ºÝºÝߣshows by User: yish / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: yish / Mon, 13 Jan 2020 13:47:09 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: yish Education as a design practice and a design science /slideshow/education-as-a-design-practice-and-a-design-science-219595063/219595063 kolding2020-200113134709
Dr. Yishay Mor, Designing for situated knowledge transformation, Kolding, January 13th 2020]]>
Dr. Yishay Mor, Designing for situated knowledge transformation, Kolding, January 13th 2020]]> Mon, 13 Jan 2020 13:47:09 GMT /slideshow/education-as-a-design-practice-and-a-design-science-219595063/219595063 yish@slideshare.net(yish) Education as a design practice and a design science yish Dr. Yishay Mor, Designing for situated knowledge transformation, Kolding, January 13th 2020 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/kolding2020-200113134709-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Dr. Yishay Mor, Designing for situated knowledge transformation, Kolding, January 13th 2020
Education as a design practice and a design science from Yishay Mor
]]> 277 2 https://cdn.slidesharecdn.com/ss_thumbnails/kolding2020-200113134709-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Simon Nelson: FutureLearn /slideshow/simon-nelson-futurelearn/55849640 simon-nelson-oeb15-151205150710-lva1-app6892
presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015]]>
presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015]]> Sat, 05 Dec 2015 15:07:10 GMT /slideshow/simon-nelson-futurelearn/55849640 yish@slideshare.net(yish) Simon Nelson: FutureLearn yish presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simon-nelson-oeb15-151205150710-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> presentation for &quot;MOOCs: Here to Stay&quot; panel at OEB&#39;15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015
Simon Nelson: FutureLearn from Yishay Mor
]]> 1644 5 https://cdn.slidesharecdn.com/ss_thumbnails/simon-nelson-oeb15-151205150710-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Paul Hunter: why MOOCs and Executives Don't Mix /slideshow/paul-hunter-why-moocs-and-executives-dont-mix/55849510 paul-hunter-oeb15-151205145823-lva1-app6891
presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015]]>
presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015]]> Sat, 05 Dec 2015 14:58:23 GMT /slideshow/paul-hunter-why-moocs-and-executives-dont-mix/55849510 yish@slideshare.net(yish) Paul Hunter: why MOOCs and Executives Don't Mix yish presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/paul-hunter-oeb15-151205145823-lva1-app6891-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> presentation for &quot;MOOCs: Here to Stay&quot; panel at OEB&#39;15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015
Paul Hunter: why MOOCs and Executives Don't Mix from Yishay Mor
]]> 1391 7 https://cdn.slidesharecdn.com/ss_thumbnails/paul-hunter-oeb15-151205145823-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Sanna Ruhalahti: Wanted - MOOC Pedagogy /slideshow/sanna-ruhalahti-wanted-mooc-pedagogy/55838168 oebwantedmoocpedagogy2015-151204235321-lva1-app6891
presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015]]>
presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015]]> Fri, 04 Dec 2015 23:53:21 GMT /slideshow/sanna-ruhalahti-wanted-mooc-pedagogy/55838168 yish@slideshare.net(yish) Sanna Ruhalahti: Wanted - MOOC Pedagogy yish presentation for "MOOCs: Here to Stay" panel at OEB'15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oebwantedmoocpedagogy2015-151204235321-lva1-app6891-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> presentation for &quot;MOOCs: Here to Stay&quot; panel at OEB&#39;15 http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015
Sanna Ruhalahti: Wanted - MOOC Pedagogy from Yishay Mor
]]> 1024 8 https://cdn.slidesharecdn.com/ss_thumbnails/oebwantedmoocpedagogy2015-151204235321-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 OEC Paris Residential: scenarios workshop /slideshow/oec-paris-residential-scenarios-workshop/39687686 oec-scenarios-140930014410-phpapp01
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]]> Tue, 30 Sep 2014 01:44:10 GMT /slideshow/oec-paris-residential-scenarios-workshop/39687686 yish@slideshare.net(yish) OEC Paris Residential: scenarios workshop yish <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oec-scenarios-140930014410-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
OEC Paris Residential: scenarios workshop from Yishay Mor
]]> 984 2 https://cdn.slidesharecdn.com/ss_thumbnails/oec-scenarios-140930014410-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Can MOOCs Save Europe's Unemployed Youth? /slideshow/moocs-for-web-talent/39122211 m4wt-intro-140915182330-phpapp01
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]]> Mon, 15 Sep 2014 18:23:30 GMT /slideshow/moocs-for-web-talent/39122211 yish@slideshare.net(yish) MOOCs for Web Talent yish <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/m4wt-intro-140915182330-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
