Metis meta workshop (draft)
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Metis meta workshop (draft)

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Slides used at the METIS project meta workshop, in Barcelona on July 9th 2013.

Slides used at the METIS project meta workshop, in Barcelona on July 9th 2013.

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  • 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
  • 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
  • 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 approachProduce a vision In this activity each team will describe their vision for a learning design workshop on collaborative learning for the context they are focusing on (i.e. Agora or KEK). This is a first draft, and it may be modified during the workshop. This vision should focus on describing the effects the workshop activity being designed is intended to have on the learners (not on how these effects can be achieved via online activities which is the focus of the activity ‘Prototype’)Connect: gather tools and resources etcPrototypeEvaluateThen use the results of your evaluation to revise your deesign and start the cylce again.
  • Conceptualisation tools include the Module Map from, Learning outcomes view
  • Instructions, resources and tools to be used
  • Instructions, resources and tools to be used
  • Instructions, resources and tools to be used
  • Davinia/UPF to present some examples
  • Facilitators present overview of activity, and introduce the course map and learning outcomes view (10 minutes).Describe your vision for an activity to occur in a learning design workshop on collaborative learning. This is a first draft, and it may be modified during the workshop. Focus on describing the effects the workshop activity being designed is intended to have on the learners.Use a Learning Outcomes View and a Course Map to help structure your discussions and describe your vision. You can use the Learning Outcomes View to describe the activity you will implement and a Course Map to describe the workshop it will fit into (i.e. you can use the Course Map to describe a version of the METIS workshop structure in D3.2 for KEK or Agora).
  • Facilitators present overview of activity, and introduce the course map and learning outcomes view (10 minutes).Describe your vision for an activity to occur in a learning design workshop on collaborative learning. This is a first draft, and it may be modified during the workshop. Focus on describing the effects the workshop activity being designed is intended to have on the learners.Use a Learning Outcomes View and a Course Map to help structure your discussions and describe your vision. You can use the Learning Outcomes View to describe the activity you will implement and a Course Map to describe the workshop it will fit into (i.e. you can use the Course Map to describe a version of the METIS workshop structure in D3.2 for KEK or Agora).
  • 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).
  • 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.
  • 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.
  • 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.
  • The facilitators conclude by describing how participants can find out more about learning design in general and the ILDE in particular (5 minutes). ITD introduce the evaluation questionnaire and participants complete it (25 minutes)

Transcript

  • 1. METIS Meta workshop Designing workshops on the topic of collaborative learning http://www.metis-project.org/
  • 2. Introduction • Today’s activities • Tools to support you • Your knowledge • Our knowledge as facilitators “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) Goal: to design an activity (or sequence of activities) that will form part of a concrete workshop
  • 3. Using the ILDE • Register, if you have not already done so • register here: http://ilde.upf.edu/ • When you upload resources, please tag them: – 'agora-mw' or 'kek-mw' • Then, put the ILDE link(s) on the “bucket” for the activity –Click on the artifact link in Moodle – Web Content  artifact name , ILDE URL
  • 4. Overview of today’s activities Envision ConnectPrototype Introduction Investigate Evaluate / revision
  • 5. METIS Tools • Conceptualize • Author • Implement Integrated Learning Design Environment http://ilde.upf.edu
  • 6. Paper prototyping tools Activity Learning outcome Tool Resource Learner’s work
  • 7. A2: How to ruin a learning design workshop (20 minutes) 1.List the 10 best ways to ensure that the learning design workshop you are designing will fail! 2.Share these with the others via the ILDE. Use the ILDE Conceptualize/New Rich Text editor to create a document, then either create your list by editing it directly, or cut and paste e.g. from Word. 3.What are the key themes? ILDE rich text editorPersonas, barriers, concerns
  • 8. A3: Barriers and challenges (40 minutes) a. What are the barriers and challenges from a learner’s perspective of a learning design workshop on collaborative learning? b. What are the barriers and challenges in implementing a learning design workshop on collaborative learning? ILDE rich text editor Technical challenges? Motivational challenges? Temporal challenges? Other challenges and barriers?
  • 9. A3: Barriers and challenges (40 minutes) 1. As individuals, write down 3-4 barriers from a learner’s perspective and 3-4 barriers/challenges to implementation, each one on a separate post-it. Green post it notes for learners’ perspective, Yellow post-it notes for implementation (5 minutes). 2. Share these with the others in your team by placing your post-its on an A1 paper and collaborate to arrange them in some order or map (15 minutes) 3. Present map to the workshop. Your team will have about 5 minutes to make its presentation. 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
  • 10. A4: Evidence and examples of learning design workshops on collaborative learning (30 minutes) • A few activities that have been used successfully in learning design workshops on collaborative learning will be described. • Listen to the descriptions, and, working in your team, please select one or two that you think could be used in your context. • Note any features that make it a good example to use in your context, and any potential issues. Please do this in a rich text document in the ILDE. ILDE rich text editor
  • 11. A5: Initiate, Ideate, Investigate: produce your Vision (1.5 hours)
  • 12. A5: Initiate, Ideate, Investigate: produce your Vision (1.5 hours) • Describe your vision for an activity to occur in a learning design workshop on collaborative learning. Focus on describing the effects the workshop activity being designed is intended to have on the learners. • Use a Learning Outcomes View and a Course Map to help structure your discussions and describe your vision e.g. • use the Learning Outcomes View to describe the activity you will implement • use a Course Map to describe the workshop it will fit into (i.e. you can use the Course Map to describe a particular version of the METIS workshop structure in D3.2 for KEK or Agora). Course map Learning outcomes view METIS D3.2
  • 13. A6: Connect: gather tools and resources (45 minutes) 1. Think: which patterns do you think could be applied in your case? (5 minutes) 2. Pair: (20 minutes) Which parts of the activity should be synchronous, and which should be asynchronous? Which tools have the right affordances for your activity? 3. Share: (20 minutes) Agree as a team which pattern(s) you will use, which stages will be synchronous and which asynchronous, and where particular tools and resources will be used. Patterns Post-its for visualising learning designs
  • 14. A7: Prototype (1.5 hour) 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. Use WebCollage to construct a prototype of the conceptual design you produced in activity A6. ILDE guidance WebCollage (by Daniel Y. Go) (by Zach Hoeken) GLUE!-PS
  • 15. A8: Evaluate (45 minutes) Heuristic evaluation originates in usability research, as a technique for early formative evaluation of digital systems. A group of experts is asked to assess a particular design using a given rubric (set of heuristics) • 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.
  • 16. A8: Evaluate (45 minutes) 1. As a team, select a view or representation of your design that summarises its features. (5 minutes) 2. Make your chosen representation available to another team (5 minutes) 3. As a team carry out a heuristic evaluation of the design you have been given using the template provided, and the corresponding evaluation checklist. Bear in mind the personas, factors and concerns of the learners relevant to this design (15 minutes) 4. Each team will present its evaluation to the workshop (about 5 minutes per team). (20 minutes) Heuristic evaluation guidance Heuristic evaluation template Other team’s design Other team’s checklist
  • 17. A9: Wrap up & complete workshop evaluation (30 minutes)