Bookmarked Society Centered Design (

Designing for society means designing for the broader context of systems that we impact and shape. We can redefine our social contract with each other, and with the world that we steward. To do this, we must be intentional about citizen empowerment, civic commons, public health, equity, and the planet:

  • Citizen empowerment: how might we give people more rights and capabilities?
  • Civic commons: how might we create shared resources that strengthen communities?
  • Public health: how might we protect the safety and improve the physical and mental health of communities?
  • Equity: how might we design products, services and standards that are fair to everyone, not just the most privileged?
  • The planet: how might we better care for our world?

Bookmarked Teaching Online Preparation Toolkit (TOPkit) by an authoran author (TOPkit)

“Another excellent resource is the “Sample Courses” section of the TOPkit website. There are two versions of the sample development course (10 week version & 5 week light version) that is based on UCF’s IDL6543 professional development course that is used to credential faculty to create and teach blended or completely online courses.”

Bookmarked The OLM Mixer (uimagine – Charles Sturt University, Australia)

Getting the Balance Right: Applying the Online Learning Model to Teaching Practice

Teaching, like composing music, is as much art as science. There are many elements to balance and discord occurs if any one of the elements is in the wrong relationship to another. Technology has introduced a range of new possibilities to the teaching space but in doing so it introduces further opportunities for potential dissonance. There is no magic formula for creating fabulous music, or fabulous learning experiences, but there are principles that we know will work and combinations of elements that form pleasing patterns which we can repeat.

When composing, performing and recording a piece of music successful patterns and sound combinations used in the past are rethought and built on through a process of careful selection in the context of current practice and new ways of hearing and thinking about music. As educators we need to go through a similar process. Just as a musician builds on a personal history of scholarly expertise and immersion in music experience, developing a sense of the repertoires that please their ear and the ears of others, educators take the patterns of successful experiences and research of the past and recombine them in the new contexts of today to find the right balance for harmonious, or thrilling learning experiences.

The Online Learning Model proposed by CSU highlights seven elements composing a potential learning experience. These elements have been identified through prior experience and research to contribute to the composition of high quality learning experiences. They are not a mathematical formula that can be applied to every situation uniformly, the balance between the elements and the unique context of various courses determines the appropriate expression of each element. Educators must make the judgement calls at many stages along the way of planning, composing and performing learning experiences. They must weigh the needs of the experience and judge which elements to engage with in greater depth and which ones will provide better support with a lighter touch.

2019-08-02 09.06.44

Liked A Reckoning for 2U, and OPMs? by Stephen DownesStephen Downes (Stephen’s Web)

Normally I wouldn’t cover stock market news, not even when a leading Online Program Management (OPM) company’s stock drops 65% in one day. But this followed a frank assessment of the OPM market, and that is worth covering. ” Online program management is a difficult business to be in. Online education is increasingly competitive, student acquisition and marketing costs are going up, and the regulatory landscape is becoming more complex… attracting large numbers of students to a particular online program is more challenging and more expensive than it was just a few years ago.” Those who watch the technology space in general will recognize this as a familiar pattern – when you tie yourself to a platform, whether it’s Facebook or the university system, your fortunes are tied to that platform, and that platform will eventually turn on you.

Direct link:

2019-07-25 09.32.45

Read Going Critical by Kevin SimlerKevin Simler (
If you’ve spent any time thinking about complex systems, you surely understand the importance of networks.
Networks rule our world. From the chemical reaction pathways inside a cell, to the web of relationships in an ecosystem, to the trade and political networks that shape the course of history.
Or consider this very post you’re reading. You probably found it on a social network, downloaded it from a computer network, and are currently deciphering it with your neural network.
But as much as I’ve thought about networks over the years, I didn’t appreciate (until very recently) the importance of simple diffusion.
This is our topic for today: the way things move and spread, somewhat chaotically, across a network. Some examples to whet the appetite:
  • Infectious diseases jumping from host to host within a population
  • Memes spreading across a follower graph on social media
  • A wildfire breaking out across a landscape
  • Ideas and practices diffusing through a culture
  • Neutrons cascading through a hunk of enriched uranium

2019-07-22 15.22.00

Read Six criteria used to describe assessments by W. Ian O'ByrneW. Ian O’Byrne (W. Ian O’Byrne)

In earlier posts I discussed formative and/or summative assessments, and journaling as a good opportunity for implementing one form of formative assessment.

