Designing for Hybridity in Science Education:
Hybridity is present in every aspect of our lives: we constantly mix business with remain pleasure, social and professional, mobile and static, online and offline, work and learning. That is almost in every aspect - except education. If science education wants to relevant and attractive for your people, it must embrace hybridity. This means challenging the boundaries between home and school, teacher and student, face to face and remote. Going hybrid requires a new relationship with technology, but more important - it requires a new perspective on teaching and learning. In this talk I will present preliminary results from a workgroup that aimed to uncover the educational practices of hybrid teaching and learning.
Inaugural meeting of the DUN SIG on Technology Enhanced Learning.
How to ruin a MOOC?
3 Dec, 2013, JISC RSC Yorkshire & the Humber Online Conference
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This session will reflect on what went well, what not so much, and what lessons can be learned.
7 Nov, 2013 Barcelona
In this talk, I will consider the rationale for a design approach to educational research and practice, propose a characterisation of this approach, list some of the current issues and debates, and present a particular methodology called SNaP! (scenarios, narratives and patterns).
This is a short version of the "introduction to Learning Design" talk I gave at the launch of the OLDS MOOC, 7th Jan, 2012.
ConTEL workshop, EC-TEL 2011
Design Narratives: An Intuitive Scientific Form for Capturing Design Knowledge In Education
Thursday, 17 February 2011, Chais 2011 conference
From Action to Abstraction, via Conversation: Using Google Apps to Facilitate Dialectical Education in an MA Course
Wednesday, 09 February 2011, 14:00 - 15:30, London Knowledge Lab