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LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
LTS Lunch 27 Jan 10 - Tools for Learning Design
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LTS Lunch 27 Jan 10 - Tools for Learning Design

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__What is Learning Design? …

__What is Learning Design?

The focus of course designers is often first on covering the requisite ground in a logical structure, second on developing the best possible explications of difficult areas, and only third on lighting a fire of inquiry in their students. This fire is nourished when students are involved and challenged, stifled when they are passive recipients of knowledge. Planning how learning will happen needs as much consideration and care as what will be learned.

__Design Tools

Modern technology can be integrated in teaching to give new flexibility in teaching styles, whether at the level of activities, courses or whole programmes. It also provides tools to help us extract the benefits of that flexibility:

- by making the pedagogical structure more visible and explicit to students and planners, thereby promoting understanding and reflection

- by serving as a description or template to be collaborated on, adapted and reused

- by sharing best practices and understanding between those involved in design and teaching

__Course Tools

CARET's Course Tools project is developing easy-to-use web tools for fast and flexible access to course information and planning at Cambridge. I will briefly introduce the Lecture Explorer and Oxford's Phoebe.

__Learning Design Initiative

CARET is partnering with the OU to develop “a learning design methodology and suite of practical tools and resources that bridge between good pedagogic practice and effective use of new technologies”; broadly structured around understanding the curriculum design process, supporting collaborative design, offering support such as case studies, course templates and ‘best practice’ checklists, visualising designs in various ways, and sharing the results. I will introduce CompendiumLD and Cloudworks.

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  • This LTS lunch is about new technologies you can use in your teaching. Often more difficult to actually do that than anticipated, because it forces us to re-examine established practice and think about why we teach the way we do
    This section is about tools you can use to help you think about and develop your teaching, or ‘learning designs’ as the jargon would have it
  • First, a preview:
    For lecturers and administrative staff: make easier and faster the processes of managing and updating courses, facilitating consistent re-use of information, and co-ordination across courses and programmes. 
    For students: provide an online searchable 'lectures.cam', more detailed syllabus information in CamTools course sites, and electronic timetabling for individual timetables and maximum student choice (e.g. of NST options).  
    Pilot project is with the Natural Sciences Tripos, but the tools are intended ultimately for the whole University. The NST has pointed us to three areas:
    1 in 3 students attended lectures not in their official programme last term. Core University value! See Nov & Dec blog. ‘Lecture List 2.0’
    Timetabling is the NST’s main interest. Needs rooms, enrollments, and teaching pattern. Can bring flexibility to teach in new patterns, also improve student experience with individual timetables
    Make transparent the processes of changing a course or introducing a new one.
  • Big changes are formal, slow - can help, maybe can make less hoop-jumping. Most changes are departmental - informal, collaborative: support in Sakai, or in Phoebe..
  • Big changes are formal, slow - can help, maybe can make less hoop-jumping. Most changes are departmental - informal, collaborative: support in Sakai, or in Phoebe..
  • May offer a Cambridge-customised version, and/or other pedagogic design tools, for any who want to use it. as part of a workflow for course updates and proposals
    NB the general-purpose guidance is a high quality resource.
  • Effective practice planner template. A simple design tool - doesn’t really do anything different - it just asks questions in a way that accommodates blended-learning answers.
  • Partnership with OU
    Bridge good pedagogic practice and effective use of new technologies.
    Going back to point at start: technology gives flexibility to break out of the constraints the University imposes, eg. lectures, but changing how teaching happens challenges us to articulate exactly what we want to achieve
    Toolbox: aim is to give teaching staff the tools, understanding they need to rearticulate and adapt their courses
    Doesn’t have to be courses - could be lectures, or whole programmes
    WB Yeats: “Education is not filling a bucket, but lighting a fire”
  • why? makes designs easy to discuss and re-use, alternative way of requiring that articulation
    there’s something of a subgenre of education-oriented mindmapping... see cloud
    concepts, actions, conditions and so on: roles, learning objectives, tasks, resources, tools (such as CamTools), outputs, assessments, and links to other sequences
    Any node can be re-used in other designs, and designs can be exported as XML files or Jpeg images; useful for illustrating course sites.
    dependencies and sequences (student, tutor, resource lines)
    really need to have a play but I’ve a quick demo
  • second tool the LDI project is making I’ve already showed you twice...
    a.k.a. Flickr for learning designs
    Clouds - learning design, pose a question, describe a workshop activity, link to a collection of resources – anything related to learning design.  Cloud for this!
    use it to share ideas, questions, resources
  • GLOmaker, LAMS, Phoebe, ReCourse, OpenLearn and others, in addition to CompendiumLD and Cloudworks.
    Combination of reflective and hands-on activities. 
    Or another tool of their choice. Aim to integrate technology-assisted teaching styles.
  • Just because it’s obvious doesn’t mean it’s bad!
  • Transcript