Several readers reached out and asked that I drill down into assessments a bit more to explain these processes. In this post I’ll describe the six categories, or criteria that can be used to describe assessments.

2019-07-04 09.52.21

Read The PAH Continuum: Pedagogy, Andragogy & Heutagogy by copheutagogycopheutagogy (Heutagogy Community of Practice)

The PAH Continuum: Pedagogy, Andragogy & Heutagogy

Guest post by Fred Garnett

In my teaching practice, mostly with socially-excluded kids attempting to get some qualifications in college, I developed a number of techniques for showing them how to be successful on their own terms. College is classically a context in which an andragogic approach works best, where you negotiate with your students to find an agreed learning path. In the department where I worked, at Lewisham College in London, we had developed a universal entry test, followed by an interview, which everyone took. We had found this process to be a better predictor of success that their school results, which usually just measured their dissatisfaction with an education system, which was designed to fail them. We then offered to the prospective student what seemed to be appropriate courses and subjects on which they might be successful.

However, over time, I developed a technique that I now call brokering that was much more about negotiating with the learner in the learning context of the subject that they had chosen. I had started teaching in the USA and one of the aspects of teaching there which I particularly loved was that for any subject that you taught you developed your own syllabus. It went through a quality assurance process so that the University approved what you taught, but you had designed the learning. When I started teaching in England I took it for granted that you would write your own syllabus. Consequently I was soon on all the course committees and before long had written a unit on the social impact of Information Technology, still my favourite course of all the many that I taught.

Writing the syllabus and developing the schedule of delivery along with the work to be completed meant that I was, in effect, building the framework of what I was teaching. Consequently I really understood what the boundaries were and so could better broker between the formal requirements of the education system and the personal desires of my learners; I had found that all these ‘failing’ students wanted to learn.

2019-07-04 09.19.04

Bookmarked Crannóg – Collaborative Knowledge Exchange for Learning Impact by CrannógCrannóg (Crannóg Project)

The Collaborative Knowledge Exchange for Learning Impact – or, simply, Crannóg, for short, is a partnership between NUI Galway, UL, MIC, and DCU, which aims to support the professional development of those colleagues in roles such as Head of School/Department, Dean, etc.

Specifically, the project focuses on aspects of leadership of teaching & learning, and the building of digital capacity/capability. It builds on the work of Ireland’s National Forum for the Enhancement of Teaching & Learning, and seeks to encourage the sharing of ideas, the dissemination of research and scholarship, and the development of a professional network.

The project has been curating resources on key topics raised by Heads of School and Discipline in the partner institutions.

2019-07-03 13.01.49

Read Co-Teaching in a Large Class by Better LecturersBetter Lecturers (Better Lecturers)

Large class size and plenary type lectures have been features of teaching and learning in higher education for many decades. However, the phenomenon of massification, a term used to describe the rapid increase in enrolment of students on many university programmes in recent decades (Hornsby & Osman, 2014) has placed the issue of class size firmly in the spotlight. This phenomenon can be partly explained by the imperative to increase access to and participation in tertiary education thus moving higher education from being considered an elite model to one of universal participation (Kerr, 2011). However, that change has occurred in the context of other demands (Kerr) including funding crises and reduction in the number of full-time faculty per full-time equivalent student.

2019-07-03 11.56.42

Bookmarked Better Lecturers – Helping Lecturers Lead in Higher Education by Better LecturersBetter Lecturers (Better Lecturers) is for those who learn, teach and lead in Higher Education to share examples of good practice, connect with colleagues and learn about innovative practice in teaching, learning, and assessment.

2019-06-20 15.09.02

Bookmarked EduHack (EduHack)

Hacking Education with Digital Pedagogies

EduHack is a capacity-building programme for university educators who wish to learn how to produce digitally-supported learning experiences, experimenting with innovative approaches and tools

2019-05-30 08.30.16

Bookmarked “The Big List Of Resources For Designing Digital Learning Experiences” by Mel MillowayMel Milloway (Mel Milloway)

Melissa Milloway is a learning experience designer in Seattle, WA. She specializes in designing and developing learning experiences and blogging about it.

🔖 In this post, Mel Milloway compiles a list chock-full of useful resources for designing online learning experiences.