X Close

abc-ld

Home

ABC Learning design

Menu

Archive for the 'Distance Learning' Category

ABC LD resources in Japanese

Natasa Perovic11 May 2020

Japanese translation of ABC LD resources kindly provided by Sato Hiroaki, Chiharu Negishi and Shunsuke Tao from Department of teaching and Learning Support, Osaka University (https://www.tlsc.osaka-u.ac.jp/).

If you have any questions about the Japanese translation, email Nataša for contact details.

00. ABC LD leaflet

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download


01.
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download


01.
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download


02.
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download


03.
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download


04. ABC LD Storyboard worksheet
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download


05.
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download


06.
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

.
06.
Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

 

Moving activities online with ABC – take it further

Clive Young21 April 2020

In the previous blog post Moving activities online – as easy as ABC? we began to look at how the six learning types used in ABC can guide us to consider digital alternatives to ‘conventional’ teaching and learning? and suggested some basic tools in Moodle. 

In this post we review the previous post and go to the next stage to think about some pedagogical uses of these tools. This post is based on an additional sheet of distance learning options we often use in the ‘classic’ live ABC workshop when working with wholly online courses. The original sheet can be downloaded here.

The original sheet can be downloaded here.

How can we use these learning types?

The ABC ‘storyboard’ (right) describes the learner journey through sequences and combinations of activities based on these learning types. This helps academic teams clarify the pedagogic components of the course in context and look for opportunities to move activities online. If such storyboarding is not possible (the ABC team are investigating online options), some components can still be applied. For example, academic teams can map the relative prevalence (usually in study hours) of each of the activity types. This often reveals opportunities for, for example, more collaboration, discussion or investigation, and helps teams prioritise areas for (re)development.

A complimentary framework under consideration is to use the well-known SAMR model. SAMR categorises four self-explanatory degrees of technology integration; Substitution, Augmentation, Modification, and Redefinition. SAMR can be used by beginners as a step-by-step progression model or for experienced users as a menu of options.

Let’s review the six types in turn, adding to what we already know.

Acquisition

What learners do when they read books and articles, listen to lectures and podcasts, watch demos or videos. In this way learners acquire new concepts, models, vocabulary, models, and methodologies. Acquisition should be reflective as learners align new ideas to their existing knowledge. Conventional methods often include face-to-face presentations, demos and master classes.

Moving acquisition online: reading multimedia, websites, digital documents and resources listening to podcasts, webcasts watching animations, videos. Online quizzes can be used to check learner progress.

Take it further: more teaching and learning ideas

  • Guided readings (library resources)
  • OER resources (external)
  • Podcast (media)
  • Collaborate Webinars (virtual classroom)
  • Q&A forum (forum, where teachers answer student questions)
  • Video lectures (webcast),
  • YouTube videos (external)
  • Field/lab observations (media/blog/wiki)
  • MCQs – formative with automatic feedback
  • Portfolios (UCL MyPortfolio)/ UCL Reflect blog

 


Investigation

Encourages the learner to take an active and exploratory approach to learning, to search for and evaluate a range of new information and ideas. Students are guided to analyse, compare and critique the texts, data, documents and resources within the concepts and ideas being taught.

Moving investigation online: in many disciplines using digital resources and analytical tools are already part of students’ activities.

Take it further: more teaching and learning ideas

  • Web search (forum, wiki)
  • OER resources (external)
  • Literature reviews and critiques (forum/blog/wiki/RSS)
  • Field/lab observations (media/blog/wiki)
  • Action research
  • Authentic research / data analysis – write a paper
  • Lead a group project

Practice

Enables knowledge to be applied in context. The learner modifies actions according to the task and uses feedback to improve. Feedback may come from self-reflection, peers, the teacher, or from the activity outcomes. Practice often includes significant face-to-face components including labs, field trips, placements, practice-based projects and face-to-face role-play and groupwork.

Moving practice online: The most challenging of the six activity types, some activities are hard to substitute without losing important learning outcomes. Videos of methods, simulations, models, sample data sets, image and video banks, online role-play and case studies may be used to address some of the learning aims. Online quizzes can be used to test application and understanding.

Take it further: more teaching and learning ideas

  • MCQs – formative with automatic feedback
  • Online role play (forum, virtual classroom)
  • Reflective tasks – group or individual (forum)
  • Case studies (forum, lesson)
  • Rapid-fire exam questions (forum)
  • Advanced role play – you are the consultant etc.
  • Simulations – use of models and tools

Discussion

Requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers. Conventionally this is achieved through face-to-face tutorials, seminars and class discussion.

Moving discussion online: There are a number of good online options, including Moodle discussion forums which can be real-time (synchronous) or run over an extended period (asynchronous). Online forums can be even more productive than conventional tutorials as more students may contribute. For a richer discussion, Blackboard Collaborate can be run as a synchronous session.

Take it further: more teaching and learning ideas

  • Interview an expert (forum/chat)
  • Webinars (Collaborate)
  • Model answers/examples of previous work (forum)
  • Analyse chat text (in course or uploaded)
  • Job/professional reflections (blog)
  • Group discussions on the topic, problem, reading (chat/blog/wiki)
  • Social networking – participate (external)
  • Reflective tasks – group or individual (forum)
  • Special interest groups – share on a topic (forum)
  • Lead a group project

 


Collaboration

Requires students to work together in small groups to achieve a common project goal. Building on investigations and acquisition it is about taking part in the process of knowledge building itself. Learning through collaboration therefore includes elements of discussion, practice, and production.

Moving collaboration online: Some parts of group and project working lend themselves to digital communication to help discussion and planning of project outputs. The practical elements depend on the discipline but in some areas it will be possible to build a joint digital output and complete the task entirely online.

Take it further: more teaching and learning ideas

  • Collaborative wiki – what do we know about …?
  • Develop a shared resource library (database/glossary/wiki)
  • Social networking – participate in Twitter etc (external)
  • Special interest groups – share on a topic (forum)
  • Mentor other learners

 


Production

How the teacher motivates the learner to consolidate what they have learned by articulating their current conceptual understanding and reflect how they used it in practice. Production is usually associated with formative and summative assessment and can cover a wide range of items; essays, reports, designs, performances, articles, models etc.

Moving production online: In some disciplines, digital representations are already common such as presentations, videos, slideshows, blogs and e-portfolios.

Take it further: more teaching and learning ideas

  • Interview an expert (video/forum/chat)
  • Literature reviews and critiques (forum/blog/wiki/RSS)
  • MCQs – formative with automatic feedback
  • Develop a shared resource library (database/glossary/wiki)
  • Shows/demonstrates learning (displays, posters, presentations)
  • Portfolios (MyPortfolio)
  • Case studies (forum, lesson)
  • Summarisation tasks (upload texts – individual or group)
  • Rapid-fire exam questions (forum)
  • Concept mapping (external)
  • Create video of performance (media)
  • Audio commentary of performance (media)
  • Collaborate ‘viva’
  • Make and give a presentation (external)
  • Video blog (external)
  • Write a report (external)
  • Make an analysis (external)
  • Case studies (report on or create)
  • Advanced role play – you are the consultant etc.
  • Action plan for workplace
  • Action plan for further study
  • Authentic research / data analysis – write a paper
  • Prepare professional briefing
  • Create podcast (media)
  • Work assignment (blog/report)
  • Interview professional colleagues
  • Lead a group project

Moving activities online – as easy as ABC?

Clive Young10 March 2020

ABC and learning types

As we focus on Teaching continuity, UCL’s ABC method of learning design can help us consider how to move learning activities activities online. 

Many colleagues will already be familiar with the ABC sprint workshops for programme and module (re) design. During the high-energy 90’ workshop, academic teams work together to create a visual ‘storyboard’ showing the type and sequence learning activities required to meet the module’s learning outcomes and also how these will be assessed. Over 1000 UCL colleagues have now participated in ABC workshops since we started in 2015 and report it is particularly useful for new programmes or those moving to an online or more blended format.

