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How to design Collaborative learning activities
 

How to design Collaborative learning activities

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In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can ...

In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.

Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .

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  • How to design Collaborative learning activities by Andrew Brasher, The Open University is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
  • The workshop today is about designing a learning design workshop on collaborative learning for your learners. You we will participate in a sequence of activities in which you will bring your expertise about the context in which you teach, and we will support you as we introduce you to some tools and methods which will help you design Context = the project, history of LD at the OU, design as a science vspractrice.
  • Building on experience of OU learning design experience and experience of partners. The learning design tools and workshops will be evaluated in three contexts:HE represented by the OU, vocational training represented by KEK ΕUROTraining , and non-formal training represented by Agora.ΕUROTraining SA is a Vocational Training Centre specialising in the sectors of Finance & Management, IT and Tourism. The centre’s seminars are aimed at people wishing to upgrade their qualifications and abilities in the labour market. The Association of participants Àgora is a non-profit making organization of adults who do not have any academic degree and is dedicated to the non-formal training of lifelong learners, especially those who are socially excluded, i.e. people coming from scholastic failure, immigrant people, elder people, disabled people, etc. It was created in 1986 to cover the lack of educational and cultural services addressed to these collectives in the neighbourhood. Àgora provides a daily educational setting for about 1600 participants, more than 120 volunteers and four hired staff. It offers a wide range of activities, including language learning, basic literacy, ICT training groups and dialogic literary circles among many other workshops. Àgora acts in METIS as user group focused on adult education.
  • Instructions, resources and tools to be used
  • Instructions, resources and tools to be used
  • This time line shows projects which focus on learning design as a whole. Learning design has been implicit in many other OU initiatives and projects.See also Timeline of Leaning design in the Larnaca declaration. http://larnacadeclaration.files.wordpress.com/2013/04/ld-timeline.png
  • IntroductionYou will be working in groups, focusing on the needs of learners and teachers for a particular context.Typical design cycle:Investigate the context that you are designing for: technical, physical, temporal constraints, nature of learners and teachers (you will use personasExamine teaching approaches that have worked in the past in similar contexts, chose an approachConceptualize In these activities each team will describe their vision for collaborative learning for the context they are focusing on (e.g. Science level 2 students, FBL level 1 students). This is a first draft, and it may be modified during the workshop. Author In this activity, each team will produce a prototype, adding details to the their conceptualised vision. The prototype is not the final product, but enough to clarify the functionality and technical issues for meeting the user requirements.ImplementProduce a runnable version of the activity in a specific VLE.EvaluateCarry out a heuristic evaluation using the checklists produced during the ‘Investigate’ phase.Then use the results of your evaluation to revise your design and start the cycle again.
  • Authoring tools include WebCollage, an online tool for authoring collaborative learning activities, and you will be using this later in the workshop. WebCollage allows the production of detailed learning designs which are ready to use with learners.
  • The workshop today is about designing a learning design workshop on collaborative learning for your learners. You we will participate in a sequence of activities in which you will bring your expertise about the context in which you teach, and we will support you as we introduce you to some tools and methods which will help you design
  • Instructions, resources and tools to be used
  • Instructions, resources and tools to be used
  • Instructions, resources and tools to be used
  • Facilitators present overview of activity, and introduce the course map and learning outcomes view (10 minutes).Describe your vision for acollaborative learning activity. This is a first draft, and it may be modified during the workshop. Focus on describing the effects the activity being designed is intended to have on the learners.Use a Learning Outcomes View to help structure your discussions and describe your vision. You can use the Learning Outcomes View to describe the activity you will implement. If time is available, you can develop a Module Map to describe the module it will fit into. However in most case we do not think there will be enough time to develop a module map, so for the purposes of the workshop knowledge of the module will be largely knowledge that is tacit within a team or discussed verbally.
  • In pilot workshop, the case studies were drawn from Mary Thorpe’s review of forum use.https://intranet7.open.ac.uk/collaboration/iet-learning-design-best-practice/_layouts/WordViewer.aspx?id=/collaboration/iet-learning-design-best-practice/Forums/FORUM%20DESIGN_FIN.doc&Source=https%3A%2F%2Fintranet7.open.ac.uk%2Fcollaboration%2Fiet-learning-design-best-practice%2FForums%2FForms%2FAllItems.aspx&DefaultItemOpen=1&DefaultItemOpen=1Two case studies were presented, along with the patterns they are based on.
  • Demonstration of WebCollage followed by participant activity, i.e. use WebCollage to construct a prototype of the conceptual design produced in activity A6.
  • Demo of GluePS.
  • Note: You can create a map by using the post-its for visualising learning designs to show the relationships between tools, outcomes, resources and activities).Use WebCollage to construct a prototype of the conceptual design you produced in activity A6.

