30||Begrüßung und Einführung (Isabel García-Wülfing, Bundesinstitut für Berufsbildung)|
|14:45||Praxisbeispiel 1: Mediennavigator/-in für Medienprojekte: Passgenaue Maßnahmen zur Förderung von Medienkompetenz (Petra Gohlke, Elektro Technologie Zentrum Stuttgart)|
|15:15||Praxisbeispiel 2: Mobile Learning in Smart Factories – Assistenz der Ausbildung im Maschinenbau durch mobiles Lernen (Harry Wiens, VDW Nachwuchsstiftung GmbH, Adrian Wilke, Universität Paderborn)|
|16:15||Praxisbeispiel 3: Mediencoaches für das Berufsfeld Pflege (Prof Dr. Dorothee Meister, Dr. Anna-Maria Kamin, Universität Paderborn)|
|17:30||Ende der Pre-Conference|
Berufsbildungspraxis, Berufschullehrer und Ausbildende, Bildungsanbieter, universitäre Forschungseinrichtungen im Bereich der Aus- und Weiterbildung
Der Workshop ist in deutscher Sprache.
Der Workshop gibt Einblick in Pilotinitiativen, in denen in verschiedenen Branchen eine intensivere Einbindung von digitalen Medien in den Arbeitsprozess erforscht und erprobt wurde. Die Teilnehmer lernen verschiedene Instrumente kennen, wie die Medienkompetenz in KMU verbessert werden kann.
A6 Afternoon Event
Date Wednesday, Dec 2 Time – Room Charlottenburg III Price: 160.00 € Status: places available
The Mobile Academy: mLearning for Education
mLearning is here to stay, and educational institutions are keen to take advantage of it, but there are as many questions as there are opportunities. This workshop is designed to overview the various ways in which mobile can augment education while providing concrete tools to support moving forward. The intent is to have you ready to make decisions about mLearning at the classroom, department, and institutional levels.
Offered by the author of The Mobile Academy: mLearning for Higher Education (published by Jossey-Bass in 2012) and Designing mLearning: Tapping Into the Mobile Revolution for Organizational Performance (Pfeiffer, 2011), this workshop provides frameworks to guide the use of mobile in various capacities for learning and support. The frameworks will be supported with checklists and templates to support thinking in productive ways about how mobile can be used in class and out. We will use examples to make the concepts concrete, and discuss available tools and methods.
Topics covered include content, interactivity, and social for learning as well as administrative opportunities and implementation issues; the full gamut of ways in which mobile can be used to facilitate the learning experience. This workshop provides a solid foundation upon which to make design, development, and deployment decisions. Whether an instructor, academic, or administrator, you will leave prepared to capitalize on the mobile revolution to provide better learning outcomes.
1. Introduction: Mobile Device Characteristics and Trends
- Media, Channels, and Roles
- Pedagogical Alternatives
Social: In and Out
Going Beyond: Contextualization
This workshop is for administrators, academics, and instructors; in fact anyone who wants to understand the real opportunities for mLearning.
The audience should have a familiarity with education and learning.
- Understand how mLearning extends the classroom
- Prepared to design support for learners inside and outside the classroom
- Know implementation alternatives and trade-offs
A7 Afternoon Event
Date Wednesday, Dec 2 Time – Room Price: free of charge Status: fully booked
DistancE-Learning in Europe – Exchange of Experience and Knowledge Sharing
With the pre-conference workshop within the framework of OEB the organizers intend to create an opportunity for networking and knowledge sharing for participants who offer programmes for lifelong learning and vocational education using distance learning methods. The intention is to establish an international forum enabling the participants to develop a position regarding the variety of technological developments for digital teaching and learning programmes in the field of distance learning.
Cross Media & Enriched Learning
Social Video Learning
This pre-conference event is for Distance Education experts who want to expand their network and share their knowledge with others and for anyone who is interested in distance learning methods as well. The workshop is especially for those who work in the adult education business.
Participants should have a familiarity with distance education and/or adult and vocational education.
