Learning Design Bootcamp – In conversation with Jannah and Catherine [357] Home : ALT Online Winter Conference 2019

Public Group active 2 months, 1 week ago

Thu, Dec 12 2019, 3:15pm – 4:00pm

Description

The Learning Design Bootcamp offers an intensive three months programme for Learning Technologists and academics engaging in the design and development of a 15 or 30 credit module of their choice. The teams are supported by mentors in the design and development of their modules following the CoDesigns Learning Design Framework. The pedagogic composition of this framework is based on the Blended Learning Design Framework (BLEnDT©) developed at Imperial College London (Toro-Troconis et al. 2019; Toro-Troconis & Aleksiev, 2018; Morton et al, 2016).

This webinar will explore the experience of participating in the 2019 Bootcamp from the perspective of the mentor, Jannah and mentee, Catherine. Jannah and Catherine will discuss their expectations going into the Bootcamp, how they established a constructive mentoring relationship and what they have learned from the Bootcamp experience. Themes of conversation and community building across disciplines will be addressed. Catherine and Jannah will also discuss how mentor-mentee relationships have informed the preparation for the 2020 Bootcamp.

REFERENCES

Toro-Troconis, M., Alexander, Frutos-Perez, M., (2019). ‘Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics‘. International Journal of Higher Education; 8:6, pp 171-183. DOI: https://doi.org/10.5430/ijhe.v8n6p171

Toro-Troconis, M., Aleksiev, A. (2018), ‘Does Learning Design have an effect on student performance? – Aligning Learning Design with Learning Analytics‘. In Proceedings of the Association for Learning Technology Annual Conference 2018 (ALT-C 2018), Manchester University, UK, 11-13 September.

Morton, C., Saleh, S., Smith, S., Hemani, A., Ameen, A., Bennie, T., Toro-Troconis (2016), ‘Blended Learning: how can we optimise undergraduate student engagement?’. BMC Medical Education Journal.; 16:195. DOI: 10.1186/s12909-016-0716-z

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