How to design Collaborative learning activities How to design Collaborative learning activities Presentation Transcript

  • How to design Collaborative learning activities A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities http://www.mentis-project.org/
  • A1: Introduction • Context • Today’s activities • Tools and techniques to support you • Your knowledge Our knowledge as facilitators Your goal: to design a collaborative online activity that will form part of a module ―Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation‖ (METIS project, 2012)
  • A1: Metis project 3 contexts Learning design expertise Non-formal training Istituto Tecnologie Didattiche Vocational Training HE
  • A1: Learning design • Design is ‗concerned with how things ought to be, with devising artifacts to attain goals‘ (Simon, 1996, p. 114) and • Design: ‗creating new artefacts of good quality‘ vs. • Craft: ‗creating artefacts of good quality‘ (Mor, Y., Craft, B., & Hernández-Leo, D. 2013) Simon, H. A. (1996). The Sciences of the Artificial (3rd ed.). Cambridge, Massachusetts: MIT Press . Mor, Y., Craft, B., & Hernández-Leo, D. (2013). The art and science of learning design. Research in Learning Technology, 21(22513). doi: 10.3402/rlt.v21i0.22513
  • A1: Learning design Two strands 1. How to represent teaching practice from a technical perspective in the development and delivery of online learning environments; and 2. how to represent teaching practice in an appropriate form to enable teachers to share ideas about innovative online pedagogy and think about the process of design. Agostinho, S., Bennett, S., Lockyer, L., & Harper, B. (2011). The future of learning design. Learning, Media and Technology, 36(2), 97-99. doi: 10.1080/17439884.2011.553619
  • A1: Background Learning design at the OU
  • A1: Overview of today‘s activities Introduction Investigate /Work on/with ideas for Re-investigate design, e.g. creation of representations of design elements and their interconnections, understanding of the context and expected users Evaluate Implement Apply an authored learning design using a specific VLE, a particular group of students and set of tools Conceptualize / Re-conceptualize Author Produce a prototype: a detailed, formal and reusable definition of a learning design
  • A1: METIS tools Integrated Learning Design Environment • Conceptualize • Author • Implement http://ilde.upf.edu
  • A1: Using ILDE • The ILDE is located here http://ilde.upf.edu/ou – Login using username and password emailed to you • When you upload resources, please tag them with the name of your group, i.e. use one of: »hsc »mct »oubs »science
  • A1: Paper prototyping tools Activity Learner‘s work Learning outcome Resource Tool
  • A2: How to ruin a collaborative learning activity (20 minutes) 1. 2. 3. Individually, write down 3 (or more ways) to ensure that an activity you are designing will fail!. Write each on an individual Post-Its (5 minutes); As a team, place all your Post-Its on a sheet of A1 paper and structure them in a way that seems useful (e.g. by themes or arrange into a map) (10 minutes); Make your representation of ways to ‗ruin a collaborative learning activity‘ available to the other teams by taking a picture and uploading it to the ILDE (remember to tag it with the name of your team), and by affixing your sheet to the wall nearest you using blu-tack. (5 minutes). ILDE rich text editor
  • A3: Barriers and challenges (40 minutes) What are the barriers and challenges of collaborative learning from a learner’s perspective? • • • • Technical challenges? Motivational challenges? Temporal challenges? Other challenges and barriers? ILDE rich text editor Personas
  • A3: Barriers and challenges (40 minutes) Pick 2 student personas each. 1. 2. 3. 4. Individually, write down up to 4 barriers or challenges to collaborative learning— from a learner‘s perspective—for your particular teaching and learning context. Write each barrier/challenge on a separate green post-it. (5 minutes) Collaborate with the others on your team by placing your Post-Its on an A1 page. Collaborate to arrange them in some order or map. From the map identify guidelines or heuristics that you believe a successful collaborative learning activity should follow. Write these heuristics on yellow Post-Its. (15 minutes) Present map to the workshop. Your team will have about 4 minutes to make its present. (20 minutes) Make your map available to other teams by displaying it and by taking a photo of it and uploading it to the ILDE. ILDE rich text editor Personas