MOOCs for Web Talent from Yishay Mor
]]> 2333 4 https://cdn.slidesharecdn.com/ss_thumbnails/m4wt-intro-140915182330-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 OpenEducation Challenge Incubator Programme /slideshow/openeducation-challenge-incubator-programme/36992771 oecincubator-140715052929-phpapp02
http://openeducationchallenge.eu/]]>
http://openeducationchallenge.eu/]]> Tue, 15 Jul 2014 05:29:29 GMT /slideshow/openeducation-challenge-incubator-programme/36992771 yish@slideshare.net(yish) OpenEducation Challenge Incubator Programme yish http://openeducationchallenge.eu/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oecincubator-140715052929-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> http://openeducationchallenge.eu/
OpenEducation Challenge Incubator Programme from Yishay Mor
]]> 822 3 https://cdn.slidesharecdn.com/ss_thumbnails/oecincubator-140715052929-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 OpenEducation Challenge Finalists' Workshop: Design Thinking Session /slideshow/openeducation-challenge-finalists-workshop-design-thinking-session/36923601 oec-designthinking-140713083420-phpapp02
http://openeducationchallenge.eu/ The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation. By the end of this workshop, you will be able to articulate: * Who are your potential users, stakeholders, and beneficiaries * What is the context in which they operate * What are their needs that your innovation addresses * What are the current alternatives, and why they do not suffice * What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context. ]]>
http://openeducationchallenge.eu/ The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation. By the end of this workshop, you will be able to articulate: * Who are your potential users, stakeholders, and beneficiaries * What is the context in which they operate * What are their needs that your innovation addresses * What are the current alternatives, and why they do not suffice * What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context. ]]> Sun, 13 Jul 2014 08:34:19 GMT /slideshow/openeducation-challenge-finalists-workshop-design-thinking-session/36923601 yish@slideshare.net(yish) OpenEducation Challenge Finalists' Workshop: Design Thinking Session yish http://openeducationchallenge.eu/ The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation. By the end of this workshop, you will be able to articulate: * Who are your potential users, stakeholders, and beneficiaries * What is the context in which they operate * What are their needs that your innovation addresses * What are the current alternatives, and why they do not suffice * What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/oec-designthinking-140713083420-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> http://openeducationchallenge.eu/ The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation. By the end of this workshop, you will be able to articulate: * Who are your potential users, stakeholders, and beneficiaries * What is the context in which they operate * What are their needs that your innovation addresses * What are the current alternatives, and why they do not suffice * What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
OpenEducation Challenge Finalists' Workshop: Design Thinking Session from Yishay Mor
]]> 1081 5 https://cdn.slidesharecdn.com/ss_thumbnails/oec-designthinking-140713083420-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 EEE Project Meeting, June 2014 /slideshow/eee-yishaymor/36185572 eee-yishay-mor-140623034409-phpapp02
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]]> Mon, 23 Jun 2014 03:44:09 GMT /slideshow/eee-yishaymor/36185572 yish@slideshare.net(yish) EEE Project Meeting, June 2014 yish <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eee-yishay-mor-140623034409-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
EEE Project Meeting, June 2014 from Yishay Mor
]]> 1518 3 https://cdn.slidesharecdn.com/ss_thumbnails/eee-yishay-mor-140623034409-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013 /slideshow/jisc-oldsmooc/28772920 jisc-olds-mooc-131201034353-phpapp02
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 ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.]]>
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 ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.]]> Sun, 01 Dec 2013 03:43:53 GMT /slideshow/jisc-oldsmooc/28772920 yish@slideshare.net(yish) How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013 yish 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 ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jisc-olds-mooc-131201034353-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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 ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013 from Yishay Mor
]]> 3801 7 https://cdn.slidesharecdn.com/ss_thumbnails/jisc-olds-mooc-131201034353-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 How to ruin a mooc /slideshow/how-toruinamooc/28734524 howtoruinamooc-131129055024-phpapp02
