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Conole masterclass


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  • –Cloudscape for the SAIDE workshop
  • Add all the URLs here
  • For participants to fill in – silent brainstorm.
  • First askparticipants to guesswhat the colours represent. (See previous slide.)
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel
  • Transcript

    • 1. The 7Cs of learning design Gráinne Conole, Leicester University 14th May 2012 Masterclass, Dublin City University Dublin
    • 2. Outline• New media• Paradoxes• A new approach to design• Reflections and implications
    • 3. Activity• What are the characteristics of new technologies?• What are their implications for learning, teaching and research?
    • 4. New mediaCharacteristics Implications Conole and Alevizou, 2010
    • 5. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution The machine is us/ing us
    • 6. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and Cloud-based tools and services • Use of course materials with free resources 7 Sharpe, Beetham and De Freitas, 2010
    • 7. EDUCAUSE study• Students drawn to new technologies but rely on more traditional ones• Consider technologies offer major educational benefits• Mixed views of VLEs8
    • 8. Game changers• Harness the power of new media• Need to rethink education• How can we reach more learners, more effectively?• Impact of free resources, tools and expertise?• New business models?• New digital literacies?
    • 9. Activity: What’s your digital network?
    • 10. My network
    • 11. Activity: fb love it or hate it?Pros Cons
    • 12. Activity: fb love it or hate it?Pros Cons• Can see families photos • Privacy• Know sons still alive! ;-) • Adverts• Everyone is on it! • Waste of time!• Keeping in contact with • Increases the five mins of fame! people don’t see everyday • Encourages look at me!• Good if you don’t like f-t-f • Doesn’t give you time to feel,• Opportunity to present think and do yourself to the world • Huge audience – making a fool of yourself!
    • 13. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
    • 14. Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion
    • 15. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design
    • 16. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
    • 17. Course team work Plenary work (e-tivities)Session 1•Overview of learning design•Mini-pres: background to E-tivity: How to ruin a courseworkshop•Intro to e-tivity 1 E-tivity: Course FeaturesSession 2•Review of Course Features•Intro to e-tivity 2 E-tivity: Course MapSession 3• Review completed course E-tivity: A Learning Designmaps Resource Audit• Intro to e-tivity 3
    • 18. Course team work Plenary work (e-tivities)Session 4• Review of completed resourceaudit• Intro to e-tivity 4Session 5 E-tivity: Activity Profile•Review of Activity Profiles•Intro to e-tivity 5 E-tivity: StoryboardSession 6•Review of Storyboards•Task Swimlane•Intro to e-tivity 6•Stock-taking and target-setting E-tivity: E-tivitiesfor next day
    • 19. Background to the workshop• Useful sites and resources – OULDI website – Carpe Diem website – 7Cs OER page – Cloudworks cloudscape
    • 20. How to ruin a course
    • 21. The Course Features template
    • 22. Course Features resources•••
    • 23. Course features
    • 24. Course Features Key• Orange = Guidance and support• Blue = Content and activities• Green = Communication and collaboration• Purple = Reflection and demonstration
    • 25. Develop a Course Map
    • 26. Course Map template
    • 27. Course map view
    • 28. Course Map resources••••
    • 29. Learning Design Resource Audit
    • 30. Develop your Activity Profile••
    • 31. Activity Profile Resources••••
    • 32. Activity:mapping e-pedagogies to technologiesPedagogies Technologies• Problem-Based Learning (PBL) • Virtual Worlds (VW)• Inquiry-Based Learning (IBL) • Google• Didactic (Did) • E-Books• Reflection (Ref) • Blogs, e-Portfolios• Dialogic Learning (Dial) • Discussion Forums (DF)• Collaboration (Collab) • Wikis• Assessment (Ass) • MCQs• Communities of Practice (CoP) • Google+• IBL – social • Twitter• User-Generated Content (UGC) • Youtube
    • 33. SocialInformal Formal Experience Individual Informal Formal Information
    • 34. IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal FormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs
    • 35. Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs
    • 36. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 38 Communication mechanisms
    • 37. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al. 39
    • 38. Virtual genetics lab The SWIFT project
    • 39. LearningoutcomesSTART END Assessment
    • 40. Storyboard template
    • 41. Story board
    • 42. Task Swimlane: Mapping an activity at the micro-level
    • 43. Develop your e-tivities
    • 44. Conclusion• Structured guidance to think about design• The power of visualisation• Beyond content to activities and experience• Iterative, creative and messy• Making designs explicit• Social media to foster communication and collaboration
    • 45. Final thoughts• Participatory and social media enable new forms of communication and collaboration• Communities in these spaces are complex and distributed• Learners and teachers need to develop new digital literacy skills to harness their potential• We need to rethinkhow we design, support and assess learning• Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways• We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and
    • 46., G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox