{"id":2407,"date":"2018-06-18T08:48:52","date_gmt":"2018-06-18T08:48:52","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/?p=2407"},"modified":"2022-06-20T13:22:15","modified_gmt":"2022-06-20T13:22:15","slug":"abcsocsi2","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/cy\/abcsocsi2\/","title":{"rendered":"ABC Learning Design in SOCSI &#8211; Part 2 | Dylunio Dysgu ABC yn SOCSI &#8211; Rhan 2"},"content":{"rendered":"<p>by <a href=\"https:\/\/www.linkedin.com\/in\/hobrienn\/\">Hannah O\u2019Brien<\/a><\/p>\n<p><em>Hannah is a Learning Technologist within the\u00a0School of Social Sciences<\/em><\/p>\n<p><a href=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/2018\/06\/18\/abcsocsi1\/\">The first part of this blog is available here<\/a>.<\/p>\n<p><strong>Reviewing what we\u2019d done<\/strong><\/p>\n<p>Next, we went back to our Learning Types Activity Graphs (or cards for Session 2!) to review what we\u2019d done. In the practice session, we used the Learning Outcomes and graphs from the start of the session in tandem, drawing a new graph to compare what we\u2019d aimed to achieve and what we had designed, in order to judge whether we\u2019d reached the learning outcomes. In Session 1, this was more difficult, as not only did we not have learning outcomes to refer to, but our initial graph had been done with the whole module in mind, whereas we\u2019d ended up designing just a small part of the module in detail. This ultimately meant that we couldn\u2019t compare the graphs. In the end, we just had a general conversation about how happy we were with the distribution of learning types, which actually led the module team to include more \u2018practice\u2019 in their approach.<\/p>\n<p>Again, in Session 2, it was difficult to compare the predicted prominence of the learning types with what we\u2019d done, as we\u2019d only got as far as week one of the module. This part of the session helped the academics to reflect on the week we\u2019d designed, but wasn\u2019t as meaningful as if we had managed to design more of the module. It was at this point that I really started thinking about how the \u2018rapid\u2019 nature of the session might not work for all personality types and working styles. UCL provide different styles of session \u2013 the \u2018classic\u2019 ABC session, an extended 2 hour programme design session, and a \u2018demo\u2019 session without a focus on a specific piece of learning. We at Cardiff may have to think about providing different types of session according to where academics are in the module design process, as well as the nature of the module and teams. UCL say that they chose the 90 minute workshop time as this was long enough to create something meaningful, but short enough to keep everyone engaged. It might be that we choose to split the tasks into two workshops, or simply make sure that we take a break every 90 minutes to keep everyone feeling fresh minded!<\/p>\n<p>The team at Session 2 noted a few things that could benefit future sessions, which may be things that we could add to a longer agenda for full-day sessions:<\/p>\n<ul>\n<li>A conversation about learning objectives: starting with this rather than simply having a sheet to refer to might help focus the team focus on the specific skills they want students to develop, and pick cards accordingly<\/li>\n<li>An activity around inclusion: going back through the storyboard, asking which students may be disadvantaged by each activity and how we can provide support for that<\/li>\n<li>A recap on content: so that everyone is on the same page before we begin the card activity.