{"id":2411,"date":"2018-06-18T08:49:05","date_gmt":"2018-06-18T08:49:05","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/?p=2411"},"modified":"2022-04-13T15:46:28","modified_gmt":"2022-04-13T15:46:28","slug":"abcsocsi1","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/abcsocsi1\/","title":{"rendered":"ABC Learning Design in SOCSI &#8211; Part 1 | Dylunio Dysgu ABC yn SOCSI &#8211; Rhan 1"},"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\/abcsocsi2\/\">The second part of this blog is available here<\/a>.<\/p>\n<p><strong>ABC Learning Design in SOCSI<\/strong><\/p>\n<p>Over the last few weeks, the eLearning team at SOCSI have held what will hopefully be the first of many <a href=\"https:\/\/blogs.ucl.ac.uk\/abc-ld\/home\/abc-ld-toolkit\/\">ABC learning design sessions<\/a> within the School of Social Sciences. The two sessions were designed to help bring a learning design focus to \u2018The Uses and Absuses of Social Psychology\u2019 (Session 1) and \u2018Developing Scholarship in the School of Social Sciences\u2019 (Session 2). I\u2019d had some experience using the ABC method at the University of Bristol, but there I was creating purely online, non-accredited courses, and so I was interested to put the method into practice with accredited academic modules.<\/p>\n<p>Prior to the sessions with academics, we decided to hold a practice run in the eLearning office, with me leading, Geraint playing the role of academic and Chris observing. One thing that I made sure to keep in mind during the planning stage was that I kept checking how the learning activities were feeding forward into assessment, and that students are given opportunity to respond to feedback. After struggling to do this meaningfully within the time frame during the practice session, I factored quarter of an hour into the workshop time to specifically talk about assessment and feedback, to ensure that this got covered. I\u2019ve split this blog post up according to the agenda of the sessions we delivered, and will talk about the successes and downfalls of each item.<\/p>\n<p><strong>The Method<\/strong><\/p>\n<p><strong>Introduction<\/strong><\/p>\n<p>We began each session by giving an introduction to ABC and explaining what we were going to do during the session. In the practice session, I gave a lot of background about the Conversational Framework and the origins of the ABC method. This felt a bit much; the point of the ABC session is that it\u2019s hands-on, and so wouldn\u2019t it be better to get academics doing something productive as soon as possible? It got us thinking about how much a participant <em>needs<\/em> to know before engaging with the ABC method. We decided that it would be best to let the academics lead the session from the get-go, rather than piling too much context onto them before getting into the activities.<\/p>\n<p>In both of the \u2018real\u2019 sessions, I invited the academics to talk about their hopes and expectations for the session, which led into more of a casual conversation about ABC and its benefits. In Session 1 (the Uses\u00a0 and Abuses of Social Psychology), I used a PowerPoint slide to highlight some specific benefits I wanted to mention after we\u2019d started the general discussion but, upon reflection, I cut this out for Session 2 (Developing Scholarship in the School of Social Sciences). For smaller groups, the casual conversation works better and feels more collaborative than a presentation style explanation.<\/p>\n<ul>\n<li><em>Lesson Learned: Conversation not presentation \u2013 Keep it short, snappy and chatty!<\/em><\/li>\n<\/ul>\n<p><strong>Warm Up Task<\/strong><\/p>\n<p>For the warm up task, the initial approach we\u2019d planned had been to get participants thinking about online and offline examples of each learning type in order to generate some examples that they could refer back to later, as well as to open a discussion about the role of technology in enhancing student experience. In the practice run, we noticed that this felt too abstract before we\u2019d done the cards. In the practice session with Chris and Geraint, we couldn\u2019t really see the value in the task once we\u2019d completed it; it felt like a token plug of online methods rather than a meaningful task at this stage.