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Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
Learning design in the open   e la 2013
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Learning design in the open e la 2013

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eLearning Africa 2013, Namibia …

eLearning Africa 2013, Namibia
Pre-conference workshop:
Learning Design in the Open - Rethinking our course design for tomorrow's learners

Published in: Education, Technology
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  • This full-day, hands-on workshop draws on the latest thinking on learning design (Conole, 2012, Designing for learning in an open world, New York: Springer). It comprises a series of activities that will be carried out individually or in small groups, which will enable participants to reflect, in different ways, on a learning design project of their own (either an existing course you want to improve, or a new course you want to design). The workshop will help participants develop a balanced variety of teaching activities to address the wide range of expectations of adult learners in the 21st century, and to reuse Open Educational Resources (OER) where appropriate.
  • Give them a few minutes to think about this if necessary.
  • Use icebreaker to form groups
  • !
  • Mention horrible MOOC that OU ran …
  • Doc 5: Course Map Template (.doc and .xls)Doc 6: Activity Design Templatei.e. Missing steps – process flow – we will only focus on the 4 activitiesDiagram?
  • Hide
  • Hide?
  • We will only focus on the 4 activities
  • Doc 7: Activity 1 – Course FeaturesDoc 8: Cut up cards spreadsheet
  • Doc 9: Storyboard specification docDoc 10: Bring coloured blank cards (white, yellow, pink, green) Show alignment image
  • Outcomes at simple level
  • Doc 11: Activity/Pedagogy profile specificationDoc 12: Pedagogy Profile worksheet (xls template)
  • Doc 13: Activity Resource Audit SpecificationsDoc 14: Resource audit template
  • Doc 15: Evaluation / feedback ?????Reflection activity: write on cards – take home (provide)Evaluation : use eLA form – make sure we get this afterwards
  • Transcript