The storyboard represents the learner journey and is constructed from pre-printed cards representing six types of learning.

The learning types are derived from the highly respected ‘Conversational Framework’ model of adult learning developed by Prof Diana Laurillard of the Institute of Education, UCL.

Video: Prof Laurillard introduces the Conversational Framework (Only the title is in Italian!)

The ABC cards list ‘conventional’ and digital examples activity associated with each of Prof Laurillard’s learning types, but teams are able and encouraged to add their own activities to the cards. Extensive testing at UCL and elsewhere has showed the creative hands-on, analogue format of the workshop stimulates a wide-ranging discussion. This includes the purpose of the course or programme, teaching methods, alternative technologies and assessment methods and above all the student experience. Even if you are not able to organise a ‘full’ ABC learning design event for your team, the cards themselves can help you identify digital alternatives to current activities.

Image: Example activities from the ABC cards.

Video: Prof Laurillard introduces the six learning types (2′) Note: ‘Inquiry’ is used here instead of ‘Investigation’.

How can the  six learning types guide us to consider digital alternatives to ‘conventional’ teaching and learning?


Acquisition

What learners do when they read books and articles, listen to lectures and podcasts, watch demos or videos. In this way learners acquire new concepts, models, vocabulary, models, and methodologies. Acquisition should be reflective as learners align new ideas to their existing knowledge. Conventional methods often include face-to-face presentations, demos and master classes.

Moving acquisition online: reading multimedia, websites, digital documents and resources listening to podcasts, webcasts watching animations, videos. Online quizzes can be used to check learner progress.

Key UCL tools:


Investigation

Encourages the learner to take an active and exploratory approach to learning, to search for and evaluate a range of new information and ideas. Students are guided to analyse, compare and critique the texts, data, documents and resources within the concepts and ideas being taught.

Moving investigation online: in many disciplines using digital resources and analytical tools are already part of students’ activities.

Key UCL tools:


Practice

Enables knowledge to be applied in context. The learner modifies actions according to the task and uses feedback to improve. Feedback may come from self-reflection, peers, the teacher, or from the activity outcomes. Practice often includes significant face-to-face components including labs, field trips, placements, practice-based projects and face-to-face role-play and groupwork.

Moving practice online: The most challenging of the six activity types, some activities are hard to substitute without losing important learning outcomes. Videos of methods, simulations, models, sample data sets, image and video banks, online role-play and case studies may be used to address some of the learning aims. Online quizzes can be used to test application and understanding.

Key UCL tools:


Discussion

Requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers. Conventionally this is achieved through face-to-face tutorials, seminars and class discussion.

Moving discussion online: There are a number of good online options, including Moodle discussion forums which can be real-time (synchronous) or run over an extended period (asynchronous). Online forums can be even more productive than conventional tutorials as more students may contribute. For a richer discussion, Blackboard Collaborate can be run as a synchronous session.

Key UCL tools:


Collaboration

Requires students to work together in small groups to achieve a common project goal. Building on investigations and acquisition it is about taking part in the process of knowledge building itself. Learning through collaboration therefore includes elements of discussion, practice, and production.

Moving collaboration online: Some parts of group and project working lend themselves to digital communication to help discussion and planning of project outputs. The practical elements depend on the discipline but in some areas it will be possible to build a joint digital output and complete the task entirely online.

Key UCL tools:


Production

How the teacher motivates the learner to consolidate what they have learned by articulating their current conceptual understanding and reflect how they used it in practice. Production is usually associated with formative and summative assessment and can cover a wide range of items; essays, reports, designs, performances, articles, models etc.

Moving production online: In some disciplines, digital representations are already common such as presentations, videos, slideshows, blogs and e-portfolios.

Key UCL tools:

Assessment

During the ABC workshop, assessment is usually addressed as a part of the (re) design process. Online formative assessment can be included in the learner experience using many of the tools and approaches listed above, such as Moodle Forum and Moodle Quiz. Online summative assessment is more complex and separate guidance is being prepared.