- Receiving knowledge of using audio and video units in distance learning programmes
- Understand the importance of Big Data for evaluating educational programmes
- Expanding networks and supporting the sharing of knowledge in Distance Education
- Get together in an international framework
FD1 Full-day Event
Date Wednesday, Dec 2 Time – Room Lincke I/II Price: 160.00 € Status: places available
Making Sustainable Online Learning a Reality – Accelerating the Shift
An exploration of how new and emerging conceptualisations of the Community of Inquiry Framework have informed the transition of a face-to-face master’s professional programme to the online environment.
All participants should bring an internet-enabled device.
The aim of our workshop is to introduce participants to new conceptualisations of the Community of Inquiry Framework (Garrison 2011, and 2013), broadening and deepening their notions of planning, maintaining and evaluating online learning endeavours, through experiencing an online community.
In this interactive workshop, participants and facilitators build an online community. Moving between online and face-to-face activities, we are exploring together some of the challenges of designing, running, and evaluating an online programme.
We use as evidence our experiences of the development of an online professional programme that has been informed by an alternative approach to learning online through innovative enhancements to the Community of Inquiry Framework. Participants will experience first-hand learning in an online community; this allows them to judge how the enhancements to this well-known framework can help support their learners in their online learning. Throughout this workshop, participants critique materials, templates and activities used by the team of facilitators. Working individually and in groups, participants will explore how they can use these online resources to support them in accelerating the shift online but without compromising the educational experience, so that learners can succeed and prosper.
Session 1: Using a new interpretation of the Community of Inquiry Framework to inform the educational experiences of learners online (90 minutes)
One of the most prominent models of online learning is the Community of Inquiry Framework which has at its heart educational experience (Garrison 2011). Participants experience a community online, working through an introduction to this Framework, and our suggested enrichments. This is followed by a face-to-face break out session in which participants explore their conceptualisations of learning online.
Coffee break (30 minutes)
Session 2: Transitioning to online learning (90 minutes)
Learners are often ill-prepared for the transition from the more traditional, didactic face-to-face learning to student-centred online learning. An online induction has been designing and trialled with our learners. As our participants work through our induction to online learning, we use breakout sessions to address some of the well-known issues accompanying online learning.
Lunch (one hour)
Session 3: The role of the tutor in student-centred online learning (90 minutes)
Participants are required to explore their notions and understandings of tutoring online. We call upon our experiences of the tutoring presence, debating how much tutoring presence online learners require, when, and what type of interventions.
Coffee break (30 minutes)
Session 4: The ‘battleground’ of online collaborative group work (90 minutes)
Collaborative, community-based learning is at the heart of a community of inquiry; however, many learners dislike group work, finding it a distraction at best especially when undertaking professional programmes. This final session raises awareness of the potential issues that learners may encounter in working in groups online.
GARRISON, D.R., 2011. E-learning in the 21st century: a framework for research and practice. 2nd ed. New York: Routledge
Academics in any discipline, educational developers, learning technologists, researchers, learners
Some experience of online learning would be helpful.
By the end of the session, participants will have:
- an introduction and/or refresher of the Community of Inquiry Framework
- applied new and innovative perspectives of the Community of Inquiry Framework to inform their plans for sustainable, online learning education
- experienced working and learning in an online community
- analysed barriers and enablers in relation to learners’ and facilitators’ experiences of online learning
- debated and critiqued materials, and templates supporting:
- transitioning to online learning
- tutoring online
- group work online
- reflected on learning from the session, and addressed how it will change their practice
The participants leaving our workshop will have continuing access to these resources and our emergent online community.
FD2 Full-day Event
Date Wednesday, Dec 2 Time – Room Tegel Price: 160.00 € Status: fully booked
Developing a Personal Learning Infrastructure with Stephen Downes
This workshop will map the technological infrastructure for a personal learning network. It will describe the major protocols supporting personal learning and describe how third party applications (such as simulation engines or learning management systems) interact with personal learning environments. It will draw on the technology developed by the National Research Council’s ‘Learning and Performance Support Systems’ to create a testbed technology environment.
