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Conole brisbane workshop
Conole brisbane workshop
Conole brisbane workshop
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Conole brisbane workshop
Conole brisbane workshop
Conole brisbane workshop
Conole brisbane workshop
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Conole brisbane workshop
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    • 1. How to leverage open resources and practicesin your teaching Gráinne Conole,cloudworks.ac.uk/cloudscape/view/2252 The Open University, UK Brisbane University, 21/02/11
    • 2. Technology paradoxesBlogs & wikis Media sharing Virtual worlds & online games Social networking
    • 3. Technology paradoxes Paradoxes Technologies not fully exploited Little evidence of use of free resourcesBlogs & wikis Media sharing Virtual worlds & online games Social networking
    • 4. Technology paradoxes Paradoxes Technologies not fully exploited Little evidence of use of free resourcesBlogs & wikis Media sharing Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Virtual worlds & online games Social networking
    • 5. Technology paradoxes Paradoxes Technologies not fully exploited Little evidence of use of free resourcesBlogs & wikis Media sharing Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions? Virtual worlds & Case studies, support networks online games Learning Design Social networking
    • 6. The OU Learning Design Initiative Learning Design A design-based approach to creation and support of coursesAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca GallRichard Lovelock, Paul Mundin
    • 7. The OU Learning Design Initiative Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of coursesAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca GallRichard Lovelock, Paul Mundin
    • 8. The OU Learning Design Initiative Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussionAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca GallRichard Lovelock, Paul Mundin
    • 9. Aspects of learning design
    • 10. Aspects of learning design Foundations Collaboration Representation
    • 11. Aspects of learning design s Too tie ls tivi Ac Re so s rce ur ce sou Foundations Collaboration s Re s vitie Too Representation l Acti s Ac ls tiv o itie s To Resources
    • 12. Aspects of learning design s Too tie ls tiviMediating artefacts AcAffordances Re so s rce ur ce sou Foundations Collaboration s Re s vitie Too Representation l Acti s Ac ls tiv o itie s To Resources
    • 13. Aspects of learning design s Too tie ls tiviMediating artefacts AcAffordances Re so s rce ur ce sou Foundations Collaboration s Re s vitie Too Representation l Acti s Ac ls tiv o itie s To Resources Excel template CompendiumLD Course views
    • 14. Aspects of learning design Cloudworks s Too tie ls tiviMediating artefacts AcAffordances Re so s rce ur ce sou Foundations Collaboration s Re s vitie Too Representation ’Design l Acti s Challenge’ Ac ls tiv o itie s To Resources Excel template CompendiumLD Course views
    • 15. Foundations: Mediating Artefacts Vygotsky, Activity Theory
    • 16. Foundations: Mediating Artefacts Teacher Vygotsky, Activity Theory
    • 17. Foundations: Mediating Artefacts Creates Learning activity Teacher or Resource Vygotsky, Activity Theory
    • 18. Foundations: Mediating Artefacts Creates Learning activity Teacher or Resource Has an Design inherent Vygotsky, Activity Theory
    • 19. Foundations: Mediating Artefacts Creates Learning activity Teacher or Resource Has an Design inherent Other teachers and learners can use or repurpose Vygotsky, Activity Theory
    • 20. Foundations: Mediating Artefacts Mediating Design Mediating Artefacts Artefacts (MA) 1. Concepts 2. Tools 3. Dialogues 4. Activities Creates Learning activity Teacher or Resource Has an Design inherent Other teachers and learners can use or repurpose Vygotsky, Activity Theory
    • 21. Foundations: Mediating Artefacts Mediating Design Mediating Artefacts Artefacts (MA) 1. Concepts 2. Tools 3. Dialogues 4. Activities Creates Learning activity Teacher or Resource Has an Design inherent Research focus What Mediating Artefacts do teachers use? Other teachers and learners What Mediating Artefacts can we create to guide the design process? can use or repurpose Vygotsky, Activity Theory
    • 22. Activities How to ruin a course Cloudworks What tools should I use? Tools in use Course views  Course map  Pedagogy profile  Course dimensions  Learning outcomes map  Learning activities
    • 23. How to ruin a course Issues and strategies important for the success of a course Check list for design and evaluation of a course Activity:  List10 ways that technologies can make your course fail  Compare and discuss  Look at other examples: http://cloudworks.ac.uk/ cloud/view/2597
    • 24. Feedback
    • 25. Cloudworks Socialnetworking site for sharing and discussing learning and teaching ideas Boundary crossing Bestof web 2.0 functionality and practices Dothe Cloudquest challenge!