  • A4: Conceptualize learning outcomes (30 minutes) • • Describe your vision for a collaborative learning activity. Focus on describing the effects the activity is intended to have on the learners.
  • A4: Learning Outcomes View The Learning Outcomes view is a notational view which shows how the learning activities and assessment tasks are aligned with the intended learning outcomes of the course or module. The view is informed by Biggs’ work on Constructive Alignment (Biggs, 1999). The premise behind this model is twofold: • Students construct meaning from what they do to learn • The teacher aligns the planned learning activities with the learning outcomes Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75. doi: 10.1080/0729436990180105
  • A4: Conceptualize learning outcomes (30 minutes) • 1. 2. 3. 4. 5. 6. Describe your vision for a collaborative learning activity. Focus on describing the effects the activity is intended to have on the learners. Listen to the introduction to the Learning Outcomes View and this activity (2 minutes) As individuals, each write down one or more learning outcomes for a collaborative learning activity, each on a separate Learning Outcome post-it. Use the supplied verbs! (3 minutes) As a team, collaborate to choose and refine one or more learning outcomes that your activity will produce (10 minutes) As individuals, each write down one or more outputs a learner could produce to show that they have reached one or more of these outcomes. Use a separate Learner Output post-it for each output. (5 minutes) As a team, collaborate to choose and refine the definition of the learner outputs (10 minutes) As a team, collaborate to produce a Learning Outcomes View showing the relationships between learners' outputs and learning outcomes. Upload to the ILDE and display it (10 minutes) Learning outcomes view
  • A4: Conceptualize learning outcomes (30 minutes) • Describe your vision for a collaborative learning activity. Focus on describing the effects the activity is intended to have on the learners. Learning outcome verbs and phrases particularly relevant to collaboration analyse, build on, co-create, contribute, debate with, discuss with, engage with, enhance, improve on, motivate, perform, share ……..and any others you can think of Learning outcomes view
  • A5: Evidence and examples of collaborative learning (45minutes) • Listen to the case studies of collaborative learning activities and patterns (15 minutes) • Working individually and as a team select features of the patterns and case studies that are applicable to the Learning Outcomes view you created in activity 4. (30 minutes) ILDE rich text editor
  • A5: Evidence and examples of collaborative learning (45minutes) 1. Listen to presentation about the case study (15 minutes) 2. As individuals, think about which features of the examples and patterns could be applied to your teaching context and used to support your learners reach the learning outcomes you specified in Activity 4 ―Conceptualize: Learning outcomes‖. • Keep in mind the heuristics, barriers, challenges and ways to ruin an activity you identified earlier. • Pick one or more of the patterns or case studies, and for your chosen one(s) write down ―pros‖ on green Post-Its, and ―cons‖ on red Post-Its and attach them to the relevant print out. (5 minutes); ILDE rich text editor
  • A5: Evidence and examples of collaborative learning (45minutes) 3. As a team, use the annotated print outs as prompts to discuss and agree on features of the patterns and examples that you can reuse. (Nominate a note taker to create a list of the pros and cons and other features you think will be useful in the ILDE) (15 minutes) 4. Using the ILDE, the note taker will create a rich text document describing these pros, cons and features and tag it with their team‘s name. To create a rich text document use the menu. • NewLdS->Conceptualize-> For other conceptualizations. • The other team members should check and advise on the content of the document as it is being created (10 minutes). ILDE rich text editor
  • A6: Conceptualize: Storyboard (45 minutes) Things to think about include: • Which parts of the activity should be synchronous, and which should be asynchronous? • Which tools have the right affordances for your activity?