"How to ruin a MOOC", talk at the London Knowledge Lab's What the Research Says event, 29 Nov, 2014]]>
"How to ruin a MOOC", talk at the London Knowledge Lab's What the Research Says event, 29 Nov, 2014]]> Fri, 29 Nov 2013 05:50:24 GMT /slideshow/how-toruinamooc/28734524 yish@slideshare.net(yish) How to ruin a mooc yish "How to ruin a MOOC", talk at the London Knowledge Lab's What the Research Says event, 29 Nov, 2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/howtoruinamooc-131129055024-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> &quot;How to ruin a MOOC&quot;, talk at the London Knowledge Lab&#39;s What the Research Says event, 29 Nov, 2014
How to ruin a mooc from Yishay Mor
]]> 2085 6 https://cdn.slidesharecdn.com/ss_thumbnails/howtoruinamooc-131129055024-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Iterative research and development of teacher training in learning design /slideshow/metis-calrg/23520110 metis-calrg-130626111549-phpapp01
Talk Presented at CALRG conference 2013 http://kn.open.ac.uk/public/workspace.cfm?wpid=9762 ]]>
Talk Presented at CALRG conference 2013 http://kn.open.ac.uk/public/workspace.cfm?wpid=9762 ]]> Wed, 26 Jun 2013 11:15:49 GMT /slideshow/metis-calrg/23520110 yish@slideshare.net(yish) Iterative research and development of teacher training in learning design yish Talk Presented at CALRG conference 2013 http://kn.open.ac.uk/public/workspace.cfm?wpid=9762 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/metis-calrg-130626111549-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Talk Presented at CALRG conference 2013 http://kn.open.ac.uk/public/workspace.cfm?wpid=9762
Iterative research and development of teacher training in learning design from Yishay Mor
]]> 1182 5 https://cdn.slidesharecdn.com/ss_thumbnails/metis-calrg-130626111549-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Metis project worskhop design /slideshow/metis-project-worskhop-design/23504693 metis-worskhop-design-130626050800-phpapp01
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design. Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience. The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.]]>
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design. Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience. The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.]]> Wed, 26 Jun 2013 05:08:00 GMT /slideshow/metis-project-worskhop-design/23504693 yish@slideshare.net(yish) Metis project worskhop design yish The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design. Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience. The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/metis-worskhop-design-130626050800-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design. Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience. The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
Metis project worskhop design from Yishay Mor
]]> 986 6 https://cdn.slidesharecdn.com/ss_thumbnails/metis-worskhop-design-130626050800-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Metis project deliverable D3.2: Draft of pilot workshop /slideshow/metis-d3-2/23503862 metisd3-2-130626044918-phpapp02
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section ‎2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.]]>
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section ‎2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.]]> Wed, 26 Jun 2013 04:49:18 GMT /slideshow/metis-d3-2/23503862 yish@slideshare.net(yish) Metis project deliverable D3.2: Draft of pilot workshop yish This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section ‎2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/metisd3-2-130626044918-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section ‎2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
Metis project deliverable D3.2: Draft of pilot workshop from Yishay Mor
]]> 3762 6 https://cdn.slidesharecdn.com/ss_thumbnails/metisd3-2-130626044918-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 OLDS MOOC Week 7: Formative evaluation paper /slideshow/formative-evaluation-paperweek7/16574602 formativeevaluationpaperweek7-130216181049-phpapp02
http://www.olds.ac.uk/the-course/week-7-evaluate]]>
http://www.olds.ac.uk/the-course/week-7-evaluate]]> Sat, 16 Feb 2013 18:10:49 GMT /slideshow/formative-evaluation-paperweek7/16574602 yish@slideshare.net(yish) OLDS MOOC Week 7: Formative evaluation paper yish http://www.olds.ac.uk/the-course/week-7-evaluate <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/formativeevaluationpaperweek7-130216181049-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> http://www.olds.ac.uk/the-course/week-7-evaluate
OLDS MOOC Week 7: Formative evaluation paper from Yishay Mor
]]> 1351 7 https://cdn.slidesharecdn.com/ss_thumbnails/formativeevaluationpaperweek7-130216181049-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Design narratives /slideshow/design-narratives/16503834 design-narratives-130213060048-phpapp01
See: http://www.ld-grid.org/resources/representations-and-languages/design-narratives]]>