<\/li>\n<li><em>Lesson Learned: You need to have designed a whole module for the Learning Graph comparison to be meaningful! We definitely need something to compare expectation vs. reality for review purposes, but this might not be the best option within the short time frame.<\/em><\/li>\n<\/ul>\n<p><strong>Assessment<\/strong><\/p>\n<p>Next, we\u2019d set aside some time specifically to talk about assessment. In Session 1, we double checked that everything was feeding forward into assessment, that students will know what they need to know in order to complete the assessment, and that the assessments were meaningful with opportunities to respond to feedback. This worked really well. As mentioned before, we\u2019d been talking about assessment a lot throughout the process, but here we were able to consolidate our thoughts and check that we were making the most of assessment opportunities. Katie had added two formative, non-marked blogs with opportunities for feedback, and this gave her a chance to change the format of the assessment in week 5 to be a blog similar to these, so that students could practice before completing their final assignment.<\/p>\n<p>In Session 2, we had only completed week one of the module, and so this made it difficult to ensure that students would know what they need to know in order to complete the assessment, as we\u2019d only got as far as their introductory week. Instead of trying to picture what we were missing, we simply asked a different question: \u2018is everything we\u2019ve planned so far meaningful, and in what way does it link to assessment?\u2019<\/p>\n<p>I think this discussion worked well, but perhaps would have been better had we not just reviewed what we\u2019d done so far. In the \u2018Reviewing what we\u2019d done\u2019 section, academics had been asked to predict and compare the prominence of learning types for the whole module, but as only one week was designed, this made it feel as though we hadn\u2019t come far enough in the process to review the relevance of learning types in relation to assessment. This affected morale around this conversation. However, we did have a good conversation about the relevance of each learning activity we had chosen in relation to how the students may be assessed.<\/p>\n<ul>\n<li><em>Lesson Learned: Quality over Quantity! It\u2019s more important to design a few learning activities that meaningfully feed forward into assessment than it is to rush the entire module for the sake of the \u2018rapid\u2019 element of the workshop.<\/em><\/li>\n<\/ul>\n<p><strong>Flipping the cards<\/strong><\/p>\n<p>In the practice session, we flipped the cards and noted down an idea for each of the activities much earlier in the process. After practising, we decided to do this at the end of the session, as we felt that it wasn\u2019t as important as deciding on activity types and making sure that we had covered assessment. In Session 1, we flipped a few cards and noted down some possibilities, which worked well in giving the team an idea of how the \u2018flipped cards\u2019 worked, but not putting pressure on them to decide what specific method they wanted to use then and there. We didn\u2019t reach this stage within the allotted time in Session 2, but I gave an explanation of the back of the card and the academics seemed perfectly comfortable in going away and doing this themselves. I provided a sheet of examples of tools and approaches they could choose for each learning type, which will hopefully aid them in choosing how to practically deliver each learning activity.<\/p>\n<ul>\n<li><em>Lesson Learned: Shortening this activity is a good time saver. If participants are given the necessary tools (ie. Examples for each learning type) and information they need, they can do this bit without facilitation!