|10:00 – 10:30||Introductions / Overview of the Concept of PLEs|
|10:30 – 11:30||Why a personal learning environment? (Interactive exercise to identify the underlying value propositions)|
|11:30 – 12:00||Break|
|12:00 – 13:30||What is a PLE? Elements of a personal learning environment (interactive exercise to define major elements, e.g. resource network, personal learning record, learning assistant, analytics)|
|13:30 – 14:30||Lunch|
|14:30 – 15:00||Core interaction elements in cloud technologies (APIs, REST.JSON, OAuth, and related core technologies)|
|15:00 – 15:30||Underlying common e-learning technologies – overview of xAPI, LTI and other e-learning tools interoperability|
|15:30 - 16:00||Break|
|16:00 – 17:00||Building the PLE environment: with knowledge of e-learning interoperability technologies, we will ‘moot’ a PLE infrastructure|
Web technology developers, commercial e-learning technology providers, learning content providers, learning management specialists
General understanding of internet and e-learning technologies (browsers, servers, LMSs, etc.)
We will develop an understanding of the overall architecture of e-learning technology support for a personal learning infrastructure, and will develop a first-draft map of this infrastructure.
FD3 Full-day Event
Date Wednesday, Dec 2 Time – Room Köpenick I/II Price: 160.00 € Status: places available
From Values to Quality Enhancement: A Hands-on Journey through Technology-enabled Course Design and Delivery
Participants will require personal internet-enabled laptops
This highly practical, full-day workshop attracts academic and support staff in a variety of roles in further and higher education. The focus of the session is on strategies that enable positive change in moving towards design and delivery of blended learning courses in a UK university. Most of the session is hands-on, so you should expect to do quite a bit of work and interact with colleagues and facilitators throughout the day.
The workshop is divided into four parts. The first part invites participants to engage in practical appreciative enquiry activities exploring values in teaching in tertiary education, and conceptions of the role of technology. It consists of three elements through which you (a) explore the value set that underpins your learning and teaching practice and the implications for a move to blended learning, (b) compare the contribution you see technology as playing in what you and your learners do, and (c) consider related staff development needs. To further explore the implications of such factors for successful change processes, we will share and discuss responses drawn from interventions at Northampton.
The second part invites you, following a brief, to draft a storyboard for a specific campus-based course that is to be re-designed for delivery in blended learning mode. To encourage you to produce an exciting, student-centred storyboard, we will draw on previous research and examples of current practice at Northampton and elsewhere. Ideas for developing effective storyboards will be presented and shared.
In the third part you will be invited to participate in a series of structured online peer observation activities. You will have the opportunity to undertake observation of practice on online courses designed on the principles explored in parts 1 and 2. The observation will be based around participant development interests and will revolve around teacher and learner activity online. Your own experience will be compared with those of participants in previous online peer observation of these courses. You will need an internet-enabled laptop for this component.
The final section of the workshop offers participants an opportunity for consolidation and reflection on the lessons learned. It brings together the first three by synthesising, “warts and all”, the process of implementing these changes at Northampton, where quality enhancement and a shift to blended learning are of critical strategic importance in the context of the development of a brand new campus, opening in 2018.
To illustrate and critique practical strategies of a change process designed to promote positive staff engagement in the necessary move to blended learning.
To explore strategies fostering a positive, evidence-based attitude towards blended learning, capacity building and the redesign process that an institutional shift of this nature entails.
To offer a practical taster of storyboarding as a means to conceptualising effective course redesign.
To engage participants in using tools facilitating development through a participant-centred approach to online peer-to-peer observation.
To conduct and reflect on peer observation of online teaching and student support as a lever for effective institutional capacity building and quality enhancement.
|09.00 – 09.15||Introduction to the Day and outline of activities|
|09.15 – 10.45||Practical appreciative enquiry activities exploring values in teaching in tertiary education, conceptions of the role of technology, staff development needs & implications for successful change processes.|
|10.45 – 11.00||Tea Break|
|11.00 – 13.00||Practical activity drafting a storyboard for re-designing a campus-based course for delivery in blended learning mode.|
|13.00 – 14.00||Lunch|
|14.00 – 15.45||Structured online peer observation activities|
|15.45 – 16.00||Tea Break|
|16:00 – 16:20||Discussion of learning gained & comparison with research findings.|
|16.20 – 17.00||Concluding reflection on mechanisms to generate positive change.|
Academics, academic developers, learning designers, learning technologists, teaching and learning support staff.
Experience and understanding of learning and teaching in the Higher Education sector and of the challenges and opportunities presented for teachers and learning in classroom, blended and online modes of delivery.
