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Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
Library Presentation 170310
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Library Presentation 170310

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  • 1. Open University Learning Design Initiative
  • 2.
        • People learn better when actively involved in doing something (i.e. are engaged in a learning activity ).
        • Learning activities may be sequenced or otherwise structured carefully and deliberately in a learning workflow to promote more effective learning.
        • It is useful to be able to record ‘learning designs’ for sharing and re-use in the future. (JISC, 2009)
    What is learning design? Key concepts (not groundbreaking new ideas but applied in a new way, increasing the quality and variety of teaching and learning within an e-learning context):
  • 3. Facets of OULDI work
    • Evidence base: Understanding the design process
    • Representation: Tools, guidance and schema to support representation and design
    • Connection: Harnessing web 2.0 practices to foster debate and sharing
  • 4. Associated internal projects
    • Institutional Learning Design case studies
    • IET will be working across the faculties to trial the OULDI methodology. This will include a series of workshops and events, online resources and activities and side-by-side mentoring support
    • Course Business Models project
    • To date the project has produced 5-course views: Course Map , Pedagogy Profile , Cost Effectiveness , Course Performance and Course dimensions . The project is now producing a set of cross-institutional exemplars
    • Learning in an Open World research programme
    • The OULDI work is a core aspect of one of 3 new research programmes in IET. The programme links together related research on design and OER and explores what ‘openness’ means in 4 areas: Open Design, Open Delivery, Open Research and Open Evaluation.
  • 5. Process mapping
    • Reviewing the formal institutional processes
    • Identifying ‘touch-points’
    • Exploring informal processes
    • Mapping tools, resources and methodologies against ‘touch-points’
  • 6. Activity 1: Reviewing the ‘touch-points’
    • Have a look at the ‘touch-points’ charts. Highlight the places where course teams might consider Informational Literacy.
    • Map the tools, resources, information you already have which support course teams at these points
    • Are there any gaps?
  • 7.
    • To support effective design
    • Identify key requirements at different levels
    • Integrate design advice and support at key points in the process
    Visualisation and representation
  • 8. Guidance and Support Course structure and timetable e.g. course calendar, study guide, tutorials Reflection and demonstration Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Diagnostic, formative or summative assessment e.g. TMAs, iCMAs, ECAs Course Map View: Course title Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features Content and activities Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication and Collaboration Dialogic aspects of the course, interaction between learners & tutors - course forum, email
  • 9.
    • Key part of informal process
    • Sharing best practice
    • Ideas, support and advice
    • Enhancing professional knowledge
    Collaboration Cloud works
  • 10. Activity 2: Introduction and investigation of Cloudworks
    • Cloudquest activity
  • 11. Toolbox
    • Bringing together tools, resources and frameworks developed over a number of years across projects
    • Mapped to ‘touch-points’ and gaps identified
    • Supporting advice and guidance
    • Trialled across a range of teaching and learning environments
    LD Tool box
  • 12. Questions and next steps

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