    • 1. Tools for Learning Design LTS Lunch 27th January 2010 Amyas Phillips
    • 2. • developing easy-to-use web tools for fast and flexible access to course information and planning • Lecture Explorer e.g. talks.cam, Open.Michigan • Electronic Timetabling e.g. UCL • Workflow and collaboration http://coursetools.caret.cam.ac.uk/
    • 3. • Templated learning designs • Make and share your own templates and guidance
    • 4. Issues to consider Designing a technology-enhanced learning activity Learners (e.g. their needs, motives for learning, prior experience of learning, social and interpersonal skills, learning preferences and ICT competence). Intended learning outcomes (e.g. What are the curriculum objectives? acquisition of knowledge, academic and social skills, increased motivation and ability to progress). What other outcomes are desired? Learning environment (e.g. face- Where will the activity take place? to-face or virtual; available resources, tools, learning content, facilities and services). What resources are available? What technologies are available? Curriculum aspects (e.g. What approach will be taken? approach (es) to learning, assessment criteria, formative assessment strategies; feedback). What assessment strategies will be used? What feedback strategies will be used? Learning activity (description of Describe the learning activity and how it meets learning outcomes. activity; associated learning outcome; organisation: collaborative, pairs or individual; resources needed). Are there any follow-up activities? Support for learning (e.g. How will learners be supported during and after the activity? extension or reinforcement activities; involvement of others; accessibility considerations; learning preferences). What additional support might some learners need? Evaluation (outcomes for learners; How effective was the activity? achievement of learning objectives; feedback from others).
    • 5. Learning Design Initiative • developing methodology, tools and resources for learning design e.g. OULDI Toolbox • understanding and offering guidance on the course design process, visualising designs, collaborating on and sharing the results
    • 6. CompendiumLD • create and visually represent learning designs c.f. related tools • building blocks of a map are nodes and relationships • academic version of open-source Compendium concept-mapping tool
    • 7. • a site for collaborative learning design with social networking features • the main unit of content is a Cloud this talk search by tag • tags, My Cloudstream, Cloudscapes
    • 8. Workshop Ideas A review and practical introduction to e- tools supporting pedagogic practice • An introduction to programme design including speakers from the University on course review and approval processes • A design challenge in which participants develop a course outline and represent it in CompendiumLD, drawing on a variety of resources and tools
    • 9. Links • Learn about learning design - five-page document (.pdf) from the OU team presenting an introduction to learning design. It has an associated cloud in CloudWorks. • Phoebe guidance wiki - Oxford's Phoebe tool presents customisable templates for course designs alongside summaries of guidance and best practice.  Read the wiki, including sections on "Teaching approaches and techniques" and "What technology can I use for a particular activity?" independently of the tool here. • JISC 2009: Effective Practice in a Digital Age - useful report (.pdf) offering advice and 9 examples of UK universities integrating technology into their teaching. More resources on JISC website. • LTS database of ideas and examples - a University-wide database of ideas and examples relating to learning and teaching

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