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  • Purpose: includes Participants acquiring appropriate new skillsObjective 1 to include case studies of good practice, learning object repositories and learning design tools and methods
  • Alt c presentation

    1. 1. Embedding learning design processes: responding to context<br />Rebecca Galley, Maria Papaefthimiou, Phil Alberts, Natalie Parnis, Anu Sharma<br />
    2. 2. The OU Learning Design Initiative (OULDI)<br />Shift frombelief-based, implicit approaches todesign-based, explicit approaches<br />Learning Design<br />A design-based approach to creation and support of courses<br />Encouragesreflective,scholarly practices<br />Promotessharing and discussion<br />GrainneConole Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin<br />
    3. 3. A Design approach<br />Utilises a shareddesign languageto both generate designs and as a mechanism for interpreting and discussing them (Winograd, 1996:64)<br />Uses anotational systemwhich helps us remember and navigate designs, enables designs to take form and be shared, and helps us sharpen and multiply abstract design categories (Gibbons and Brewer, 2005:121)<br />Recognises that differentrepresentationsof a design are needed to articulate certain elements of the design, while ignoring others<br />
    4. 4. A contextualised co-creative approach<br />Responsive to project, institution and personal pedagogic perspectives<br />Aligned to institutional drives<br />Feedback from participants used to inform next steps<br />Open and transparent decision making process<br />Driven forward by champions at every level<br />
    5. 5.
    6. 6. Areas of focus<br />to engage with Academics at the Curriculum Design stage to promote and support the use of pedagogically appropriate technology in course design and delivery. <br />to identify the most appropriate stage in this process to engage with Academics, and the best methods for doing so. <br />
    7. 7. Objectives<br />To review existing curriculum design processes;<br />To work with academic teams to identify the most appropriate stages in the curriculum design process where support is needed and the best method of offering this support to improve quality.<br />To pilot learning design methodologies, tools and techniques that have already being developed and to document and evaluate this experience;<br />To build and engage with a community of practice within the University and organise events about enhancing the curriculum and increase exchanges of learning and teaching ideas and experiences.<br />
    8. 8. Activities<br />2 workshops –Design a course in a day<br />New Lecturers<br />Piloting tools while (re-) designing modules/programmes<br />Online events<br />1-2-1 mentoring<br />Internal dissemination events<br />Presentations on the experience of using the tools<br />
    9. 9.
    10. 10. Workshop outputhttps://www.me.com/gallery/#100010<br />
    11. 11. Next steps<br />Engagement!<br />Want more workshops on course design<br />Reflective accounts<br />Potential for developing new workshops as standard offering<br />
    12. 12. Brunel University<br />Learning Design Initiative<br />Blending face-to-face teaching with e-learning within the context of student needs, the programme, the teaching style of the lecturer and available technologiesEncouraging lecturing staff to think profoundly about the best blend at the initial stages of the design processDetailed consideration of pedagogic principles in programme design <br />Mapping the Curriculum Design & Review processes <br />In-depth consideration of blended learning within the Quality processes at Brunel<br />Methods: Source documents and semi-structured interviews, to identify ‘touch points’ within Brunel’s quality life cycle - for the provision of consultation to staff in relation to blended learning <br />Use of Soft Systems Methodology (SSM)<br />Blended Learning Design Workshops<br />Introducing staff to a new methodology for learning design, providing support and guidance for decisions about creating blended learning modules / learning activities<br />Participants acquire appropriate new skills<br />Objectives:<br /><ul><li> Awareness of range of resources / tools / methods available to support learning design – including case studies of good practice, learning object repositories and learning design tools and methods
    13. 13. Experience of thinking about the blended design process from different perspectives
    14. 14. Transfer of the experience gained from the design challenge to participants’ own context</li></ul>Learning Design Tools : <br />Cloudworks & Compendium LD<br />Compendium LD <br />Learning Design Visualisation Tool<br />Cloudworks Social Networking <br />site for Learning & Teaching<br />A visualisation map (using Compendium LD) of a new course designed during the workshop by one of the Business School Teams<br />
    15. 15. Areas of focus<br />Blending face-to-face teaching with e-learning within the context of student needs, the programme, the teaching style of the lecturer and available technologies<br />Encouraging lecturing staff to think profoundly about the best blend at the initial stages of the design process<br />Detailed consideration of pedagogic principles in programme design <br />
    16. 16. Blended Learning Design Workshops<br />Purpose:Introduce staff to a new methodology for learning design, providing support and guidance for creating blended learning modules / learning activities<br />Objectives:Awareness of range of resources / tools / methods available to support learning design <br />Experience of thinking about the blended design process from different perspectives<br />Transferring the experience gained from the design challenge to participants’ own context<br />
    17. 17. Mapping the Curriculum Design & Review processes<br />In-depth consideration of blended learning within the Quality processes at Brunel<br />Method: <br />Source documents and semi-structured interviews, to identify ‘touch points’ within Brunel’s quality life cycle <br />For the provision of consultation to staff in relation to blended learning <br />
    18. 18. Brunel’s Adaptation of SSM<br />Recommend action plan to areas for improvement<br />Define project requirement<br />1.<br />Define possible changes which are both desirable and feasible <br />7.<br />6.<br />Express current situation <br />2.<br />Compare models with real-world processes<br />5.<br />1.<br />3. Module Cycle<br />Real World<br />2. Programme Cycle<br />Systems Thinking <br />about the Real World<br />Build revised visual model to reflect proposed systems<br />Formulate definition of proposed systems<br />1. Institutional Cycle<br />4.<br />3.<br />
    19. 19. Mapping the Current System<br />
    20. 20. Questions?<br />

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