By the end of the workshop, participants will have
- Considered drivers and barriers for change towards blended learning in their institutions.
- Reflected on what they value in their teaching and compared perspectives on the contribution of technology.
- Developed sample storyboards with direct application to their practice.
- Undertaken real, focused online peer observation tasks.
- Reflected on course redesign strategies and peer observation as mechanisms to generate positive change.
- Gained access to all tools and materials used in the workshop as open educational resources (OERs) under a Creative Commons licence.
FD4 Full-day Event
Date Wednesday, Dec 2 Time – Room Köpenick III Price: free of charge Status: fully booked
Open Badges for Individuals and Organisations. An Interactive Case Study
This interactive session will focus on Open Badges for individuals and organisations as part of the European project “Badge Europe”, the strategic partnership founded under the Erasmus+ program.
The key aims of the workshop are to:
- introduce Badge Europe initiative by showing the guiding values, aims and output it addresses i.e.: enhancing employment opportunities, enabling wide recognition of on-demand workplace skills, creating the conditions for the recognition of formal and informal learning achievements, familiarise the participants with the Open Badge concept based on a new technological standard of describing and documenting skills and achievements,
- present real life examples of Open Badges including existing and possible applications with a focus on the use case of effective team building in an organisation,
- provide practical insights into the design and practical use of Open Badges from the perspective of individuals and organisations through an interactive, task-based workshop.
Open Badges appear to be a great and flexible tool for employees to capture skills and achievements. At the same time, they can be valuable for organisations. The main focus of the workshop is to demonstrate a use case of Open Badges for team-building to promote effective leadership. Workshop participants will be presented with a case study about a project that an organisation needs to accomplish. Participants will take the role of employees, who want to be selected for a project, and the role of HR leaders, who have to select best staff.
- In the first step, a group of participants will design a badge scheme which maps out competencies, behaviours and values required for a project/organisation as a whole, also exploring how badges can help create a positive working culture, as well as identify people with the right skills for a project. The group discusses the value of badges for both the organisation and the individual to ensure these are both aligned.
- In the second step, participants will create badges using Open Badge Factory and then explore the practical process of earning badges. Participants identify possible skills gaps from the HR perspective.
- In the third step, badges created by participants will be transferred to Open Badge Passport to create a competence map. This will show how social interaction in a community of badge earners and customers can grow the “organic” value of badges. The competence map will enhance visibility of the organisational HR potential and allow leaders to assess skills and skill gaps.
- In the final step, participants will discuss benefits and challenges of Open Badges both from the perspective of individuals and organisations. This reflection part offers a chance to explore whether the value proposition of badges as discussed earlier has been delivered. The results are used as inputs for discussion papers in Badge Europe project.
|09.00 – 10.30||Introduction of participants and the workshop|
|10.30 – 11.00||Introduction of Open Badges and the Badge Europe project|
|11.00 – 11.30||Examples from practice – using Open Badges in education and beyond|
|11.30 – 12.00||Introduction to the workshop aims and steps|
|12.00 – 13.00||Lunch break|
|13.00 – 14.00||Workshop step 1 – defining competencies|
|14.00 – 15.00||Workshop step 2 – designing digital badges|
|14.30 – 15.00||Workshop step 3 – developing a competence map|
|15.00 – 15.30||Coffee break|
|15.30 – 16.30||Discussion on the value of open badges for individuals and organizations|
educational experts, teachers, researchers, learners, students, software developers, HR specialists
- insights into the design and practice of open badges based on case studies from real life
- hands-on experience in using tools and services to design and issue open badges
- issues about the value of open badges to inform the outputs of the Badge Europe project
- a network of persons and organisations interested connected to the Badge Europe project
- building international links to the Open Badges Community
FD5 Full-day Event
Date Wednesday, Dec 2 Time – Room Schöneberg I/II/III Price: free of charge Status: places available
Registration for this event is subject to approval by event organisers.
Reality check – the state of the e-learning industry
|09:30||Breakfast and registration|
|10:15||Modernizing learning - how to get the edge in business – Laura Overton (Managing Director of Towards Maturity)|
|11:15||Coffee and Networking|
|11:30||Presentation 3 & 4|
|12:30||Lunch and Networking|
|13:30||Reality Check - Speexx Exchange 2015 Live Survey|
|13:45||Presentation 5 & 6|
|14:45||Coffee and Networking|
|15:00||Reality Check - Speexx Exchange 2015 Live Survey|
|15:30||World Café and Crowdsourcing activity|
|16:30||Refreshments and networking|
HR, L&D and talent management professionals of all sectors
Basic knowledge of current talent management trends and innovation would be an advantage
Network with senior HR and L&D peers from all over the world and a range of industry backgrounds. Gain a deep understanding of what the most successful organisations our there are doing in terms of their HR, learning and talent management strategies. Get practical ideas and best practice tips which can be implemented in the workplace right away. Witness exclusive research results and case studies which will help you drive performance in your organisation.
Watch the trailer of the Speexx Exchange 2014 here.
M1 Morning Event
Date Wednesday, Dec 2 Time – Room Charlottenburg I Price: 90.00 € Status: fully booked
Make Your Own MOOC! A Hands-on Learning Design Workshop
Is your company, organisation or institution about to venture into the world of online education? Are you planning to produce a MOOC, an online, blended or hybrid course? Or perhaps, you have already made the leap into the online world, but feel you can improve your practices and make more effective use of technology? This hands-on design workshop will give you the tools you need.
In this workshop you will learn how to:
- Identify your learners’ needs, assets and constraints
- Articulate the aims and objectives of the course for you and for your learners
- Consider the appropriate pedagogical approaches, the effective educational practices, and the suitable technologies to support them – for achieving the aims you defined in the situation you described
- Storyboard high-level design for your course, along with models of activity flows and specific exemplar activities.
- Develop tools and methods for evaluating the success of your learning innovation.
At the end of the day, you will take home a set of draft designs, which you can develop further to produce an effective learning innovation, and a toolkit for designing more innovations.
The workshop is offered by MOOCs & Co. (moocsandco.com/), Europe’s premier e-learning design agency. It will be facilitated by Dr. Yishay Mor, MOOCs & Co.’s educational design scientist, Professor Steven Warburton, head of Technology Enhanced Learning at the University of Surrey, and Professor Davinia Hernández-Leo, Vice-Principal of the UPF Engineering School and the Director of its Unit for Teaching Quality and Innovation. It draws on Professor Warburton’s and Dr Mor’s findings from the University of London’s MOOC design patterns project (www.moocdesign.cde.london.ac.uk), and utilises the Integrated Learning Design Environment (ILDE) developed by Professor Hernández-Leo.
“The workshop fulfilled all my expectations. I met other learning designers, and I have played with MOOC design. That is what I wanted! I have become aware of tools that I can use for engaging the learning community, and I have learned about different scenarios in which to use them.” – Participant in our eMOOCs 2015 design workshop.
|09:00||Introduction (10 minutes)|
|09:10||Personas and Transition Matrices (40 minutes)|
|09:50||Forces and challenges (20 minutes)|
|10:10||Discussion (20 minutes)|
|10:30||Coffee break (15 minutes)|
|10:45||Design patterns and mini-scenarios (45 minutes)|
|11:30||Storyboards (45 minutes)|
|12:15||Presentations (30 minutes)|
|12:45||Discussion (15 minutes)|
Learning / training managers; Innovation officers; Lecturers and educational managers; Learning Designers; Educational entrepreneurs
Participants will develop their insights into the challenges and potentials of MOOCs, and online education in general. They will acquire an understanding of the learning experience design approach, which will allow them to develop effective learning innovations suited for their audience and their objectives. At the end of the workshop, participants will take home a set of draft designs, which they can develop further to produce their learning innovation, and a toolkit for designing future innovations.
M2 Morning Event
Date Wednesday, Dec 2 Time – Room Charlottenburg II Price: free of charge Status: places available
Knowledge Exchange on Technology for Education
As places are limited and the focus lies on regional collaboration, please apply for your participation by sending an email to SURF@icwe.net with a short message about:
1) The areas you would like to collaborate on related to the agenda and
2) A description of the European organisation you are affiliated with
Suggested areas for collaboration may include
- Learning analytics and business intelligence
- Electronic Assessment management and assessment feedback
- Digital Literacies
- Blended and online learning
- Open Education
- Personalised and flexible learning environments
- Joining up learner information
- Student innovation approaches
- Institutional innovation approaches
- Employer engagement
You will receive a confirmation of your registration after review.