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"2413\" data-permalink=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/abcsocsi1\/abc1\/\" data-orig-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC1.jpg\" data-orig-size=\"191,144\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"ABC &amp;#8211; Mind Map\" data-image-description=\"\" data-image-caption=\"\" data-large-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC1.jpg\" class=\"size-full wp-image-2413 alignright\" src=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC1.jpg\" alt=\"Image of Mind Map\" width=\"191\" height=\"144\" \/>For Session 1, we changed the question we were asking to \u2018what is the purpose of each learning type and what\u2019s an example?\u2019 which worked much better. It got everyone discussing the value of each learning type and thinking of examples from their own modules. Katie (the module convenor) commented that a lot of the learning types were usually categorised as simply \u2018interactive learning\u2019 and so breaking them down into smaller categories was really useful. Session 2\u2019s group were really engaged and lively during this task but, as educationalist themselves, they obviously had a very firm conceptual idea about each of the learning activities already. The conversation was rich and interesting, but cut into the workshop time quite significantly. This could have been a facilitation issue; although I made the rapid nature of the workshop clear at the beginning, I could have intervened earlier to make the conversations shorter. Upon reflection, the task we used in the practice session (specific online and offline examples) may have worked better for this group. They had clearly thought a lot about different theories and approaches to education, and so getting more specific examples down on paper could have been more helpful. In future, I may try out timed conversations on each learning type, so that academics have two minutes to discuss and define each, rather than eating into the workshop\u2019s development time.<\/p>\n<ul>\n<li><em>Lesson Learned: Think about who\u2019s in the room before you ask the question \u2013 ask something that will help to generate <strong>new <\/strong>ideas rather than going over old ones.<\/em><\/li>\n<\/ul>\n<p><strong>Module Vision<\/strong><\/p>\n<p>The next thing we thought about during the session was the module \u2018vision\u2019 and what skills we wanted students to develop. UCL recommend that you begin the session by asking the academics to provide a \u2018tweet\u2019 of their module vision. Chris had been to a session at UCL where the \u2018tweet\u2019 talks dominated the session and caused the workshop to overrun, and so we decided to replace the \u2018tweet\u2019 with a two minute pitch about the main aims of the module. In Session 1, the module description was already written and, rather than dilute that down further, we decided the time would be better spent with Katie giving us an overall view of what the module was aiming to achieve. Chris timed Katie\u2019s talk so that it didn\u2019t run over time, and we achieved a similar goal to what we would have via \u2018tweeting\u2019 but in a much more efficient way. In Session 2, Geraint had spent time with the module team already, and so had a pretty good idea of the aims of the module. As we\u2019d lost time in the first task, we decided to therefore skip this bit. Upon reflection, we didn\u2019t miss it; if we\u2019re helping to design a module that we already know about in future, I would happily skip this again. However, I can see it being useful when there are people in the room who aren\u2019t sure about the idea or \u2018vision\u2019 for the module.<\/p>\n<ul>\n<li><em>Lesson Learned: Pitch &gt; Tweet! This part needs to be short and focused. If you already know what you need to know, cut it out!<\/em><\/li>\n<\/ul>\n<p><strong>Learning Outcomes and Activity Graph<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"2414\" data-permalink=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/abcsocsi1\/abc2\/\" data-orig-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg\" data-orig-size=\"139,135\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"Learning Types Activities Graph\" data-image-description=\"\" data-image-caption=\"\" data-large-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg\" class=\"size-full wp-image-2414 alignright\" src=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg\" alt=\"Learning Types Activities Graph\" width=\"139\" height=\"135\" srcset=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg 139w, https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2-40x40.jpg 40w\" sizes=\"auto, (max-width: 139px) 100vw, 139px\" \/>The next step of a typical ABC workshop is to look at the module\u2019s learning outcomes in order to complete a Learning Types Activities Graph. This graph allows participants to plot out what they anticipate being the most and least prominent learning types based on learning outcomes. In sessions at the University of Bristol, this worked well, as we had defined skills-based outcomes that had been defined at a project level (the online courses were part of a wider project). In the practice session with Chris and Geraint the task felt a bit laborious, but Geraint was able to complete it by thinking about the skills included in the Learning Outcomes. The graph is made up of the learning types spider diagram, plus a \u2018blended scale\u2019 that participants can use to estimate how much of their course will be online and how much will be offline. We decided to take out the blended scale, as the aim of the design sessions weren\u2019t to ensure the modules were blended, but were to ensure that the learning activities best suited the module content and skills that needed to be developed.<\/p>\n<p>For Session 1, we&#8217;d looked at the module description and noticed that the learning outcomes had been mapped to skills and assessment. We thought that this would work great with the Learning Outcomes Activities Graph, as academics would be able to identify learning types through the skills they want students to develop, and come up with a &#8216;shape&#8217; as a result. One thing that we\u2019d learned from the practice was that we needed to explain the purpose and benefit behind each part of the workshop. In this case, the purpose was to set expectations based on learning outcomes, in order to come back to the graph after the card activity and compare results against expectations to check that the learning outcomes had been reached. However, the learning outcomes weren&#8217;t up to date for the module. This meant that, during the session, the learning types activities graph became difficult to complete, as academics were unsure of final content. Immediately after the session, Chris and I made the decision to scrap this part of the workshop, as it felt stilted and meaningless unless firm learning outcomes were in place. Participants in the session found it difficult and it slowed momentum. However, what is there to evaluate against if learning outcomes aren\u2019t agreed and we miss out this bit of the session?<\/p>\n<p>With this in mind, in Session 2, we asked participants to take one of each card and order them according to the most and least prominent. This achieves the same outcome while eliminating the \u2018scale\u2019 element of the activity, which will hopefully make this feel like more of a follow-on task from the warm up. This worked better than the graph, and the academics didn\u2019t seem to overthink the activity. However, some had ordered according to the prominence of each learning type, and some had put them in order of appearance (ie, that the module would start with one learning type, then move on to the next and so on). In future, I\u2019ll ensure that the purpose of the activity is clear so that the team orders the cards in a consistent way for a more focused discussion.<\/p>\n<ul>\n<li><em>Lesson Learned: Pick the activity based on whether the Learning Outcomes are firmly in place or not, and make the purpose of the activity clear!<\/em><\/li>\n<\/ul>\n<p><strong>Card Activity<\/strong><\/p>\n<p>In the practice session, the card activity worked really well. As we were making up the content as we went along, we were able to think about the skills we wanted students to develop and remain quite content neutral. We planned to pause at the end of each week or \u2018block\u2019 of content to link the learning objectives to the learning activities we had mapped out. In Session 1, the team were really keen to get cracking on the card activity, but as soon as we started talking about how to break the content down in to \u2018sections\u2019 on the storyboard, it became clear that in order to design the module as a whole, we really needed the whole team in attendance (only 2 of 5 were there). One thing that became apparent quite early on was our inability to remain content neutral when talking about a specific module with specific aims in terms of a student\u2019s acquisition of knowledge or information. Katie and Dawn (the academics) were reluctant to plan out others\u2019 bits of the module as, for them, the content was so integral to the learning design that it was impossible to predict the skills that students would be required to develop without also considering the content, particularly as the Learning Outcomes were not up to date.<\/p>\n<p>Instead of trying to rally on without agreement from all parties, we decided to simply tackle Katie\u2019s section of the module. This worked well, as Katie had the knowledge on content and ideas about delivery, and Dawn was able to feed in pedagogical ideas without becoming too caught up in content discussions. Using the cards helped Katie to break what she\u2019d previously defined as \u2018interactive learning\u2019 down further, and generated ideas in terms of content delivery. We kept assessment in mind as we were designing, which was really powerful in that it meant that we designed focused, relevant learning activities with clear links to both formative and summative assessments. Overall, the card activity was productive and dynamic.<\/p>\n<p>Those who attended Session 2 have described the card process as \u2018colourful\u2019 and \u2018purposeful\u2019. Again, the cards worked well in mapping out sections of the course, but we were unable to make much progress past week one of the module due to the short time schedule. There were a lot of strong voices in the room with passionate ideas about content and specific delivery methods, which at times took the focus away from purely learning design. However, the team really engaged with the learning types and were enthusiastic about providing a varied and interesting module, which helped them to use the cards to generate a meaningful week one of the module.<\/p>\n<p>One thing that worked really well in all of the sessions was pausing at the end of each week or block of teaching to check whether what we had done linked to either the learning outcomes (if up to date) or the skills we wanted students to develop.<\/p>\n<ul>\n<li><em>Lesson Learned: Try to ensure that as many members of the module team are in attendance as possible. Facilitation is key to keep the learning design conversation on track.<\/em><\/li>\n<\/ul>\n<p><a href=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/2018\/06\/18\/abcsocsi2\/\">The second 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\/abcsocsi2\/\">Mae&#8217;r ail ran o&#8217;r blog ar gael yma<\/a>.<\/p>\n<p><strong>Dylunio Dysgu ABC yn SOCSI <\/strong><\/p>\n<p>Yn ystod yr wythnosau diwethaf, mae\u2019r t\u00eem e-ddysgu yn SOCSI wedi cynnal yr hyn fydd, gobeithio, y cyntaf o lawer o <a href=\"https:\/\/blogs.ucl.ac.uk\/abc-ld\/home\/abc-ld-toolkit\/\">sesiynau dylunio dysgu ABC<\/a> o fewn Ysgol y Gwyddorau Cymdeithasol. Cafodd y ddwy sesiwn eu cynllunio i helpu i ddod \u00e2 ffocws dylunio dysgu i \u2018Y Defnydd a\u2019r Camddefnydd o Seicoleg Gymdeithasol\u2019 (Sesiwn 1) a \u2018Datblygu Ysgolheictod yn Ysgol y Gwyddorau Cymdeithasol\u2019 (sesiwn 2). Roeddwn wedi cael rhywfaint o brofiad o ddefnyddio&#8217;r dull ABC ym Mhrifysgol Bryste, ond yno roeddwn i\u2019n creu cyrsiau heb eu hachredu a oedd ar-lein yn unig, ac felly roedd gennyf ddiddordeb mewn rhoi\u2019r dull ar waith gyda modiwlau academaidd achrededig.<\/p>\n<p>Cyn y sesiynau gyda\u2019r bobl academaidd, gwnaethom benderfynu cynnal sesiwn ymarfer yn y swyddfa e-ddysgu, gyda fi wrth y llyw, Geraint yn chwarae rhan unigolyn academaidd a Chris yn arsylwi. Un peth yr oeddwn yn sicrhau fy mod yn parhau i\u2019w ystyried yn ystod y cyfnod cynllunio oedd fy mod yn parhau i wirio sut roedd y gweithgareddau dysgu yn bwydo ymlaen i asesiad, a bod myfyrwyr yn cael cyfle i ymateb i adborth. Ar \u00f4l cael anhawster gwneud hyn mewn ffordd ystyrlon o fewn yr amserlen yn ystod y sesiwn ymarfer, neilltuais chwarter awr o amser y gweithdy i siarad yn benodol am asesu ac adborth, er mwyn sicrhau bod hyn yn cael ei gynnwys. Rwyf wedi rhannu\u2019r blog hwn yn \u00f4l agenda\u2019r sesiynau y gwnaethom eu cyflwyno, a byddaf yn siarad am lwyddiannau a gwendidau pob eitem.<\/p>\n<p><strong>Y Dull<\/strong><\/p>\n<p><strong>Cyflwyniad<\/strong><\/p>\n<p>Gwnaethom ddechrau pob sesiwn trwy roi cyflwyniad i ABC ac egluro beth yr oeddem yn mynd i&#8217;w wneud yn ystod y sesiwn. Yn y sesiwn ymarfer, rhoddais lawer o gefndir am y fframwaith sgyrsiol a tharddiad y dull ABC. Roedd hyn yn teimlo\u2019n ormod; mae\u2019r sesiwn ABC i fod yn un ymarferol, felly oni fyddai\u2019n well cael pobl academaidd i wneud rhywbeth cynhyrchiol cyn gynted \u00e2 phosibl? Dechreuasom feddwl ynghylch faint mae <em>angen <\/em>i gyfranogwr ei wybod cyn mynd ati i ddefnyddio\u2019r dull ABC. Gwnaethom benderfynu y byddai\u2019n well gadael i\u2019r bobl academaidd arwain y sesiwn o\u2019r cychwyn cyntaf, yn hytrach na\u2019u llorio \u00e2 gormod o gyd-destun cyn gwneud y gweithgareddau.<\/p>\n<p>Yn y ddwy sesiwn &#8216;go iawn&#8217;, gwahoddais y bobl academaidd i siarad am eu gobeithion a&#8217;u disgwyliadau ar gyfer y sesiwn, ac arweiniodd hyn at sgwrs fwy anffurfiol am ABC a&#8217;i fanteision. Yn Sesiwn 1 (Y Defnydd a&#8217;r Camddefnydd o Seicoleg Gymdeithasol), defnyddiais sleid PowerPoint i dynnu sylw at rai manteision penodol roeddwn eisiau eu crybwyll wedi i ni ddechrau ar y drafodaeth gyffredinol, ond, wedi meddwl, tynnais hwn o Sesiwn 2 (Datblygu Ysgolheictod yn Ysgol y Gwyddorau Cymdeithasol). Mae\u2019r sgwrs anffurfiol yn gweithio\u2019n well gyda grwpiau llai o faint, ac mae\u2019n teimlo\u2019n fwy cydweithredol yn hytrach na\u2019n eglurhad ar ffurf cyflwyniad.<\/p>\n<ul>\n<li><em>Gwersi a ddysgwyd: Sgwrs nid cyflwyniad \u2013 cadw\u2019r peth yn fyr, yn gryno ac yn siaradus!<\/em><\/li>\n<\/ul>\n<p><strong>Tasg gynhesu<\/strong><\/p>\n<p>O ran y dasg gynhesu, y dull cychwynnol yr oeddem wedi\u2019i gynllunio oedd cael cyfranogwyr i feddwl am enghreifftiau ar-lein ac all-lein o bob math o ddysgu er mwyn cynhyrchu rhai enghreifftiau y gallent gyfeirio\u2019n \u00f4l atynt wedyn, yn ogystal ag agor trafodaeth ynghylch r\u00f4l technoleg mewn gwella profiad myfyrwyr. Yn y sesiwn ymarfer, gwnaethom sylwi bod hyn yn teimlo\u2019n rhy haniaethol cyn i ni wneud y cardiau. Yn y sesiwn ymarfer gyda Chris a Geraint, ni allem weld gwerth y dasg wedi i ni ei chwblhau a dweud y gwir; roedd yn teimlo fel plwg symbolaidd o ddulliau ar-lein yn hytrach na&#8217;n dasg ystyrlon yn ystod y cyfnod hwn.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"2413\" data-permalink=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/abcsocsi1\/abc1\/\" data-orig-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC1.jpg\" data-orig-size=\"191,144\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"ABC &amp;#8211; Mind Map\" data-image-description=\"\" data-image-caption=\"\" data-large-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC1.jpg\" class=\"size-full wp-image-2413 alignright\" src=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC1.jpg\" alt=\"Image of Mind Map\" width=\"191\" height=\"144\" \/>Ar gyfer Sesiwn 1, gwnaethom newid y cwestiwn roedden ni\u2019n ei ofyn i \u2018beth yw diben pob dull dysgu a rhowch enghraifft o hyn\u2019. Roedd hyn yn gweithio&#8217;n well o lawer. Sbardunodd bawb i drafod gwerth pob dull dysgu ac i feddwl am enghreifftiau o\u2019u modiwlau eu hunain. Nododd Katie (cynullydd y modiwl) fod llawer o ddulliau dysgu\u2019n cael eu categoreiddio fel arfer fel \u2018dysgu rhyngweithiol\u2019, felly roedd eu rhannu\u2019n gategor\u00efau llai yn ddefnyddiol iawn. Aeth gr\u0175p Sesiwn 2 ati o ddifrif ac roedden nhw\u2019n fywiog yn ystod y dasg hon ond, gan eu bod yn addysgwyr eu hunain, roedd yn amlwg bod ganddyn nhw eisoes syniad cysyniadol cadarn iawn am bob un o&#8217;r gweithgareddau dysgu. Roedd y sgwrs yn gyfoethog ac yn ddiddorol, ond aeth \u00e2 llawer o amser y gweithdy. Gallai hyn fod wedi bod yn fater