<\/em><\/li>\n<\/ul>\n<p><strong>Review and Next Steps<\/strong><\/p>\n<p>We finished both sessions with a review of the session and a discussion about next steps. We adapted the \u2018action plan\u2019 provided by UCL to have more of a project plan focus, rather than being split according to content. This seemed to be useful to some academics but others had their own way of recording actions, which is completely fine: the action plan can be there as a tool to be used as and when is necessary, rather than a compulsory part of the workshop. In all three sessions, this review time gave us a good opportunity to check in with the academics and get their feedback on how the session went and how it could be improved.<\/p>\n<p><strong>Conclusion<\/strong><\/p>\n<p>Overall, the sessions were really positive, and we have received positive feedback from the academics via an online survey since. Before we held the sessions, I made a note of some of the questions we were asking ourselves. Here are the questions, with a few notes of what we learned in answer to them during the ABC sessions within SOCSI:<\/p>\n<p><strong>Is &#8216;collaboration&#8217; a learning type, or is it a subcategory of the other learning types?<\/strong><\/p>\n<p>Although I could see that there are unique benefits to doing things collaboratively, my thoughts were that each of the other learning types can be done either collaboratively or individually, and so therefore it should form part of deciding how we do each activity, rather than being a learning type in and of itself.<\/p>\n<p>During the sessions, we used \u2018collaboration\u2019 as a learning type. As predicted, this often formed part of a duo with another of the cards, but it was interesting to think about whether an activity\u2019s <em>purpose <\/em>was to collaborate, or whether it was the <em>method <\/em>through which to achieve another purpose. I\u2019m still on the fence with this one!<\/p>\n<p><strong>Should \u2018Reflection\u2019 replace \u2018Collaboration\u2019 as a new learning type?<\/strong><\/p>\n<p>Reflection is categorised as either \u2018practice\u2019 or \u2018production\u2019 by UCL. But is this always the case? In the office, we were talking about the benefit of reflection and the difference between practising or applying a technique learned through acquisition, and reflecting on it afterwards. Should reflection be a card in its own right, or should we simply be concentrating on looking at opportunities for reflection within the other learning activities?<\/p>\n<p>Through discussion in the office and during the workshops, we concluded that, if opportunities are provided, students who are prone to reflection will take those opportunities. In future, we may trial using \u2018reflection\u2019 as a learning card, to see if this encourages a design with more reflective elements. For now, ensuring that the opportunities are there for those who wish to take them is the most important thing to focus on.<\/p>\n<p><strong>Does the method promote a learner centred approach?<\/strong><\/p>\n<p>We had a discussion in the office about whether this method would explicitly encourage those using it to move towards more of a learner centred approach, with students taking an active role in their learning. Our thinking post-workshops was that this entirely depends on who is using it, and what module or course is being designed. ABC is great for highlighting the most <em>appropriate<\/em> learning activities and types for a particular subject. If you take a very simple concept, it might be that it is most appropriate to learn it purely through acquisition.