See: http://www.ld-grid.org/resources/representations-and-languages/design-narratives]]> Wed, 13 Feb 2013 06:00:48 GMT /slideshow/design-narratives/16503834 yish@slideshare.net(yish) Design narratives yish See: http://www.ld-grid.org/resources/representations-and-languages/design-narratives <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/design-narratives-130213060048-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> See: http://www.ld-grid.org/resources/representations-and-languages/design-narratives
Design narratives from Yishay Mor
]]> 17897 12 https://cdn.slidesharecdn.com/ss_thumbnails/design-narratives-130213060048-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Week7 intro evaluate /slideshow/week7-intro-evaluate/15888066 week7introevaluate-130107073445-phpapp01
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]]> Mon, 07 Jan 2013 07:34:45 GMT /slideshow/week7-intro-evaluate/15888066 yish@slideshare.net(yish) Week7 intro evaluate yish <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/week7introevaluate-130107073445-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
Week7 intro evaluate from Yishay Mor
]]> 665 3 https://cdn.slidesharecdn.com/ss_thumbnails/week7introevaluate-130107073445-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Pedagogical Patterns Collector User Guide /slideshow/the-pedagogical-patterns-collector-user-guide/15313161 ppc-guide-121123055935-phpapp01
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]]> Fri, 23 Nov 2012 05:59:34 GMT /slideshow/the-pedagogical-patterns-collector-user-guide/15313161 yish@slideshare.net(yish) The Pedagogical Patterns Collector User Guide yish <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ppc-guide-121123055935-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
The Pedagogical Patterns Collector User Guide from Yishay Mor
]]> 2368 6 https://cdn.slidesharecdn.com/ss_thumbnails/ppc-guide-121123055935-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TILD workshop at ARV 2013 /slideshow/tild-workshop-at-arv-2013/14847538 tildatarv-cfp-121023052851-phpapp02
http://www.ld-grid.org/workshops/design-inquiry2013 Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources. The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.]]>
http://www.ld-grid.org/workshops/design-inquiry2013 Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources. The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.]]> Tue, 23 Oct 2012 05:28:50 GMT /slideshow/tild-workshop-at-arv-2013/14847538 yish@slideshare.net(yish) TILD workshop at ARV 2013 yish http://www.ld-grid.org/workshops/design-inquiry2013 Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources. The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tildatarv-cfp-121023052851-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> http://www.ld-grid.org/workshops/design-inquiry2013 Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources. The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
TILD workshop at ARV 2013 from Yishay Mor
]]> 808 4 https://cdn.slidesharecdn.com/ss_thumbnails/tildatarv-cfp-121023052851-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Learning Design: mapping the landscape /slideshow/alt-casld-14246450/14246450 alt-c-asld-120911042350-phpapp01
http://altc2012.alt.ac.uk/talks/28031 Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice. In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.]]>
http://altc2012.alt.ac.uk/talks/28031 Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice. In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.]]> Tue, 11 Sep 2012 04:23:49 GMT /slideshow/alt-casld-14246450/14246450 yish@slideshare.net(yish) Learning Design: mapping the landscape yish http://altc2012.alt.ac.uk/talks/28031 Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice. In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/alt-c-asld-120911042350-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> http://altc2012.alt.ac.uk/talks/28031 Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice. In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
Learning Design: mapping the landscape from Yishay Mor
]]> 873 3 https://cdn.slidesharecdn.com/ss_thumbnails/alt-c-asld-120911042350-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-yish-48x48.jpg?cb=1578900759 researcher of mathematics education,educational technologies, and social empowerment through participatory media www.yishaymor.org/ https://cdn.slidesharecdn.com/ss_thumbnails/kolding2020-200113134709-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/education-as-a-design-practice-and-a-design-science-219595063/219595063 Education as a design ... https://cdn.slidesharecdn.com/ss_thumbnails/simon-nelson-oeb15-151205150710-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/simon-nelson-futurelearn/55849640 Simon Nelson: FutureLearn https://cdn.slidesharecdn.com/ss_thumbnails/paul-hunter-oeb15-151205145823-lva1-app6891-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/paul-hunter-why-moocs-and-executives-dont-mix/55849510 Paul Hunter: why MOOCs...