    • 1. Learning Design in the Open Rethinking our Courses for Tomorrow’s African Learners
    • 2. Origin of this Work The workshop is based on a similar half-day workshop developed by the Beyond Distance Research Alliance (BDRA), University of Leicester, UK, and held at Online Educa Berlin 2012. A pre-conference workshop by Gabi Witthaus and Ming Nie 28 Nov 2012
    • 3. Workshop Outcomes • Critically reflect on the learning design of a course that you are either already running, or one that you are designing • Make effective use of appropriate learning technologies in your learning design • Use selected tools and templates to evaluate the strengths, weaknesses and areas for further development (including redesign) of an existing course or a planned course for which you are responsible
    • 4. Starting Point Participants should have a specific course in mind that they want to design, redesign or review in terms of effective, technologyenhanced learner interaction and engagement
    • 5. Agenda • Welcome and ice-breaker • Overview of available OER Resources • Workshop Activities: – – – – Define Course Features Develop Storyboard Analyse Activity Profile Resource Audit • Wrap up and Reflection
    • 6. Ice-breaker Brainstorm: How to Ruin a Course
    • 7. Agenda • Welcome and ice-breaker  • Overview of available OER Learning Design Resources • Workshop Activities: – – – – Define Course Features Develop Storyboard Analyse Activity Profile Resource Audit • Wrap up and Reflection
    • 8. Overview of Learning Design Resources • Background to 7Cs and SPEED • Demonstration of some Learning Design Resources
    • 9. Background to 7Cs and SPEED The workshop contains activities drawn from research into learning design, based on: – University of Leicester “SPEED” course – University of Leicester and the Open University (UK) pilot called “The 7Cs of Learning Design” • that builds on the established successes of – Leicester’s Carpe Diem learning design programme – the Open University Learning Design Initiative (OULDI)
    • 10. Carpe Diem Content (under the appropriate licences) Format Text & graphics What I find and reuse as is What I find, tweak and use What I find, repurpose and use What I create for this module www.le.ac.uk/carpediem Audio Video Slides (e.g. PowerPoint) Other (e.g. Adobe Presenter)
    • 11. Open University Learning Design Initiative (OULDI) Task Swimlane  Course dimensions Course map Learning outcomes Activity profile www.open.ac/uk/blogs/OULDI
    • 12. OULDI & Carpe Diem Open University Learning Design Initiative (OULDI) Leicester’s Carpe Diem The 7Cs of design and delivery framework Cascading SPEED: Leicester, Saide
    • 13. The 7Cs CONCEPTUALISE • Vision • Why, who and what you want to design • Key principles and pedagogical approaches • Nature of the learners Activities Consider Course Features Design Course Map CAPTURE • Find and create interactive materials • Planning for creation of multimedia Activities Resource Search Resource Audit
    • 14. The 7Cs COMMUNICATE • Design activities that foster communication • Communication Tools • Design for effective online moderating Activities Communication Activities COLLABORATE • Design activities that foster collaboration • Collaboration Tools Activities Collaborative Activities
    • 15. The 7Cs CONSIDER • Design activities that foster reflection • Map learning outcomes to assessment • Design assessment activities Activities Assessment Planning COMBINE • Activity profile of different activity types • Storyboard: sequence of activities • Learning pathway: learning design sequence Activities Activity Profile Storyboard
    • 16. The 7Cs CONSOLIDATE • Putting completed design into practice • Implement: Classroom and/or VLE • Evaluate effectiveness of the design • Refine based on the evaluation findings Activities Develop Activities
    • 17. Links to Design OERs • YouTube video introducing SPEED: http://tinyurl.com/speedintro • SPEED website: tinyurl.com/speed-website • Background to the 7Cs: tinyurl.com/7Cs-diagram • SPEED course outline & links to resources: tinyurl.com/speed-course • SPEED blog: speedprojectblog.wordpress.com • Carpe Diem website: www.le.ac.uk/carpediem • OULDI website: www.open.ac/uk/blogs/OULDI
    • 18. Before the workshop: • Think about the course you want to design / redesign • Think about high-level outcomes for your course Activity: Develop your activities Activity 4: Do a Learning Design Resource Audit Activity 3: Develop your Activity Profile Activity 1: Consider your Course Features Activity: Develop your Course Map Activity 2: Develop your Storyboard
    • 19. 7Cs and Key Activities Mapping to the 7Cs Conceptualise Conceptualise E-tivity number 1 2 E-tivity Title Purpose Dreams and nightmares To note the dreams you want to realise in your learning design, and the nightmare scenarios you want to avoid. Introduce Yourself To introduce yourself to other participants and experience using a discussion forum as a student. To start a blog in the Virtual Learning Environment (VLE) with your expectations of, and reflections on the learning design course. To share the description of the module/course that you plan to design, and the audience profile for your course To identify undesirable course features to be avoided. Conceptualise 3 Start Your Reflective Blog Conceptualise 4 Agree on your Course Description Conceptualise 5 Brainstorm: How to ruin a course Conceptualise 6 Reflect on pedagogical models for your course Conceptualise 7 Consider Your Course Features To consider the features you want to include in your module/course, which will affect not only the look and feel of the course, but also the nature of the learners’ experience. Collaborate 8 Brainstorm: What are forums, blogs and wikis good for? To consider the use of three central, VLE-based tools for interactions. Conceptualise 9 Create Your Course Map To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration. Combine 10 Analyse Your Activity Profile To consider the balance of activity types that will be included in your module/course. Conceptualise 11 Clarify your learning outcomes To ensure that your learning outcome statements are clear and, where relevant, measurable. Consider 12 Plan for Assessment Combine 13 Develop Your Storyboard Capture 14 Discuss: Using and reusing OERs Capture 15 OER search Capture 16 E-tivity 9: Do a Resource Audit Communicate Communicate Communicate Capture 17 18 19 20 Use Your Voice Plan a Series of Podcasts Create a Podcast for Learning Find and Use Open Images Consolidate 21 Develop Your E-tivities To create an assessment plan for the module/course, incorporating good practice. To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities. To learn about different ways of using OERs based on evidence from research and to plan for the creation of open content. To compare the results of different kinds of OER searches. To decide how you will source the content for your module/course, including the possibility of incorporating OERs produced elsewhere. To practise the use of voice technologies to foster learning. To plan for the creation of a series of podcasts/audio files. To produce a sample podcast for your module/course. To find and incorporate suitable images into OERs. To generate one or more e-tivities for your module/course, ensuring alignment with your storyboard and course map. Collaborate 22 Explore Web-Based Learning Technologies To identify suitable non-VLE learning technologies that can be integrated to your course. Consolidate 23 Action planning To define a plan of action 1 3 2 4