hwyluso; er i mi wneud natur gyflym y gweithlu\u2019n glir ar y dechrau, gallwn fod wedi ymyrryd ynghynt i wneud y sgyrsiau\u2019n fyrrach. Ar \u00f4l meddwl, efallai y byddai\u2019r dasg y gwnaethom ei defnyddio yn ystod y sesiwn ymarfer (enghreifftiau ar-lein ac all-lein penodol) wedi gweithio\u2019n well ar gyfer y gr\u0175p hwn. Roedd yn amlwg eu bod wedi meddwl llawer am y gwahanol ddamcaniaethau a dulliau addysg, felly gallai cael enghreifftiau mwy penodol ar bapur fod wedi bod yn fwy defnyddiol. Yn y dyfodol, efallai yr af ati i gynnal sgyrsiau wedi\u2019u hamseru ar bob dull dysgu, fel bod pobl academaidd yn cael dau funud i drafod a diffinio pob un, yn hytrach na defnyddio amser datblygu\u2019r gweithdy.<\/p>\n<ul>\n<li><em>Gwersi a ddysgwyd: Meddyliwch am bwy sydd yn yr ystafell cyn i chi ofyn y cwestiwn \u2013 gofynnwch rywbeth a fydd yn helpu i greu syniadau <strong>newydd <\/strong>yn hytrach nac ailadrodd hen rai.<\/em><\/li>\n<\/ul>\n<p><strong>Gweledigaeth y modiwl<\/strong><\/p>\n<p>Y peth nesaf y gwnaethom feddwl amdano yn ystod y sesiwn oedd \u2018gweledigaeth\u2019 y modiwl a pha sgiliau yr oeddem eisiau i fyfyrwyr eu datblygu. Argymhellodd Coleg Prifysgol Llundain y dylech ddechrau\u2019r sesiwn trwy ofyn i\u2019r bobl academaidd ddarparu \u2018trydariad\u2019 o weledigaeth eu modiwl. Roedd Chris wedi bod mewn sesiwn yng Ngholeg Prifysgol Llundain lle gwnaeth y sgyrsiau ar \u2018drydaru\u2019 gymryd y sesiwn drosodd a pheri i\u2019r gweithdy redeg yn hwyr, felly gwnaethom benderfynu newid y \u2018trydariad\u2019 am froliant dau funud am brif amcanion y modiwl. Yn Sesiwn 1, roedd y disgrifiad o\u2019r modiwl eisoes wedi\u2019i ysgrifennu ac, yn hytrach na&#8217;i wanhau ymhellach, gwnaethom benderfynu y byddai\u2019r amser yn cael ei dreulio\u2019n well trwy gael Katie i roi trosolwg cyffredinol i ni o\u2019r hyn yr oedd y modiwl yn ceisio&#8217;i gyflawni. Gwnaeth Chris amseru sgwrs Katie er mwyn sicrhau nad oedd yn mynd dros amser, a chyflawnwyd nod tebyg i\u2019r hyn y byddem wedi\u2019i gyflawni trwy \u2018drydaru\u2019 ond mewn modd llawer mwy effeithlon. Yn Sesiwn 2, roedd Geraint wedi treulio amser gyda th\u00eem y modiwl eisoes, felly roedd ganddo syniad eithaf da o amcanion y modiwl. Gan ein bod wedi colli amser yn y dasg gyntaf, gwnaethom benderfynu hepgor y darn hwn. Wedi meddwl, ni wnaethom ei golli; os byddwn yn helpu i ddylunio modiwl yr ydym eisoes yn gwybod amdano yn y dyfodol, byddwn yn fwy na fodlon hepgor hwn eto. Fodd bynnag, gallaf weld y gallai fod yn ddefnyddiol pan fydd pobl yn yr ystafell nad ydynt yn si\u0175r am y syniad neu\u2019r &#8216;weledigaeth&#8217; ar gyfer y modiwl.<\/p>\n<ul>\n<li><em>Gwersi a ddysgwyd: Brolio &gt; Trydaru! Mae angen i\u2019r rhan hon fod yn fyr ac \u00e2 ffocws. Os ydych eisoes yn gwybod yr hyn sydd angen i chi ei wybod, peidiwch \u00e2\u2019i gynnwys!<br \/>\n<\/em><\/li>\n<\/ul>\n<p><strong>Graff gweithgarwch a chanlyniadau dysgu<\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"2414\" data-permalink=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/abcsocsi1\/abc2\/\" data-orig-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg\" data-orig-size=\"139,135\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"Learning Types Activities Graph\" data-image-description=\"\" data-image-caption=\"\" data-large-file=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg\" class=\"size-full wp-image-2414 alignright\" src=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg\" alt=\"Learning Types Activities Graph\" width=\"139\" height=\"135\" srcset=\"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2.jpg 139w, https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/ABC2-40x40.jpg 40w\" sizes=\"auto, (max-width: 139px) 100vw, 139px\" \/>Y cam nesaf o weithdy ABC nodweddiadol yw edrych ar ganlyniadau dysgu\u2019r modiwl er mwyn cwblhau graff gweithgareddau dulliau dysgu. Mae&#8217;r graff hwn yn caniat\u00e1u i gyfranogwyr nodi&#8217;r hyn maen nhw\u2019n ei ragweld fydd y dulliau dysgu mwyaf a lleiaf amlwg ar sail y canlyniadau dysgu. Gweithiodd hyn yn dda mewn sesiynau ym Mhrifysgol Bryste, oherwydd roedd gennym ganlyniadau diffiniedig ar sail sgiliau a oedd wedi\u2019u diffinio ar lefel brosiect (roedd y cyrsiau ar-lein yn rhan o brosiect ehangach). Yn y sesiwn ymarfer gyda Chris a Geraint, roedd y dasg hon braidd yn llafurus, ond llwyddodd Geraint i\u2019w chwblhau trwy feddwl am y sgiliau oedd wedi\u2019u cynnwys yn y canlyniadau dysgu. Mae&#8217;r graff wedi\u2019i ddylunio ar fformat diagram corryn o ddulliau dysgu, ynghyd \u00e2 &#8216;graddfa gyfunol&#8217; y gall cyfranogwyr ei defnyddio i amcangyfrifo faint o&#8217;u cwrs fydd yn cael ei wneud ar-lein a faint ohono fydd all-lein. Gwnaethom benderfynu hepgor y raddfa gyfunol, oherwydd nid nod y sesiynau dylunio oedd sicrhau bod y modiwlau\u2019n cyfuno. Y nod oedd sicrhau bod y gweithgareddau dysgu gorau\u2019n cael eu defnyddio ar gyfer y cynnwys a\u2019r sgiliau oedd angen eu datblygu yn y modiwl.<\/p>\n<p>Ar gyfer Sesiwn 1, roeddem wedi edrych ar y disgrifiad o\u2019r modiwl ac wedi sylwi bod y canlyniadau dysgu wedi&#8217;u mapio i sgiliau ac asesiad. Roeddem yn credu y byddai hyn yn gweithio\u2019n dda iawn gyda\u2019r graff gweithgareddau canlyniadau dysgu, oherwydd byddai pobl academaidd yn gallu nodi\u2019r dulliau dysgu trwy\u2019r sgiliau yr oedden nhw eisiau i fyfyrwyr eu datblygu, a llunio \u2018si\u00e2p\u2019 o ganlyniad i hyn. Un peth yr oeddem wedi\u2019i ddysgu o\u2019r sesiwn ymarfer oedd bod angen egluro\u2019r diben a\u2019r budd y tu \u00f4l i bob rhan o\u2019r gweithdy. Yn yr achos hwn, y diben oedd gosod disgwyliadau sy&#8217;n seiliedig ar ganlyniadau dysgu, er mwyn dychwelyd at y graff ar \u00f4l y gweithgaredd cardiau a chymharu\u2019r canlyniadau yn erbyn y disgwyliadau i wirio bod y canlyniadau dysgu wedi\u2019u cyflawni. Fodd bynnag, nid oedd y canlyniadau dysgu\u2019n gyfredol ar gyfer y modiwl. Golygai hyn fod y graff gweithgareddau dulliau dysgu wedi dod yn anodd ei gwblhau yn ystod y sesiwn, oherwydd nid oedd y bobl academaidd yn sicr o\u2019r cynnwys terfynol. Yn union ar \u00f4l y sesiwn, penderfynodd Chris a finnau gael gwared ar y rhan hon o&#8217;r gweithdy, oherwydd teimlai\u2019n rhodresgar ac yn ddiystyr oni bai fod canlyniadau dysgu cadarn ar waith. Roedd yn anodd i gyfranogwyr y sesiwn ac yn arafu\u2019r momentwm. Gan ddweud hynny, beth ellir gwerthuso yn ei erbyn os nad yw\u2019r canlyniadau dysgu wedi\u2019u cytuno ac os byddwn ni\u2019n hepgor y darn hwn o\u2019r sesiwn?<\/p>\n<p>Gan ystyried hyn, gwnaethom ofyn i\u2019r cyfranogwyr yn Sesiwn 2 gymryd un o bob cerdyn a\u2019u trefnu yn \u00f4l y rhai mwyaf a lleiaf amlwg. Mae hyn yn cyflawni&#8217;r un canlyniad, gan gael gwared ar elfen \u2018raddfa\u2019 y gweithgarwch, a fydd, gobeithio, yn gwneud i hyn deimlo mwy fel tasg ddilynol o\u2019r ymarfer cynhesu. Gweithiodd hyn yn well na\u2019r graff, ac nid oedd y bobl academaidd yn gor-feddwl am y gweithgaredd. Fodd bynnag, roedd rhai wedi trefnu\u2019r cardiau yn \u00f4l amlygrwydd pob dull dysgu, a rhai wedi\u2019u trefnu yn \u00f4l ymddangosiad (h.y. y byddai\u2019r modiwl yn dechrau gydag un dull dysgu ac yna\u2019n symud ymlaen i\u2019r un nesaf ac ati). Yn y dyfodol, byddaf yn sicrhau bod diben y gweithgaredd yn glir, fel bod y t\u00eem yn trefnu\u2019r cardiau mewn modd cyson er mwyn cael trafodaeth \u00e2 mwy o ffocws.<\/p>\n<ul>\n<li><em>Gwersi a ddysgwyd: Dewiswch y gweithgaredd ar sail a yw\u2019r canlyniadau dysgu ar waith yn gadarn neu beidio, a nodwch ddiben y gweithgaredd yn glir!<br \/>\n<\/em><\/li>\n<\/ul>\n<p><strong>Gweithgaredd cardiau<\/strong><\/p>\n<p>Gweithiodd y gweithgaredd cardiau yn dda iawn yn y sesiwn ymarfer. Gan ein bod yn llunio\u2019r cynnwys wrth i ni fynd ymlaen, roeddem yn gallu meddwl am y sgiliau yr oeddem eisiau i\u2019r myfyrwyr eu datblygu a pharhau i fod yn eithaf niwtral o ran cynnwys. Roeddem wedi bwriadu oedi ar ddiwedd pob wythnos neu &#8216;floc&#8217; o gynnwys er mwyn cysylltu\u2019r amcanion dysgu \u00e2\u2019r gweithgareddau dysgu roeddem ni wedi\u2019u mapio allan. Yn Sesiwn 1, roedd y t\u00eem yn awyddus iawn i fwrw ati \u00e2\u2019r gweithgaredd cardiau, ond cyn gynted ag y gwnaethom ddechrau siarad am sut i rannu\u2019r cynnwys yn &#8216;adrannau&#8217; ar y bwrdd stori, daeth yn glir fod angen i ni gael yr holl d\u00eem yn bresennol er mwyn dylunio\u2019r modiwl yn ei gyfanrwydd (dim ond dau allan o bump oedd yno). Un peth a ddaeth yn amlwg yn eithaf buan oedd ein hanallu i barhau i fod yn niwtral o ran y cynnwys wrth siarad am fodiwlau penodol gydag amcanion penodol o ran yr wybodaeth y byddai myfyrwyr yn ei chael. Roedd Katie a Dawn (y bobl academaidd) yn gyndyn i gynllunio darnau pobl eraill o&#8217;r modiwl, oherwydd, yn eu barn nhw, roedd y cynnwys mor annatod i ddyluniad y dysgu fel nad oedd yn bosibl darogan y sgiliau y byddai angen i\u2019r myfyrwyr eu datblygu heb ystyried y cynnwys hefyd, yn enwedig gan nad oedd y canlyniadau dysgu\u2019n gyfredol.