  • A7: Author - using WebCollage (75 minutes) • A prototype is a way of demonstrating how a design will work. Not the final product, but enough to clarify the functionality and technical issues for meeting the user requirements. • Author: Use WebCollage to produce a detailed, formal and reusable prototype of a learning design (by Daniel Y. Go) WebCollage (by Zach Hoeken)
  • A7: Author (75 minutes) 1. 2. 3. 4. 5. 6. 7. Listen to the introduction to WebCollage (10 minutes); This introduction will use a prototype for an online version of a face-to-face activity ―Intervention and Reframing: Using Diagrammatic Thinking ‖ to show you features of WebCollage. Given that there is limited time available for this activity, you may want to select a portion of your storyboard to author – the facilitators will help you with this. (5 minutes); Discuss and agree role to be played by each team member (use the role cards). (5 minutes); Use WebCollage to select the pattern that is most relevant to the storyboard. (5 minutes); Customise the pattern to produce the first stage authored sequence. User of WebCollage thinks-aloud during creation while other participants feed in suggestions based on role. (40 minutes); Note any issues related to your roles in a rich text document. To create a rich text document use the menu. New LdS->Conceptualize->For other conceptualizations (remember to tag it with the name of your team) (5 minutes); & Finalise the WebCollage prototype for presentation. (10 minutes)
  • A7: Author (75 minutes) • WebCollage instructions ILDE guidance WebCollage
  • A8: Implement your activity in a VLE (30 minutes) 1. 2. 3. Listen to the introduction to GluePS. (10 minutes); The facilitators will elect one of the prototypes and show how it can be converted to a runnable activity in Moodle. (15 minutes) (If there is time, facilitators will support other teams to complete conversions of their designs.); The facilitators will review the ways in which the Moodle implementation can be refined in WebCollage or other tools. (5 minutes). ILDE guidance GLUE!-PS
  • A9: Heuristic evaluation (45 minutes) Heuristic evaluation originates in usability research, as a technique for early formative evaluation of digital systems. A team of experts is asked to assess a particular design using a given set of heuristics or ―rules of thumb‖. • • • a low-fidelity rapid evaluation which often uncovers design flaws at an early stage. a group of experts ―walk through‖ the evaluated system as if they were users (learners) engaged in a typical activity. The experts use a set of design heuristics - ―rules of thumb‖ against which they are asked to assess their experience.
  • A9: Heuristic evaluation (45 minutes) 1. 2. 3. As a team, select a view or representation of your design that summarises its features. For example, you could choose WebCollage‘s ‗Summary View‘, or your Storyboard (5 minutes); Make your chosen representation available to another team, i.e. display the selected ILDE view on your team‘s monitor or display the storyboard (5 minutes); As a team, carry out a heuristic evaluation of the design you have been given using the heuristics provided. Bear in mind all the ‗Ways to ruin a collaborative learning activity‘ and the ‗Barriers and challenges‘ identified in this workshop. Your team‘s note taker should create a document summarising your findings. To create To create a document to record your findings use the menu:. (15 minutes) • New LdS->Conceptualize->Heuristic Evaluation (title it ―Evaluation of <team name>‘s deign‖ and remember to tag it with the name of your own team); • Each team will present its evaluation to the workshop participants and facilitators (you will only have about 4 minutes per team, so lead with the most important points) (20 minutes) Other team‘s design Other team‘s checklist Heuristic evaluation guidance Heuristic evaluation template
  • A10: Wrap up & complete workshop evaluation (30 minutes) http://www.itd.cnr.it/Metis/questionnaire.html
  • A10: Evaluation http://www.itd.cnr.it/Metis/questionnaire.html
  • (Photo by Daniel Slaughter) Slides put together by Andrew Brasher, with help from Patrick McAndrew, Yishay Mor, Christopher Walsh, Rebecca Galley, Simon Cross
  • How to design online collaborative learning activities