ABC LD – the next steps

Natasa Perovic13 July 2018

UCL Digital Education has been awarded two year Erasmus+ funding to develop their well-known ABC learning design workshop with a 12 European universities. Since its inception at UCL only three years ago this unique ‘rapid-development’ approach to help academics develop high tech student-focused modules and programmes has had an unprecedented impact on the sector. Dr Clive Young, the originator of ABC alongside his Digital Education colleague Nataša Perović, gives the reasons for its success, “Most universities have aspirational strategies to develop future-looking digitally rich and blended courses, but few teachers have the skills, knowledge and time to redesign their programmes”. ABC is UCL’s response, a light touch team-based approach which co-creates a visual storyboard for a module in just 90 minutes. Over 75 workshops have been run at UCL with nearly 500 academics (and students) redesigning around 200 modules. The participant response has been overwhelmingly positive and ABC was soon picked up beyond UCL, and is now used at 20 other universities in the UK alone. The Erasmus project builds a strategic partnership between UCL, six other universities from the League of European Universities (Amsterdam, Helsinki, Leuven, Milan and the Sorbonne, with Oxford as an associate) and six innovative universities from Belgium, Denmark, Croatia, Estonia, Ireland and Romania. The partnership will develop ABC as a downloadable toolkit that can be used globally by any institution in the sector.  More information…

Follow the project progress via twitter @ABCtoVLE @ABC_LD.

ABC LD resources for designing FutureLearn MOOCs

Natasa Perovic18 July 2017

ABC LD Resources produced for UCL staff designing FutureLearn MOOCs.PO_FL_week1

 

ABC LD workshop presentation for FL MOOCs

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

 

ABC LD graph (A4)

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

 

ABC LD cards for FutureLearn MOOCs (each cards hould be printed in A6)

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

 

ABC LD worksheet (storyboard) – (A1)

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

 

ABC LD additional online activities (A4)

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

 

ABC LD FL tools mapped to learning types (A3, not editable)

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download

—–

The ABC Learning Design is built on curriculum design research from the JISC* (Viewpoints) and work of Prof Diana Laurillard, UCL IoE** (learning types).
* Viewpoints project (2008-2013),
**Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.


ABC_LD resources are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Please let us know if you are using the ABC_LD resources and/or would like to be part of ABC_LD community

ABC has reached 21

Natasa Perovic24 March 2016

Digital Education has now run 21 of our popular rapid learning design workshops. ABC uses an effective and engaging paper card-based method in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and over the last year has helped 70 module and course teams design and sequence engaging learning activities. It has proved particularly useful for new programmes or those changing to an online or more blended format.

To find out if ABC is for you this short video captured one of our workshops earlier this year.

Participants feedback remains encouragingly  positive 

“I thought the ABC session was really helpful.  I had been a little unsure ahead of the session what it would achieve – but I genuinely got a lot from it.  Going back to the basics of methods etc really helped focus on the structure and balance of the module.  I thought the output was very useful.”

“Thank you for convening the abc workshop today, i  found it thought provoking and challenged the way we think about our teaching. It is too easy to stick to what we have done previously and I found today gave me different ways to think about how to evaluate our current teaching and to bring in different approaches. It will definitely improve my thinking and I will continue with the approach to incorporate some of the ideas into the modules.”

“Thank you for the workshop today- it was an eye opener. I found it really useful to think about categorising how the learning objectives will be delivered and assessed, and examining the variety of ways that these can be achieved. It made me think more deeply about what skills the students can develop by making them responsible for their learning journey and not simply the content that needs to be delivered to them. We will let you know how it goes!”