<\/p>\n<p>In our minds, it\u2019s about quality over quantity; although one of the aims of ABC is to create an entire module or programme in 90 minutes, our goal is simply to encourage academics to start thinking in these terms in order to develop a consistent and learner-focused approach to modules across the board.\u00a0 However, we do want the sessions to be useful and productive, and so one of the greatest challenges will be to facilitate rich discussions so that they don\u2019t stray too far from the track. The fact that, at the end of the session, the academics were asking if they could come and collect some cards to use for themselves, spells a success for us.<\/p>\n<p><a href=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/2018\/06\/18\/abcsocsi1\/\">The first part of this blog is available here<\/a>.<\/p>\n<hr \/>\n<p>gan <a href=\"https:\/\/www.linkedin.com\/in\/hobrienn\/\">Hannah O\u2019Brien<\/a><\/p>\n<p><em>Mae Hannah yn Dechnolegydd Dysgu o fewn Ysgol y Gwyddorau Cymdeithasol<\/em><\/p>\n<p><a href=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/2018\/06\/18\/abcsocsi1\/\">Mae rhan cyntaf y blog ar gael yma.<\/a><\/p>\n<p><strong>Adolygu&#8217;r hyn a wnaethom<\/strong><\/p>\n<p>Nesaf, aethom yn \u00f4l i\u2019n graffiau gweithgareddau dulliau dysgu (neu\u2019r cardiau ar gyfer Sesiwn 2!) i adolygu\u2019r hyn roeddem wedi&#8217;i wneud. Yn y sesiwn ymarfer, gwnaethom ddefnyddio\u2019r canlyniadau dysgu a\u2019r graffiau o ddechrau&#8217;r sesiwn ar y cyd, gan lunio graff newydd i gymharu&#8217;r hyn yr oeddem wedi ceisio ei gyflawni \u00e2\u2019r hyn roeddem wedi\u2019i ddylunio, er mwyn barnu a oeddem wedi cyflawni\u2019r canlyniadau dysgu. Roedd hyn yn fwy anodd yn Sesiwn 1, oherwydd nid yn unig nad oedd gennym y canlyniadau dysgu i gyfeirio atynt, ond roedd ein graff cychwynnol wedi\u2019i lunio gan ystyried y modiwl cyfan, a dim ond rhan fechan o\u2019r modiwl roeddem wedi\u2019i dylunio\u2019n fanwl yn y pen draw. Yn y pen draw, golygai hyn nad oeddem yn gallu cymharu\u2019r graffiau. Yn y diwedd, y cwbl a wnaethom oedd cael sgwrs gyffredinol am ba mor hapus oeddem ni gyda dosbarthiad y dulliau dysgu, a gwnaeth hyn, mewn gwirionedd, arwain t\u00eem y modiwl i gynnwys mwy o \u2018waith ymarferol\u2019 yn eu dull dysgu.<\/p>\n<p>Eto, roedd hi\u2019n anodd cymharu amlygrwydd disgwyliedig y dulliau dysgu gyda\u2019r hyn roeddem wedi\u2019i wneud yn Sesiwn 2, oherwydd roeddem dim ond wedi cyrraedd diwedd yr wythnos gyntaf o\u2019r modiwl. Gwnaeth y rhan hon o&#8217;r sesiwn helpu\u2019r bobl academaidd i fyfyrio ar yr wythnos roeddem ni wedi\u2019i dylunio, ond nid oedd mor ystyrlon ag y byddai wedi bod pe byddem ni wedi dylunio mwy o\u2019r modiwl. Dyma pryd y dechreuais feddwl o ddifrif na fyddai natur \u2018gyflym\u2019 y sesiwn yn gweithio o bosibl i bob math o bersonoliaeth ac arddull gweithio. Mae Coleg Prifysgol Llundain yn darparu gwahanol arddulliau o sesiynau \u2013 y sesiwn ABC &#8216;clasurol&#8217;, sesiwn dylunio rhaglen estynedig dwy awr o hyd, a sesiwn &#8216;arddangos&#8217; heb ganolbwyntio ar ddarn penodol o ddysgu. Mae\u2019n bosibl y bydd angen i ni feddwl am ddarparu gwahanol fathau o sesiynau yng Nghaerdydd, yn \u00f4l lle mae\u2019r bobl academaidd arni yn y broses dylunio modiwl, yn ogystal \u00e2 natur y modiwl a\u2019r timau. Dywedodd Coleg Prifysgol Llundain eu bod wedi dewis y gweithdy 90 munud o hyd oherwydd roedd hyn yn ddigon o amser i greu rhywbeth ystyrlon, ond yn ddigon byr i gadw diddordeb pawb. Efallai byddwn yn dewis rhannu\u2019r tasgau\u2019n ddau weithdy, neu wneud yn si\u0175r ein bod yn cael egwyl bob 90 munud er mwyn cadw meddwl pawb yn effro!