Conole workshop ascilite_final


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Conole workshop ascilite_final

  1. 1. National Teaching Fellow 2012The 7Cs of Learning Design Gráinne Conole University of Leicester 25th November 2012 Pre-Conference workshop ASCILITE, Wellington
  2. 2. Introductions• Say who you are and what you hope to get out of the workshop• During the day add comments to the reflection sheet
  3. 3. Outline• An overview of learning design• Activity: How to ruin a course• Theoretical perspectives• Activities – Course Features – Affordances – Course Map – Activity Profile – Comparing forums, blogs and wikis – Pedagogical Patterns – Resource Audit – Story board – Evaluation Rubric• Open Educational Resources• Evaluation
  4. 4. Learning outcomes• Conceptualise the 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
  5. 5. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  6. 6. 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
  7. 7. The Larnaca Declaration, Sept 2012
  8. 8. How to ruin Conceptualise What do we want to design, who for and why? Course features A course Resource auditLearning outcomes Course mapmapAssessment Activity profilePedagogical Patterns The 7Cs Storyboard FrameworkCollaborative AffordancesPedagogical Patterns Rubrics for evaluation Consolidate Refine LD views Evaluate and embed your design
  9. 9. Gabi Witthaus Ming Nie
  10. 10. Activity: How to ruin a coursePurpose: To consider the ways in which technologies can ruin a courseand creation of strategies to avoid these problems• List the ten ways in which technologies can ruin a course• Consider strategies to avoid these issues
  11. 11. Discussion• Institutional issues ID seen as a threat• Lack of training of faculty to move from print to online – just pdf• Too many communication method• Log in problems – no single sign in• No change in pedagogy! We teach how we were taught – focus on transmission• Lack of design• No sense of belonging or community• Not good technological or pedagogical instruction• Inclusivity or accessibility• Reliability• Too technology focused or dumping content• Choosing the right tool
  12. 12. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherentResearch questionsWhat Mediating Artefacts do teachers use? Other teachers and learnersWhat Mediating Artefacts can we create to can use or repurposeguide the design process? Vygotsky, Activity Theory
  13. 13. Analysis: Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division ofRules Community labourDesign and learning occur within a context
  14. 14. Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
  15. 15. Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based
  16. 16. Inquiry based Problem based Case basedDialogic Collaborative Pedagogical approachesSituative ConstructivistVicarious Didactic Authentic
  17. 17. Learning pathway Mentoring Peer supportScaffolded Step by step Guidance & SupportStudy skills Library supportTutor directed Help desk Remedial support
  18. 18. Brainstorming Concept mapping AnnotationAssimilative Modeling Content & ActivitiesJigsaw PyramidAggregating Learner generated Informationresources content handling
  19. 19. Diagnostic E-Assessment E-PortfolioFormative Feed forward Reflection & DemonstrationSummative ReflectivePeer feedback Vicarious Presentation
  20. 20. Structured debate Flash debate Group projectGroup Peer critiqueaggregation Communication & CollaborationGrouppresentation Group project Question &Flash debate For/Against debate Answer
  21. 21. 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. LinoitcanvasE-tivityRubric:
  22. 22. Activity: Forums, blogs and wikisPurpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis Collaboration Discussion on a topic Longer pieces of reflection Co-construction of shared Help students understand Changing perceptions over understanding of concepts the assessment time Student created content Sense of inclusion Resource documentation Collaborative creation of a Tutor giving updates Annotated resources piece of work Introductions and then Discipline /profession use Broadening of concepts conversations in the workplace Can see who made FAQs contributions – good for Reflection group assessment and can Peer teaching and support see how its developed Collaborative activities Discipline /profession use Discipline /profession use in the workplace in the workplace
  23. 23. Co-evolution of tools and practiceCharacteristics of Characteristics oftools people Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity Context
  24. 24. Affordances Affordances (Gibson) All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Gibson, 1979
  25. 25. Tools TasksForum, wiki, Read, search,blog, etc. critique, etc. Affordances Reflection Collaboration Dialogue Interaction Inquiry Learning Activity
  26. 26. Technology affordancesAffordances, Constraints,promotes… think about…Collaboration A blog for reflective practice Time consuming (development)Reflection Difficult to useInteraction Affordances (Gibson) Costly to produce All "action possibilities" latent in an environment…Dialogue Time consuming (support) but always in relation to the actor and thereforeCreativity dependent on their Assessment issues capabilities.Organisation For instance, a tall tree Lack of interactivity offers the affordances of food for a Giraffe but not aInquiry Difficult to navigate sheep.Authenticity New literacy skills
  27. 27. Activity: Mapping affordances• Think of a learning activity, e.g. – Aggregating a set of class resources – Collaborating on a group report – Presenting evidence of learning• Choose three technologies• Identify their affordances to support the learning activity• Decide which technology to use
  28. 28. Activity: Course MapPurpose: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.E-tivityRubric:
  29. 29. Activity profile• Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
  30. 30. Activity: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. ActivityProfile Flash WidgetE-tivityRubric:
  31. 31. Pedagogical Patterns• Derived from Alexander’s work• “Solutions to problems” – Introduction – Context – Problem headline – Solution – Picture – Similar patters Alexander, 1977 Goodyear, 2005
  32. 32. Activity: Pedagogical Patterns• Look at the Pedagogical Patterns handouts• Choose one or more pattern and use it to create a collaborative learning activity• You can combine or adapt patterns if you want• Useful links – –
  33. 33. Activity: Resource Audit• Using the JIGSAW pattern approach to look at the following repositories – Http:// – Http:// – Http://,uk – Http://• Complete the Carpe Diem Resource Audit sheet, indicating which OER you will include and what resources you need to create
  34. 34. Learning OutcomesStart EndAssessment
  35. 35. 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. LinoitCanvasE-tivityRubric:
  36. 36. Storyboard
  37. 37. Activity: Rubrics for evaluationPurpose: To devise a set of criteria for evaluating the success of thedesign in a real learning context• Brainstorming some criteria to evaluate the success of the design in a real learning context• Try and focus on measurable/observable things• Think about what data collection you might use – classroom observation, surveys, interviews• Post its: Things I liked, room for improvement, etc.
  38. 38. Resource-based learning• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
  39. 39. The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice
  40. 40. POERUP outputs• An inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers
  41. 41. Differences in education, internet, e-learning• Diversity of educational contexts• Diversity of internet provision Country Internet (in 2011) Broadband (in 2011) Australia 87% 83% UK 73% 71% Italy 62% 52% Hungary 66% 61%• Diversity of use of e-learning – Distance Learning is a feature of educational system, Canada and Australia – State of e-learning below EU average, Hungary
  42. 42. Emergent themes• Shift from development to OER practices• Shift from basic OER awareness to OER maturity and embedding• Broader notion of open practices – open learning, teaching and research• Use of social and participatory media to foster OER communities
  43. 43. Statement 1: OER will have a major impacton students learning in the next five years. • I agree • I disagree 14 1 agree 6 Undecided • Undecided
  44. 44. Statement 2: OER are better quality thancommercially published textbooks. • I agree 1 Agree • I disagree 4 Not yet 2 Disagree • Undecided 9 Undecided
  45. 45. Statement 3: I will use more OER in myteaching/learning in the future. • I agree 18 Agree • I disagree 1 Undecided • Undecided
  46. 46. • Challenges • Opportunities• Copyright/IP • Possibilities for many viewpoints being seen• Quality control • Communities• Proliferation of tools • Reuse• Selection • Workloads• Job loses at pub. Houses • Cost effectiveness• Student sense of belonging/community • Reflection• Searching for OER • Reuse existing materials and invigorate• Trustworthiness course• Troubleshooting • Flexibility• Boundaries of knowledge • Curation of resources• Depersonalised • Increased availability• Generic content • Cost effect for students• Information overload • Collaboration• Quality literacies • Content sharing • Global connections and spread of learning • Students can engage in a way that suits their learning
  47. 47. Evaluation• Three words to describe the workshop• What I liked• Suggestions for improvements• Action plan
  48. 48. Three words…• Challenging, full on, great wide coverage• Inspiring, thought provoking, reflective• Creative, problem solving and beneficial• Well structured with plenty of sharing and plenty of supporting resources• Exciting, exhausting, extending• Thought provoking, inspiring, creative• Thought provoking, nice pace and flow, academic rigorous• Creative, thought provoking, very useful• Inspiring, thought provoking, very useful tools• Thought provoking, deep• Active, accessible, relevant, NOT tiring• Useful, timely, resourceful• Thought provoking, challenging, lots to take home• Thought provoking, useful, collaborative• Useful and fun, lots to think about, need to read• Relevant, engaging, fun• Dynamic, useful, creative• Interactive, lots of information, not enough time• Dynamic, collaborative, mind stretching
  49. 49. Things I liked…• Wide range of coverage• Sound pedagogical progressions• Contextualisation of courses• Pedagogy focused, overview of process• See bigger picture of elearning and course design• Lots of food for thought• Templates so helpful!• Links to articles etc• Ideas to improve my teaching in a sound and pedagogical way• Reinforcing what is already happening by giving name/theory• Meeting other educational developers• Great ideas, practical examples, choice of tools, hearing ideas
  50. 50. Suggestions for improvement• More theory on 7Cs• More attention to the Cs clearer definition of final task• More theory• More time• Delete OER as rushed• Would have liked more theoretical explanation and perhaps a little less group work• One link to all resources• Short videos of some of the stuff done in practice
  51. 51. Action plan…• Introduce ideas to different groups in college• Consult learning designs for my institution• Read more and discuss with colleagues• Buy Gráinne a drink ;-)• Share models and plans with colleagues• Share learning with colleagues• Buy book and get the theory• Work out what I can implement in 2013• Do tailored workshop for our institution• Create more opportunities for student/teacher evaluation and course in light of aspects of today• I have redesigned a course!• Share information with colleagues• Apply the principle to new courses
  52. 52.
  53. 53. Useful sites and resources• OULDI website• Carpe Diem website• 7CsOER page distance-research-alliance/7cs-workshop-resources• Cloudworks