The purpose is to hold an explorative event to identify organizations working on similar challenges around technology for education at a national or regional level that are eager and eligible to exchange information and are willing to work on potential collaborations and developed shared user solutions.
The workshop is being run in collaboration between SURF and Jisc.
SURF is the collaborative ICT organisation for Dutch higher education and research. SURF offers students, lecturers and scientists in the Netherlands access to the best possible internet and ICT facilities.
Jisc offers digital services and solutions for UK education and research. The charity does this to achieve its vision for the UK to be the most digitally advanced education and research nation in the world.
Participants will be invited to provide an overview of existing activities around key technology for education areas they are working on and willing to collaborate and share. These will be used to identify 8-12 challenge areas that can be worked on within the workshop.
|15 mins||Introduction and overview of the day|
|60 mins||Round 1: Participants select areas to work in groups on 4-6 challenge areas to identify opportunities for collaboration and sharing or developing shared user solutions. Groups feedback.|
|30 mins||Coffee break|
|60 mins||Round 2: Participants select areas to work in groups on 4-6 challenge areas to identify opportunities for collaboration and sharing or developing shared user solutions. Groups feedback.|
|15 Mins||Plenary and next steps|
A report on the challenges areas and the potential solutions will be shared with all participants.
National or federal organisations, institutions or research groups based in Europe working in education technology areas, or other interested parties who are willing to collaborate and share.
- Challenge areas in Technology for education
- An ambition to collaborate and share knowledge
- To identify national and regional partners who could work together to mutual benefit
- To identify areas of activity and approaches to collaborate, share and develop shared solutions to key challenges in Technology for Education.
- To work together on roadmap to facilitate efficiency gain (re-use/shared use of tools; standardisation/interoperability etc)
M3 Morning Event
Date Wednesday, Dec 2 Time – Room Tiergarten I Price: free of charge Status: fully booked
Beyond Digital Storytelling: DIY Creation of Interactive Exhibits as Educational Tool
This Event provides a new means for storytelling/story creation by incorporating material components and physical interaction. You will have the chance to experience a new approach in relation to maker-education (where the end product and the creation process become an integral part of the learning experience). Join for know-how about DIY tools and grow your network of like-minded educators.
Storytelling is an important communication skill, we tell stories all the time. Interactive technology can foster new ways of storytelling and of multimedia story CREATION. The EU funded meSch project has delivered an Authoring Tool for cultural heritage professionals, which helps them in creating interactive exhibits in an easy-non-technical way. Within meSch, several prototypes of interactive exhibits have been developed and optimised for uptake by the cultural heritage domain.
But the authoring tool has great educational value outside the cultural heritage domain as well. By empowering pupils with the Authoring Tool, they can create their own interactive, smart and tangible exhibitions, of ‘things’ that are important to them. Using the tool will allow them to explore strategies to create meaningful participatory story experiences, combining elements from ludology, narratology and game design, and explore the affordances of different novel (technological) tools, such as (proximity) sensors, near field communication, and wearables.
The Authoring Tool now supports cultural heritage professionals (CHPs) in selecting the content and organising it into narrative templates or “cooking recipes” and assists the design process. The same approach would be valuable as a learning tool.
Using the Authoring Tool surpasses the common definition of “Digital storytelling” as it bridges the physical and digital (user) experiences. The meSch project takes the stance that materiality complements and completes cognition and therefore a personally meaningful and sensory rich experience with stories, objects and places can greatly improve both the user’s experience of a topic and their appreciation of the author’s (cultural) values.
1) introduction - 15 min
2) demo - 30 min
3) plenary discussion - 15 min
4) mapping current landscape - 15 min
coffee break – 15 min
5) paper prototyping - 45 min
6) presentation of outcomes - 30 min
7) conclusion - 15 min
Anyone with an interest in bringing smart objects for story telling in an educational setting
- Knowledge of the meSch authoring tool
- Knowledge of co-creation and paper-prototyping for interactive storytelling
- Ideas for interactive and physical storytelling
- Ideas on how to set up knowledge creation by experience, instead of passive knowledge transfer