<\/p>\n<p>Nododd y t\u00eem yn Sesiwn 2 ychydig o bethau a allai fod yn fuddiol mewn sesiynau yn y dyfodol, a allai fod yn bethau y gallwn eu hychwanegu at agenda hirach ar gyfer sesiynau diwrnod llawn:<\/p>\n<ul>\n<li>Sgwrs am amcanion dysgu: gallai dechrau gyda hyn yn hytrach na dim ond cael taflen i gyfeirio ati helpu i ganolbwyntio ffocws y t\u00eem ar y sgiliau penodol y maen nhw eisiau i fyfyrwyr eu datblygu, a dewis cardiau yn unol \u00e2 hynny<\/li>\n<li>Gweithgaredd sy&#8217;n ymwneud \u00e2 chynhwysiant: mynd yn \u00f4l drwy\u2019r bwrdd stori, gan ofyn pa fyfyrwyr allai fod dan anfantais gan bob gweithgaredd a sut gallwn ddarparu cymorth ar gyfer hynny<\/li>\n<li>Ailadrodd y cynnwys yn gryno: fel bod pawb ar yr un dudalen cyn i ni ddechrau\u2019r gweithgaredd cardiau<\/li>\n<li><em>Gwersi a ddysgwyd: Bydd angen i chi fod wedi dylunio\u2019r modiwl cyfan er mwyn i\u2019r gymhariaeth o\u2019r graff dysgu fod yn ystyrlon! Bydd rhaid i ni gael rhywbeth i gymharu\u2019r disgwyliad \u00e2\u2019r sefyllfa wirioneddol at ddibenion adolygu, ond mae\u2019n bosibl nad hyn fydd yr opsiwn gorau o fewn yr amserlen fer.<\/em><\/li>\n<\/ul>\n<p><strong>Asesu<\/strong><\/p>\n<p>Nesaf, roeddem wedi neilltuo ychydig o amser i siarad yn benodol am asesiad. Yn Sesiwn 1, gwnaethom wirio droeon fod popeth yn bwydo drwyddo i asesiad, y bydd myfyrwyr yn gwybod yr hyn sydd angen iddynt ei wybod er mwyn cwblhau\u2019r asesiad, a bod yr asesiadau\u2019n ystyrlon gyda chyfleoedd i ymateb i adborth. Gweithiodd hyn yn dda iawn. Fel y crybwyllwyd o\u2019r blaen, roeddem wedi bod yn siarad llawer am asesu trwy gydol y broses, ond yma roeddem yn gallu casglu ein meddyliau ynghyd a gwirio ein bod yn manteisio i\u2019r eithaf ar gyfleoedd asesu. Roedd Katie wedi ychwanegu dau flog ffurfiannol, heb eu marcio, gyda chyfleoedd i roi adborth, a rhoddodd hwn gyfle iddi newid fformat yr asesiad yn Wythnos 5 i fod yn flog tebyg i\u2019r rhain, fel y gallai myfyrwyr ymarfer cyn cwblhau eu haseiniad terfynol.<\/p>\n<p>Yn Sesiwn 2, dim ond wythnos un o\u2019r modiwl roeddem wedi\u2019i chwblhau, felly roedd hyn yn ei gwneud hi\u2019n anodd sicrhau y byddai myfyrwyr yn gwybod yr hyn yr oedd angen iddynt ei wybod er mwyn cwblhau\u2019r asesiad, oherwydd roeddem dim ond wedi mynd mor bell \u00e2\u2019u hwythnos ragarweiniol. Yn hytrach na cheisio meddwl am yr hyn a oedd ar goll gennym, y cwbl a wnaethom oedd gofyn gwahanol gwestiwn: \u2018A yw popeth rydym wedi\u2019i gynllunio hyd yma\u2019n ystyrlon, a sut mae\u2019n cysylltu ag asesiad?&#8217;<\/p>\n<p>Rwy\u2019n credu y gweithiodd y drafodaeth hon yn dda, ond efallai y byddai wedi bod yn well pe byddem dim ond wedi adolygu\u2019r hyn roeddem wedi\u2019i wneud hyd yma. Yn yr adran \u2018Adolygu\u2019r hyn yr ydym wedi&#8217;i wneud&#8217;, gofynnwyd i\u2019r bobl academaidd ddarogan a chymharu amlygrwydd dulliau dysgu ar gyfer y modiwl cyfan, ond am mai dim ond un wythnos yn unig a ddyluniwyd, nid oeddem yn teimlo ein bod wedi mynd yn ddigon pell yn y broses i adolygu perthnasedd y dulliau dysgu mewn cyswllt ag asesu. Roedd hyn yn effeithio ar y mor\u00e2l o gwmpas y sgwrs hon. Fodd bynnag, cawsom sgwrs dda am berthnasedd pob gweithgaredd dysgu yr oeddem wedi\u2019i ddewis o ran sut y gellid asesu\u2019r myfyrwyr.<\/p>\n<ul>\n<li><em>Gwersi a ddysgwyd: Ansawdd dros faint! Mae&#8217;n bwysicach dylunio ychydig o weithgareddau dysgu sy&#8217;n bwydo i mewn i\u2019r asesiad mewn modd ystyrlon nag ydyw i ruthro\u2019r modiwl cyfan serch elfen &#8216;gyflym&#8217; y gweithdy.<br \/>\n<\/em><\/li>\n<\/ul>\n<p><strong>Troi\u2019r cardiau<\/strong><\/p>\n<p>Yn y sesiwn ymarfer, gwnaethom droi\u2019r cardiau a nodi syniad ar gyfer pob un o\u2019r gweithgareddau yn llawer cynharach yn y broses. Ar \u00f4l ymarfer, penderfynwyd gwneud hyn ar ddiwedd y sesiwn, oherwydd teimlwyd nad oedd mor bwysig \u00e2 phenderfynu ar fathau o weithgarwch a gwneud yn si\u0175r ein bod wedi ymdrin ag asesu. Yn Sesiwn 1, gwnaethom droi ychydig o gardiau a nodi rhai posibiliadau, a weithiodd yn dda o ran rhoi syniad i\u2019r t\u00eem o sut roedd y \u2018cardiau a gafodd eu troi\u2019 yn gweithio, ond heb roi pwysau arnynt i benderfynu pa ddull penodol yr oeddent eisiau ei ddefnyddio yn y fan a\u2019r lle. Ni wnaethom gyrraedd y cam hwn o fewn yr amser penodedig yn Sesiwn 2, ond rhoddais esboniad ar gefn y cerdyn ac roedd y bobl academaidd yn hollol gysurus yn \u00f4l pob golwg i fynd ymaith a gwneud hyn eu hunain. Rhoddais daflen o enghreifftiau ac offer a dulliau y gallent eu dewis ar gyfer pob dull dysgu, a bydd hyn yn eu cynorthwyo, gobeithio, wrth ddewis sut i gyflawni pob gweithgarwch dysgu\u2019n ymarferol.<\/p>\n<ul>\n<li><em>Gwersi a ddysgwyd: Mae byrhau\u2019r gweithgaredd hwn yn ffordd dda o arbed amser. Os caiff cyfranogwyr yr offer angenrheidiol (h.y. enghreifftiau ar gyfer pob dull dysgu) a\u2019r wybodaeth sydd ei hangen arnynt, gallant wneud y darn hwn heb hwylusiad!<\/em><\/li>\n<\/ul>\n<p><strong>Adolygu a\u2019r camau nesaf<\/strong><\/p>\n<p>Gwnaethom orffen y ddwy sesiwn trwy adolygu\u2019r sesiwn a thrafod y camau nesaf. Gwnaethom addasu\u2019r &#8216;cynllun gweithredu&#8217; a ddarparwyd gan Goleg Prifysgol Llundain fel ei fod yn canolbwyntio fwy ar gynllunio\u2019r prosiect, yn hytrach na chael ei rannu yn \u00f4l cynnwys. Roedd hyn yn ddefnyddiol i rai pobl academaidd yn \u00f4l pob golwg, ond roedd gan eraill eu ffordd eu hun o gofnodi camau gweithredu, sy\u2019n hollol iawn: gall y cynllun gweithredu gael ei ddefnyddio fel offeryn pan fo angen, yn hytrach na bod yn rhan orfodol o&#8217;r gweithdy. Ym mhob un o\u2019r tair sesiwn, rhoddodd yr amser adolygu gyfle da i ni sgwrsio \u00e2\u2019r bobl academaidd a chael eu hadborth ar sut aeth y sesiwn a sut y gellid ei gwella.<\/p>\n<p><strong>Casgliad<\/strong><\/p>\n<p>Yn gyffredinol, roedd y sesiynau yn gadarnhaol iawn, ac rydym wedi cael adborth cadarnhaol gan y bobl academaidd trwy arolwg ar-lein ers hynny. Cyn i ni gynnal y sesiynau, nodais rai o\u2019r cwestiynau yr oeddem yn holi ein hunain. Dyma\u2019r cwestiynau, ynghyd \u00e2 rhai nodiadau ar yr hyn a ddysgwyd gennym wrth eu hateb yn ystod y sesiynau ABC o fewn SOCSI:<\/p>\n<p><strong>A yw &#8216;cydweithredu&#8217; yn ddull dysgu, neu a yw&#8217;n is-gategori o\u2019r dulliau dysgu eraill? <\/strong><\/p>\n<p>Er y gallwn weld bod manteision unigryw dros wneud pethau\u2019n gydweithredol, roeddwn i\u2019n teimlo y gallai pob un o\u2019r dulliau dysgu eraill gael ei wneud naill ai\u2019n gydweithredol neu\u2019n unigol, felly dylai gael ei ystyried wrth benderfynu sut rydym yn gwneud pob gweithgarwch, yn hytrach na bod yn ddull dysgu yn ei hunan.<\/p>\n<p>Gwnaethom ddefnyddio \u2018cydweithredu\u2019 fel dull dysgu yn ystod y sesiynau. Fel y rhagwelwyd, roedd hyn yn aml yn mynd ochr yn ochr ag un o\u2019r cardiau eraill, ond roedd yn ddiddorol meddwl ai <em>diben <\/em>gweithgaredd oedd cydweithredu, neu ai <em>dull <\/em>o weithredu ydoedd er mwyn cyflawni diben arall. Rwy\u2019n parhau i fod rhwng dau feddwl am hyn!<\/p>\n<p><strong>A ddylai \u2018myfyrio\u2019 ddisodli \u2018cydweithredu\u2019 fel dull dysgu newydd?<\/strong><\/p>\n<p>Mae Coleg Prifysgol Llundain yn categoreiddio myfyrio fel naill ai \u2018ymarfer\u2019 neu \u2018gynhyrchiad\u2019. Ond ai dyma\u2019r achos bob amser? Yn y swyddfa, roeddem yn siarad am fuddion myfyrio a\u2019r gwahaniaeth rhwng ymarfer neu gymhwyso techneg a ddysgwyd trwy gaffaeliad, a myfyrio arni wedyn. A ddylai myfyrio fod yn gerdyn yn ei rinwedd ei hun, neu a ddylwn fod yn edrych ar gyfleoedd i fyfyrio o fewn gweithgareddau dysgu eraill?