Designing Learning Environments

Get Started. It's Free
or sign up with your email address
Designing Learning Environments by Mind Map: Designing Learning Environments

1. The components of the 7 Cs can be investigated thoroughly to reach the most optimum design (for example, the first C- concept where the vision of the meant course is investigated including the aim of the course and the nature of the students).

2. 7 Cs

2.1. Conseptualise ->

2.1.1. Important to focus on Course features ->: pedagogigal approches, principles, guidance and support, content and activities, reflection and demonstration, communication and collaboration.

2.2. Create ->

2.2.1. Finding and creating interactive materials, undertaking a resourse audit of existing OER Planning for creation of additional multimedia Mechanism for enabling learners to create their own content

2.3. Communicate ->

2.3.1. Designing activities that foster communication, looking at the affordances of the use of different tools to promote communication, designing for effetctive online moderating

2.4. Collaborate->

2.4.1. Promote collaborating by using different pedagogical patterns

2.5. Considerate->

2.5.1. mapping learning outcomes to assessment, designing activities that foster reflection and assessment activities

2.6. Combine->

2.6.1. Course View (so that it provides a holistic overview of the nature of the course), activity profile, story board, learning pathway

2.7. Consolidate->

3. Salmon (2011) or Conole (2015)

3.1. both base their models on pedagogical implications and goals, not simply content delivery or technology. Interaction is a pedaogogical issue that needs to be addressed through pedagogical theories.

4. Interaction

4.1. is a pedaogogical issue that needs to be addressed through pedagogical theories.

5. Collaboration

5.1. is usually one way to enhance student activity

6. Questions

6.1. * What kind of pedagogical approaches work in on line environment ? * What has to be taken in to consideration when designing learning in on line environment? * What kind of course features encourage and foster learner activity? * What kind of guidance and support might learners need? * What kind of levels and types of scaffolding would be functional?

7. The learning design should be compatible and supportive so it can provide guidance for the teachers, visualization of the objectives and allows sharing and open discussion and reflections

8. According to Salmon scaffolding is especially important in the beginning of a course. Learners slowly get used to the new environment and learn how to manage their time while the facilitator encourages them throughout the course.

8.1. The first stage - access and motivation - is a first step into the course and focus is here to get used to the media and technology.

8.2. The second stage - online socialisation - means the students take part in easier interactions like sending messages to one another as a way to get aquainted with the people in the course.

8.3. At the third stage - information exchange - the learner is taking part in information about the course and communicating with both the teacher and other students.

8.4. At the fourth stage - knowledge construction - the student is increasing her/his control of the learning process and collaborating more with the other students.

8.5. The fifth stage - development - is when the student has gained confidence to manage the technology, course design and time properly. The student is now applying the knowledge from the course to her/his own context, and looking towards new online courses and more knowledge about learning online.