First Confirmed Sessions
Co-Design for Collaborative Online Learning - Examples from CoMOOCs
Context and Opportunity:
Online learning has transformed global access to education and provides the potential for higher education to support the development of professionals in the most challenging environments around the world.
Effective Delivery Requires:
- Working the intended audience to discover their needs and solutions.
- Co-designing quality digital learning with the professionals we aim to support.
Findings from research:
- Implementing Co-designed Massive Open Online Collaborations (CoMOOCs) with teachers in areas of mass displacement (including Lebanon and the Thai-Myanmar border).
- Co-design projects with charities and multinational corporations.
- Practical co-design methods for engaging, exploring, developing and refining digital learning content and approaches.
- Implementation that demonstrates the impact of co-design on the experience of participants.
Eileen Kennedy, Institute of Education, University College London, UK
AI for Teaching Innovation
Enabling educators to be software producers rather than software consumers
A bottom-up, academic-owned approach to develop new and interesting ways to teach
The objective:
To give educators a genuine blank canvas, with design and development support, enabling them to become software producers rather than passive software consumers.
What we do and how we do it:
- Workshops reflecting on GenAI’s Big Ideas while also providing a hands-on space to discuss and conceptualise prototypes following a human-centered design approach.
- Academic teams pitch ideas built later into working web applications for live teaching, supported by learning design and agile app development throughout the process.
Covering:
- Lessons learned.
- Ideation and development process.
- Practical examples of how this “blank canvas” approach can foster creativity, experimentation, and innovation in higher education.
Javier Tejera, Senior Learning Technology and Design Advisor, Edinburgh Futures Institute, University of Edinburgh