“It was great and many initiatives have emerged from it.”

abc workshop group work

For questions and workshops contact Clive and Nataša

cy_np

 

 

 

For more information see :

ABC Curriculum Design 2015 Summary
http://blogs.ucl.ac.uk/digital-education/2015/12/02/abc-curriculum-design-2015-summary/

ABC workshop resources and participants’ feedback http://blogs.ucl.ac.uk/digital-education/2015/09/30/9169/

ABC beginnings http://blogs.ucl.ac.uk/digital-education/2015/04/09/abc-arena-blended-connected-curriculum-design/

 

ABC News:

We are currently developing an online toolkit to support the workshop, have been working closely with CALT to embed the Connected Curriculum in designs and we are developing collaboration projects with The University of Glasgow, Aarhus University (Denmark), University of Leiden (Netherland) and Universidad Adolfo Ibáñez (Chile) in order to look at the learning impact of this method. Our colleagues in Chile are even translating the workshop into Spanish.

ABC also featured on UCL Teaching and Learning portal as a case study: Designing programmes and modules with ABC curriculum design http://www.ucl.ac.uk/teaching-learning/case-studies-news/e-learning/designing-abc-curriculum-design

ABC Curriculum Design 2015 Summary

Natasa Perovic2 December 2015

ABC Curriculum tour dates for 2016 and Summary of 2015

For questions and workshops contact Clive and Nataša

cy_np

Book us early! We start our ABC 2016 tour with a visit to Glasgow!

The ABC curriculum design method uses an effective and engaging paper card-based approach in a 90 minute hands-on workshop. It is based on research from the JISC and UCL IoE and designed to help module teams design engaging learning activities. It is particularly useful for new programmes or those changing to an online or more blended format. More information below.

 

December 2015 – ALT Winter Conference webinar

The ABCs of rapid blended course design by Clive Young and Nataša Perović. Recording of the session is available to view here: http://go.alt.ac.uk/1NIpziZ

 

December 2015A brief overview of ABC curriculum design method by Clive

 

 

October 2015 – Presentation about the ABC workshops

 

 

 

September 2015 – Progress with ABC Curriculum design and downloadable ABC workshop resources and participants’ feedback 

 

 

March 2015 – ABC beginnings, by Clive and Natasa

 

March 2015 – Blog post about the First ABC Curriculum design workshop

 

ABC Curriculum Design Workshops

Natasa Perovic30 September 2015

Arena Blended Connected Curriculum Design – Workshop resources and participants’ feedback

few-teams

  • A 90 minute hands-on workshop to help module teams design engaging learning activities.
  • Teams work together to create a visual ‘storyboard’ showing the type and sequence learning activities required to meet the module’s learning outcomes and how these will be assessed.
  • ABC is particularly useful for new programmes or those changing to an online or more blended format.

Between March and September we had 11 workshops with 37 teams from SLMS and BEAMS.

The feedback from participants:

  • “This process was really useful. It helps us think about the modules in their entirety. It is really good how everything maps out in a clear framework like this.“
  •  “We haven’t had such level of detailed discussion as a team. I think the structure and the materials are facilitated well. “
    “It is a good way of focusing on creating the balance within a course.“
  • “It makes you think about: OK , we are going to use this technique, but where, how, for what and how does it fit with everything else? And this is the way into that, I think.“
  • “It helped us formulate in our own mind the course structure. Yes, very useful.“
  • “Made me more conscious of a formative assessment, which really did not occur to me before. “
  • “This has been extremely useful. Not only that we start to think about individual modules and how we can use electronic resources, but it makes us think about the degree together, rather than as separate modules. “
  • “It reminds you of all different formats that you can use, rather than sticking to the same old same old.“
  • “I think it was good to take a step back from the content and look at the varied type of activity. “
  • “We are not trying to be very innovative, but it is a question of being open to new ideas“

To organise ABC workshop for your programme contact Clive Young and Nataša Perović.

ABC Curriculum Design workshop resources:

The resources are also adapted for ABC CPD and Life learning courses.

 

To organise ABC workshop for your programme contact Clive Young and Nataša Perović.

few_graphs

 

 

abc_logo

More:

References:

*Viewpoints project JISC

**UCL IoE: Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

Connected Curriculum