    • 20. Demonstration of Some Resources • Course Map Template – Map out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration • Activity Design – Generate activities for your module/course, ensuring alignment with your storyboard and course map
    • 21. Agenda • Welcome and ice-breaker  • Overview of available OER Resources  • Workshop Activities: – – – – Define Course Features Develop Storyboard Analyse Activity Profile Resource Audit • Wrap up and Reflection
    • 22. Course Features • Purpose – Consider the both the look and feel of the course and the nature of the learners’ experience • Course Features Demonstration • Activity 1 – Brainstorm defining features or characteristics of course (in groups) – Use flipcharts and coloured paper • Demonstration using Linoit
    • 23. Example: Define Course Features
    • 24. Reflection on Course Features Activity • Did individuals in the teams have different views on any of these key aspects? If so, what were these? • Did you understand any of the terms in different ways? If so, what were these? • Did you have any ideas as to what the colours represented? • Did you have significantly more or fewer of any colour? What might be the implications for learners of this?
    • 25. Course Features Key • Blue = content and student experience • Orange = guidance and support • Yellow = reflection and demonstration • Green = collaboration and communication
    • 26. Agenda • Welcome and ice-breaker  • Overview of available OER Resources  • Workshop Activities: – – – – Define Course Features  Develop Storyboard Analyse Activity Profile Resource Audit • Wrap up and Reflection
    • 27. Storyboards • Purpose – Develop a storyboard for your course in which the learning outcomes are aligned with the assessment events, contents and activities • Storyboard Demonstration • Activity 2: – Develop partial storyboard for your course – Decide what chunk to focus on - high level / one unit – Use coloured cards – paste onto flipchart sheets
    • 28. Learning Outcomes Start Assessment End
    • 29. Reflection on Storyboard Activity • Does your Storyboard reflect the alignment of your outcomes, assessment, content and learning activities? • Do you need to make any changes to your Course Features after developing the Storyboard? • Are there aspects of the Storyboard that you would like to return to later in the workshop?
    • 30. Agenda • Welcome and ice-breaker  • Overview of available OER Resources  • Workshop Activities: – – – – Define Course Features  Develop Storyboard  Analyse Activity Profile Resource Audit • Wrap up and Reflection
    • 31. Activity Profile • Purpose – Consider the balance of activity types that will be included in your course • Activity Profile Demonstration • Activity 3: – Do an analysis of the types of activities your learners
    • 32. Reflection on Activity Profile Activity • Were there any surprises for your group in the way your profile turned out? • Did you feel that different activity types were needed at different stages in your course? • Is your Activity Profile aligned with your course outcomes? • Are there aspects of the Activity Profile that you would like to return to later in the workshop?
    • 33. Agenda • Welcome and ice-breaker  • Overview of available OER Resources  • Workshop Activities: – – – – Define Course Features  Develop Storyboard  Analyse Activity Profile  Resource Audit • Wrap up and Reflection
    • 34. Resource Audit • Purpose – Ensure an appropriate balance of media and formats in your course materials – Explore the possibility of reusing openly licensed resources instead of creating new materials from scratch • Resource Audit Demonstration • Activity 4: – Do an analysis of the resources you intend to use in your course – Consider appropriate Open Educational Resources (OERs) in various media and formats – Use paper or spreadsheet • OER Searching
    • 35. Resource Audit
    • 36. OER Search • Search for one key phrase for your module/course in: OER Commons: www.oercommons.org JorumOpen: http://open.jorum.ac.uk Xpert: http://xpert.nottingham.ac.uk Open Courseware Consortium: www.ocwconsortium.org OU LabSpace: http://labspace.open.ac.uk Google with usage rights filter (“free to use, share or modify”): www.google.com/advanced_search – Any repository listed at: http://wikieducator.org/OER_Handbook/educator/Find/Gen eral_repositories – – – – – – • Compare your search results with your colleagues.
    • 37. Copyright for OERs • Creative Commons: http://www.creativecommons.org • JISC OER info kit: https://openeducationalresources.pbworks.com/w/pa ge/24836480/Home • Understanding Licensing and IPR for OER Projects http://www.youtube.com/watch?v=5BWqgVpcHCs • JISC take down policy: http://www.jisc.ac.uk/media/documents/themes/con tent/sca/templatenoticetakedown.pdf
    • 38. Reflection on Learning Design Resource Audit • How has the resource audit contributed to the development of your course? • Did you identify any gaps that could be filled by OERs? • Do you need to make any changes to your Activity Profile or Storyboard after doing the resource audit? • What further work remains to be done on the resource audit?
    • 39. Agenda • Welcome and ice-breaker  • Overview of available OER Resources  • Workshop Activities: – – – – Define Course Features  Develop Storyboard  Analyse Activity Profile  Resource Audit  • Wrap up and Reflection
    • 40. Wrap Up and Reflection • Summary of workshop • Reflection Activity • Evaluation Form
    • 41. Before the workshop: • Think about the course you want to design / redesign • Think about high-level outcomes for your course Activity: Develop your activities Activity 4: Do a Learning Design Resource Audit Activity 3: Develop your Activity Profile Activity 1: Consider your Course Features Activity: Develop your Course Map Activity 2: Develop your Storyboard
    • 42. References Conole, G. (2013). An update on the 7Cs of Learning Design. Available: http://www.slideshare.net/GrainneConole/7-cs-update Conole, G. (2012). Designing for Learning in an Open World. London: Springer. Salmon, G. (2011). E-moderating: the key to online teaching and learning. New York: Routledge Witthaus, G. and Nie, M. (2012). Learning Design in the Open: Rethinking our courses for tomorrow’s learners. Available: http://www.slideshare.net/witthaus/learning-design-in-the-open Witthaus, G. (2012). The 7Cs of Learning Design: A Pilot Workshop. Available: http://www.slideshare.net/witthaus/7cs-learning-design-generic-workshopslides
    • 43. Thank you Greig Krull and Brenda Mallinson greigk@saide.org.za / brendam@saide.org.za This work is licensed under a Creative Commons Attribution 3.0 Unported License.

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