• Like
Sample Intervention
Upcoming SlideShare
Loading in...5
×

Sample Intervention

  • 471 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
471
On Slideshare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
5
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. OU Learning Design Initiative Sample Intervention Introduction The purpose of this leaflet is to suggest a format for introducing a Learning Design methodology to trainee teachers. This format is informed by observation and analysis of similar interventions being trialled with practicing lecturers across five UK HE institutions. The following is a sample only, as are the activities. Activities can easily be refocused to reflect prior learning and experience, and teaching and learning context. Equally, the tools suggested are a guide only - there may be others that meet needs better (i.e. where participants have never used concept maps before, pen and paper may be more accessible during the Design Challenge event). The important element is the Learning Design methodology and process. All the tools and approaches detailed here, and many others, can be found in the Learning Design toolbox on Cloudworks www.cloudworks.ac.uk/cloudscape/view/Learning+Design+toolbox .
  • 2. OU Learning Design Initiative Support and engagement The support needs of individuals, groups and institutions will vary and we have developed a series of flexible support interventions that aim to promote sustained engagement and collaborative working. Some groups will effectively collaborate, and require less external support and guidance, but generally groups will access each of these options at some point in the design process. Some example activities are detailed below, and a sample 6-month timeline can be found at the end. Option 1. Independent design Option 2. Community peer support The OULDI activities, schema, resources and Support and guidance is available from members of tools are available openly on Cloudworks, and the OULDI team and/or support from designed to be self-explanatory. Materials peers/mentors via the Cloudworks community. promote innovative thinking, practitioner This support may be augmented by real or virtual reflection and evaluation. Groups and individuals events allowing for reflection, integration and can work through these independently. extension of new knowledge, new practices and intellectual debate over time Open University Learning Design Toolbox Option 3. Tailored events Option 4. Side-by-side mentoring A series of tailored real and/or virtual workshops and events that introduce tools, resources and Focused guidance and support for a course team/ methods at each stage of the design process, and group over a specific period in the use of provide opportunities for teachers and designers methodologies, tools and resources. to develop and co-create learning designs Evaluating the intervention The broad aims of the EUPT3 project include: o To better prepare teachers in integrating ICT in teaching and training in innovative ways o Advancing teachers’ lifelong learning skills by building a community Additional and specific outcomes will be negotiated with the group and contextualised to ensure relevancy. For example, a group may choose to focus on: the ‘quality’ of the design against predefined criteria; increasing the variety of technological tools used; making clearer links between the pedagogy and technology; and/or increasing confidence. It should be noted that the process of evaluating the intervention is likely to also impact on learning, and so should be explicitly incorporated into the plan. In addition, trainee teachers’ evaluations of their designs might also be used to provide data used to evaluate the impact of the intervention and their permission should be explicitly sought for this. The following evaluation methods are examples of what might be used: o Reflective logs (teachers/ trainers o Training feedback forms and trainee teachers) o Observation of activity on o Videoed interviews - staff, trainees, Cloudworks pupils o Learning Design representations o Questionnaires/ survey
  • 3. OU Learning Design Initiative Step 1: Introduction and preparatory work It is useful to hold a ‘kick off’ event to introduce people to the approach, resources and tools (and provide an opportunity to ask questions easily). The Design Challenge is a one-day training session and an example of such an event. In order to get the most out of the day it is recommended that participants familiarise themselves with the concept of Learning Design, and some of the key tools such as CompendiumLD and Cloudworks, in advance. They can use the following resources and activities to do this independently: Learn about Learning Design guide – www.cloudworks.ac.uk/cloud/view/1513 Getting started with Compendium – www.cloudworks.ac.uk/cloud/view/2383 Cloudquest challenge – www.cloudworks.ac.uk/cloud/view/2454 As part of the Design Challenge, we ask participants to work where possible in curriculum, special interest or faculty teams, and decide in advance what module or course they want to design or re-design (this is an example of how Option 1 might work). Ideally, the course they choose for the Design Challenge will be one that they intend to use at a specific point in the future. N.B Some groups may find it difficult to fence off time to do this preparatory work; if this is anticipated then a scheduled and facilitated 1.5 hour session may be a better option (Option 4). Step 2: ‘Kick-off’ The Design Challenge is an example of an ‘Option 3’ event and can be facilitated face-to-face or virtually. The day is split into four distinct parts and links clearly to the Learning Design lifecycle (Conole, 2007). This type of big event in best placed early in the training time-line and may be supplemented later by shorter topic-based events: Vision Gather Assemble Evaluate Example Design Challenge type event: Brunel University, UK – www.cloudworks.ac.uk/cloudscape/view/1912 Conole (2007) Part 1 - Vision Activity 1: 15 mins: Setting workshop objectives – www.cloudworks.ac.uk/cloud/view/2596 Activity 2: 20 mins: How to ruin a course – www.cloudworks.ac.uk/cloud/view/2597 Activity 3: 40 mins: At a glance course maps – www.cloudworks.ac.uk/cloud/view/2598 The primary output of this part of the event is a one-page textual representation, which can effectively communicate the ‘flavour’ or ‘vision’ of the course or module. Participants will consider how key learning design decisions will impact on learner experience.
  • 4. OU Learning Design Initiative Part 2 – Gather Activity 4: 60 mins: Stalls activity – www.cloudworks.ac.uk/cloud/view/2326 This activity provides the opportunity to develop specific, individual knowledge and broaden teams’ knowledge base to inform design decisions. In the example, the ‘stalls’ focus on accessibility, e-pedagogy, using OERs and networking with other teams in the institution - other types of stall may be more appropriate to different groups. If this is to be a face-to-face event then this activity requires significant organisation as experts are required to man the stalls and will need both booking and briefing. Evaluation of these events tells us that this activity is one of the most valued. Part 3 - Assemble Activity 5: 90 mins: Visualising designs – www.cloudworks.ac.uk/cloud/view/2601 Visualised designs are easier to share with others, and make the relationships between roles, outcomes, activities, tools and assessment explicit. In this example we suggest using CompendiumLD to construct an early design visualisation. Part 4 - Evaluate Activity 6: 40 mins: Design Review – www.cloudworks.ac.uk/cloud/view/2599 Activity 7: 30 mins: Peer Evaluation – www.cloudworks.ac.uk/cloud/view/2602 It is recognised that designing a finished course or module will take longer than 6 hours; however, it is useful at this stage for participants to evaluate their progress and receive early feedback on designs. This activity will also introduce teams to some useful Learning Design tools that can be used later in the design cycle. Step 3: Agreeing next steps Sustained engagement with the tools, resources and methods is key to ensuring that workshop learning is transferred to design practice. A plenary at the end of the Design Challenge will provide an opportunity to discuss design problems and action points, and agree development timelines, proposed course or module launch dates and evaluation methods. Step 4: Design launch and evaluation It is expected that all teams will trial their designs and evaluate design effectiveness. The final course design may be very different to the one started at the Design Challenge and teams should be encouraged to keep a log of the tools used and design decisions made. Teams should receive feedback from their peers at stages through the design process (an example of Option 2). Cloudworks may be a good place to do this. A sample timeline is detailed on the following page
  • 5. OU Learning Design Initiative