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7 cs learning_design_mooc
The document outlines the 7Cs framework for learning design, which includes conceptualizing the course, capturing resources, communicating, collaborating, considering assessments, combining activities, and consolidating the design for implementation. It provides examples of activities and tools that can be used at each stage of the learning design process. The goal of the framework is to encourage reflective, scholarly practices and promote sharing and discussion of learning designs.
7 cs learning_design_mooc
- 1. Gráinne Conole University ofLeicester OLDS MOOC – Week 3
- 2. Learning outcomes • Conceptualisethe learning design process from different perspectives • Apply a range of learning design resources, tools and methods to a learning intervention • Critique a range of pedagogical approaches and the role played by different technologies in supporting these • Review and debate the theoretical underpinnings of learning design • Develop an innovative storyboard, learning activities and a structure for implementation
- 3. Promise and reality Socialand participatory media offer new ways to communicate and collaborate Not fully exploited Wealth of free Replicating bad pedagogy resources and tools Lack of time and skills
- 4. Learning Design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion
- 5. Gabi Witthaus Ming Nie
- 6. The 7Cs ofLearning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 7. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration
- 8. Theory based Practice based Cultural Aesthetics Professional Principles Political Sustainable International Serendipitous Community based
- 9. Inquiry based Problem based Case based Dialogic Collaborative Pedagogical approaches Situative Constructivist Vicarious Didactic Authentic
- 10. Learning pathway Mentoring Peer support Scaffolded Step by step Guidance & Support Study skills Library support Tutor directed Help desk Remedial support
- 11. Brainstorming Concept mapping Annotation Assimilative Modeling Content & Activities Jigsaw Pyramid Aggregating Learner generated Information resources content handling
- 12. Diagnostic E-Assessment E-Portfolio Formative Feed forward Reflection & Demonstration Summative Reflective Peer feedback Vicarious Presentation
- 13. Structured debate Flash debate Group project Group Peer critique aggregation Communication & Collaboration Group presentation Group project Question & Flash debate For/Against debate Answer
- 14. Activity: Course Features Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience. Linoit canvas E-tivity Rubric: http://tinyurl.com/SPEED-e4
- 15. Activity: Course Map Purpose: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. E-tivity Rubric: http://tinyurl.com/SPEED-e5
- 16. Activity profile • Typesof learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
- 17. Activity: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash Widget E-tivity Rubric: http://tinyurl.com/SPEED-e6
- 18. Activity: Storyboard Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities. Linoit Canvas E-tivity Rubric: http://tinyurl.com/SPEED-e8
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- 20. The 7Cs ofLearning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate
- 21. Conceptualise • Vision forthe course, including: Conceptualise – Why, who and what you want to design Course Features – The key principles and Personas pedagogical approaches – The nature of the learners
- 22. Capture • Finding andcreating interactive materials Capture – Undertaking a resource audit of existing OER Resource Audit Learner Generate – Planning for creation of Content additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content
- 23. Communicate • Designing activitiesthat foster communication, such as: Communicate – Looking at the affordances of the use of different tools to Affordances promote communication E-moderating – Designing for effective online moderating
- 24. Collaborate • Designing activitiesthat foster collaboration, such as: Collaborate – Looking at the affordances of the use of different tools to Affordances promote collaboration CSCL Ped. Patterns – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.
- 25. Consider • Designing activitiesthat foster reflection Collaborate • Mapping Learning Outcomes LOs/Assessment (LOs) to assessment Assessment • Designing assessment Ped. Patterns activities, including – Diagnostic, formative, summativ e assessment and peer assessment
- 26. Combine • Combining thelearning activities into the following: – Course View which provides a Combine holistic overview of the nature of the course Course View – Activity profile showing the amount of time learners are Activity Profile spending on different types of activities Storyboard – Storyboard: a temporal sequence Learning Pathway of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs
- 27. Consolidate • Putting thecompleted design into practice Combine – Implementation: in the classroom, through a VLE or using Implementation a specialised Learning Design tool evaluation – Evaluation of the effectiveness of the design Refinement – Refinement based on the Sharing evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks