Develop design specifications and/or early prototypes within a few hours of work !!!
Asld11 learning design workshop 131011 - presenting co ed
Introduction to CoED<br />Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang& Jacob Davidsen<br />e-Learning Lab (eLL)<br />Department of Communication, Aalborg University, Denmark<br />
2<br />Collaborative e-learning design method<br />CoED aims to support domain, qualification level and subject experts in designing targeted e-learning and education.<br />CoED brings focus and structure to the early stages of the design process. <br />CoED aims to develop design specifications and/or early prototypes within few hours of work.<br />Learn@Work-project – elearning in the work place; design of 9 different courses in 5 different countries<br />
Theoretical and methodological background<br />A design model for developing ICT supported teaching and learning - based on:<br /><ul><li>Learning – because we design for learning and learn in the design process
Systems development – because we design (for) information and communication technology
Facilitating creative processes – because the aim is to develop something new</li></ul>Original source: <br />the Collaborative E-learning Design method (CoED)<br />(Georgsen & Nyvang, 2007)<br />
4<br />Principles<br />The CoED method facilitates the design process by following five principles and splitting the early design into three phases.<br />Principles - the CoED method:<br />Facilitates conversations about e-learning design<br />Structures conversations about e-learning design<br />Produces design specifications and/or actual designs rapidly<br />Involves e-learning experts, domain specialists and future users of the e-learning design <br />Involves at least two people in the design process<br />
6<br />Overview over phases in design method<br />Phase 1: <br />Focus the e-learning design process<br />Phase 2: <br />Identify overarching values and design principles<br />Phase 3: <br />Specify design<br />
7<br />Phase 1 - Focus<br />Goal:<br />To focus the design activity in terms of the overall approach to and understanding of learning, domain and technology<br />Process:<br />a presentation is given to introduce to key issues in pedagogical design of ICT-based learning and teaching.<br />The idea is to focus the attention on three issues related to identifying the philosophy of the design:<br />the understanding of learning (and subsequently teaching)<br />the understanding of the domain<br />the understanding of technology and the role it plays in both the design and the learning processes<br />Product:<br />The workshop participants arrive at a shared understanding of some of the basics of the overall approach to and understanding of learning, domain and technology.<br />
8<br />Goal:<br />The goal of phase 2 is to identify the overarching values and principles that guide the design.<br />Process:<br />Card sorting-exercise. Discussion and negotiation of meaning between participants.<br />Product:<br />A negotiated value statement regarding active problem based learning with in the given domain<br />Phase 2 - Identification of values and principles<br />
10<br />Phase 3 – Detailed design<br />Goal:<br />The goal of phase 3 is to focus on developing a detailed learning design based on phases 1 and 2.<br />Process:<br />The specific design of a course/learning process based on the output from step two (pedagogic values) AND on the specific case the design is to be used in. <br />Design of the specific course thus require knowledge of the cases that the design aims at.<br />Facilitator - support the participants in formulating a consistent design true to the values of the design philosophy. Done by asking critical questions, pointing out “holes” in the design, etc.<br />Product:<br />A “story line” of learning activities and their relations<br />A number of designs illustrating what the learner sees and does, as (s)he works through the course design<br />
How do we bring thisfurther?<br />New research has shownchallenges:<br />Adjustment of the design tool to different domains <br />Ability to support and facilitate the process for groups with an unbalanced mix of pedagogical, technological and domain or content related expertice <br />Howcanwe succesfully communicate the results of the design workshop to relevant actors<br />
Conclusion<br />Positive issues: <br />Possible to create a productwithinfewhours (also for non-experienced ”designers”)<br />Problematicissues: <br />Lack of testing and sustainability<br />Complexity from developmental mode to establishing a pratical mode<br />
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