<\/p>\n<p>Yn hytrach na cheisio parhau heb gytundeb gan bob parti, gwnaethom benderfynu rhoi sylw i adran Katie o\u2019r modiwl yn unig. Gweithiodd hyn yn dda, oherwydd roedd gan Katie yr wybodaeth am y cynnwys a syniadau ynghylch ei ddarparu, ac roedd Dawn yn gallu bwydo syniadau addysgeg i mewn heb gael ei thynnu\u2019n ormodol i mewn i drafodaethau am gynnwys. Gwnaeth defnyddio\u2019r cardiau helpu Katie i rannu&#8217;r hyn yr oedd hi wedi\u2019i ddiffinio\u2019n flaenorol fel &#8216;dysgu rhyngweithiol&#8217; yn ddarnau llai, a sbardunodd hyn syniadau o ran darparu\u2019r cynnwys. Gwnaethom barhau i feddwl am asesu wrth ddylunio, ac roedd hyn yn bwerus tu hwnt, oherwydd golygai y gwnaethom ddylunio gweithgareddau dysgu perthnasol \u00e2 ffocws a oedd \u00e2 chysylltiadau clir ag asesiadau ffurfiannol a chyfunol. Yn gyffredinol, roedd y gweithgaredd cardiau yn gynhyrchiol ac yn ddeinamig.<\/p>\n<p>Mae\u2019r rhai hynny a fynychodd Sesiwn 2 wedi disgrifio\u2019r broses cardiau fel proses \u2018lliwgar\u2019 a \u2018phwrpasol\u2019. Eto, gweithiodd y cardiau yn dda o ran mapio adrannau o\u2019r cwrs, ond ni lwyddom i wneud llawer o gynnydd ar \u00f4l wythnos un o\u2019r modiwl oherwydd yr amserlen fer. Roedd llawer o leisiau cryf yn yr ystafell a oedd \u00e2 syniadau angerddol ynghylch y cynnwys a dulliau cyflenwi penodol, ac roedd hyn yn symud y pwyslais oddi ar y dyluniad dysgu ar brydiau. Fodd bynnag, roedd y t\u00eem yn ymh\u00e9l yn llwyr \u00e2\u2019r dulliau dysgu ac roedden nhw\u2019n frwdfrydig ynghylch darparu modiwl amrywiol a diddorol, a gwnaeth hyn eu helpu i ddefnyddio\u2019r cardiau i greu wythnos un ystyrlon ar gyfer y modiwl.<\/p>\n<p>Un peth a weithiodd yn dda iawn ym mhob un o\u2019r sesiynau oedd oedi ar ddiwedd bob wythnos neu floc addysgu i wirio a oedd yr hyn roeddem wedi\u2019i wneud yn cysylltu \u00e2 naill ai\u2019r canlyniadau dysgu (os oeddent yn gyfredol) neu\u2019r sgiliau yr oeddem eisiau i\u2019r myfyrwyr eu datblygu.<\/p>\n<ul>\n<li><em>Gwersi a ddysgwyd: Ceisiwch sicrhau bod cymaint \u00e2 phosibl o d\u00eem y modiwl yn bresennol. Hwyluso sy\u2019n allweddol i gadw\u2019r sgwrs dylunio dysgu ar y trywydd iawn.<\/em><\/li>\n<\/ul>\n<p><a href=\"http:\/\/blogs.cardiff.ac.uk\/learning-technology\/2018\/06\/18\/abcsocsi2\/\">Mae&#8217;r ail ran o&#8217;r 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 second part of this blog is available here. ABC Learning Design in SOCSI Over the last [&hellip;]","protected":false},"author":386,"featured_media":2420,"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":[371],"tags":[319,318],"custom_author":[],"class_list":["post-2411","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-digital-education","tag-abc","tag-learning-design"],"lang":"en","translations":{"en":2411},"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4KqgK-CT","meta_box":[],"jetpack_featured_media_url":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2018\/06\/abc1.jpg","pll_sync_post":[],"_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/2411","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=2411"}],"version-history":[{"count":8,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/2411\/revisions"}],"predecessor-version":[{"id":2427,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/2411\/revisions\/2427"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media\/2420"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media?parent=2411"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/categories?post=2411"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/tags?post=2411"},{"taxonomy":"custom_author","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/custom_author?post=2411"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}