<\/p>\n<p>Trwy drafod yn y swyddfa ac yn ystod y gweithdai, daethom i&#8217;r casgliad y bydd y myfyrwyr hynny sy\u2019n dueddol o fyfyrio yn manteisio ar gyfleoedd sy\u2019n codi i wneud hynny. Yn y dyfodol, efallai y gwnawn ni dreialu defnyddio \u2018myfyrio\u2019 fel cerdyn dysgu, i weld a fydd hyn yn annog dyluniad gydag elfennau mwy myfyriol. Am y tro, y peth pwysicaf i ganolbwyntio arno yw bod y cyfleoedd yno i\u2019r rhai hynny sydd eisiau manteisio arnynt.<\/p>\n<p><strong>A yw\u2019r dull yn hyrwyddo dull sy&#8217;n canolbwyntio ar y dysgwr?<\/strong><\/p>\n<p>Cawsom drafodaeth yn y swyddfa ynghylch a fyddai\u2019r dull hwn yn arwain ac yn annog y rhai hynny sy\u2019n ei ddefnyddio i symud tuag at ddull sy\u2019n canolbwyntio mwy ar y dysgwr, gyda\u2019r myfyrwyr yn cymryd rhan weithredol yn eu dysgu. Ein barn ar \u00f4l y gweithdai oedd ei fod yn dibynnu\u2019n hollol ar bwy sy\u2019n ei ddefnyddio, a pha fodiwl neu gwrs sy\u2019n cael ei ddylunio. Mae ABC yn dda iawn am amlygu\u2019r gweithgareddau a\u2019r dulliau dysgu mwyaf <em>priodol <\/em>ar gyfer pwnc penodol. Os ydych chi\u2019n cymryd cysyniad syml iawn, mae\u2019n bosibl mai\u2019r ffordd fwyaf priodol i\u2019w ddysgu yw, yn syml, trwy gaffaeliad.<\/p>\n<p>Mae\u2019n ymwneud ag ansawdd dros faint yn ein barn ni; er mai un o amcanion ABC yw creu modiwl neu raglen gyfan mewn 90 munud, ein nod syml yw annog pobl academaidd i ddechrau meddwl fel hyn er mwyn datblygu dull cyson o weithredu modiwlau drwyddi draw sy\u2019n canolbwyntio ar y dysgwr.\u00a0 Fodd bynnag, rydym eisiau i\u2019r sesiynau fod yn ddefnyddiol ac yn gynhyrchiol, felly un o\u2019r heriau mwyaf fydd hwyluso trafodaethau cyfoethog fel nad ydynt yn crwydro&#8217;n rhy bell oddi ar y llwybr. Mae\u2019r ffaith fod pobl academaidd yn gofyn ar ddiwedd y sesiwn a allent ddod i gasglu rhai cardiau i\u2019w defnyddio eu hunain yn dweud wrthym ni ein bod wedi bod yn llwyddiannus.<\/p>\n<p><a href=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/2018\/06\/18\/abcsocsi1\/\">Mae rhan cyntaf y blog ar gael yma.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"by Hannah O\u2019Brien Hannah is a Learning Technologist within the\u00a0School of Social Sciences The first part of this blog is available here. Reviewing what we\u2019d done Next, we went back [&hellip;]","protected":false},"author":386,"featured_media":2421,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[792],"tags":[905,907],"custom_author":[],"class_list":["post-2407","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-addysg-ddigidol","tag-abc-cy","tag-learning-design-cy"],"lang":"cy","translations":{"cy":2407},"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4KqgK-CP","meta_box":[],"jetpack_featured_media_url":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/abc2.jpg","pll_sync_post":[],"_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/2407","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/comments?post=2407"}],"version-history":[{"count":6,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/2407\/revisions"}],"predecessor-version":[{"id":2428,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/2407\/revisions\/2428"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media\/2421"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media?parent=2407"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/categories?post=2407"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/tags?post=2407"},{"taxonomy":"custom_author","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/custom_author?post=2407"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}