    • 26. Quick language guide
    • 27. Quick language guideCloud:Anything to do withlearning and teaching
    • 28. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of clouds
    • 29. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people
    • 30. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your like
    • 31. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow:Cloudscapes, Cloudsor people
    • 32. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow: RSS feeds:Cloudscapes, Clouds For Cloudscapes, Cloudsor people & people
    • 33. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow: RSS feeds: Attend:Cloudscapes, Clouds For Cloudscapes, Clouds Conferences &or people & people workshops
    • 34. Take the Cloudquest challenge! http://cloudworks.ac.uk/cloud/view/4891
    • 35. What tools should I use? 12 Confusing array of tools which should you use and when? Number of things to consider:  Nature of your students and context, your expertise and preferences, time to learn the tool, time to develop, etc. Aim of the next exercise  Explore some tools and consider relevance  Brainstorm how you might use them  Map in terms of communication and interactivity  Consider other factors to take into consideration  Strategies to make quick pragmatic judgements about which tools to use before investing time in exploring further
    • 36. Co-evolution of tools and practice
    • 37. Co-evolution of tools and practiceBasiccommunications& gestures
    • 38. Co-evolution of tools and practiceBasic Symboliccommunications representations& gestures (words, numbers)
    • 39. Co-evolution of tools and practiceBasic Symbolic 1st wave technologiescommunications representations (phone, radio, fax,& gestures (words, numbers) TV, CD/DVDs)
    • 40. Co-evolution of tools and practiceBasic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
    • 41. Co-evolution of tools and practice Affordances (Gibson) ‘All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’ For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.Basic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
    • 42. Co-evolution of tools and practiceBasic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
    • 43. Co-evolution of tools and practice Characteristics of tools Reflection Dialogue Aggregation InteractivityBasic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
    • 44. Co-evolution of tools and practice Characteristics of Characteristics tools of people Reflection Preferences Dialogue Interests Aggregation Skills Interactivity ContextBasic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
    • 45. Co-evolution of tools and practice Characteristics of Characteristics tools of people Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity ContextBasic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
    • 46. The ICT framework
    • 47. The ICT framework Interactivity
    • 48. The ICT framework Communication+ Interactivity
    • 49. The ICT framework Communication+ Web pages Interactivity
    • 50. The ICT framework Communication+ Web pages Media sharing Mash ups Interactivity
    • 51. The ICT framework Communication+ Audio & video conferencing Forums Email Instant messaging Web pages Media sharing Mash ups Interactivity
    • 52. The ICT framework Communication+ Audio & video conferencing Forums Email Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
    • 53. The ICT framework Communication+ Audio & video conferencing Forums Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
    • 54. The ICT framework Communication+ Audio & video conferencing Forums Wikis Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
    • 55. The ICT framework Communication+ Audio & video conferencing Google Forums wave Wikis Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
    • 56. The ICT framework Communication+ Audio & video conferencing Social networking Google Forums wave Wikis Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
    • 57. The ICT framework Communication+ Virtual worlds, online games & Audio & video immersive environments conferencing Social networking Google Forums wave Wikis Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
    • 58. Comparing four tools 15 About: this activity will introduce you to 4 tools (Twitter, Wordpress, Wallwisher and Wordle) and help you think about their use. Production: a map Acitivity  Visit the tool websites  Explore, look at any overviews about them or examples  Map the tools onto the ICT framework  Compare and discuss  Look at other examples - http://cloudworks.ac.uk/cloud/view/3930
    • 59. Tools in use In this activity you will explore the term ‘affordances’ and decide on tools based on their positive and negative affordances Produce a map Activity  Choose a task and 3 tools  Put the task in centre of paper and tools on the outside  Add positive and negative affordances  Decide which tool to use  Compare and discuss  Look at other examples: http://cloudworks.ac.uk/cloud/view/4042
    • 60. Feedback
    • 61. Twitter: the good and the bad
    • 62. Twitter: the good and the bad Ejemplos Posting queries Commenting Backchannel CrowdsourcingGathering opinions Sharing ideas Brainstorming Social presence
    • 63. Twitter: the good and the bad Ejemplos Issues Posting queries Your ‘a-ha’ moment Commenting The right network Backchannel Your digital voice Crowdsourcing InappropriatenessGathering opinions Personal/private Sharing ideas Too much! Brainstorming Use with other tools Social presence A passing fad?
    • 64. Foundations: technology affordances
    • 65. Foundations: technology affordances Affordances (Gibson) All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
    • 66. Foundations: technology affordances Positive affordances, promotes… Affordances (Gibson) All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
    • 67. Foundations: technology affordances Positive affordances, promotes… Collaboration Reflections Interaction Affordances (Gibson) All "action possibilities" Dialogue latent in an environmentt… but always in relation to the actor and therefore Creativity dependent on their capabilities. Organisation For instance, a tall tree offers the affordances of food for a Giraffe but not a Inquiry sheep. Authenticity
    • 68. Foundations: technology affordances Positive affordances, Negative affordances, promotes… think about… Collaboration Reflections Interaction Affordances (Gibson) All "action possibilities" Dialogue latent in an environmentt… but always in relation to the actor and therefore Creativity dependent on their capabilities. Organisation For instance, a tall tree offers the affordances of food for a Giraffe but not a Inquiry sheep. Authenticity
    • 69. Foundations: technology affordances Positive affordances, Negative affordances, promotes… think about… Collaboration Time consuming (development) Reflections Difficult to use Interaction Affordances (Gibson) Costly to produce All "action possibilities" Dialogue latent in an environmentt… but always in relation to the Time consuming (support) actor and therefore Creativity dependent on their Assessment issues capabilities. Organisation For instance, a tall tree Lack of interactivity offers the affordances of food for a Giraffe but not a Inquiry sheep. Difficult to navigate Authenticity New literacy skills
    • 70. Foundations: technology affordances Positive affordances, Negative affordances, promotes… think about… Collaboration A blog for reflective practice Time consuming (development) Reflections Difficult to use Interaction Affordances (Gibson) Costly to produce All "action possibilities" Dialogue latent in an environmentt… but always in relation to the Time consuming (support) actor and therefore Creativity dependent on their Assessment issues capabilities. Organisation For instance, a tall tree Lack of interactivity offers the affordances of food for a Giraffe but not a Inquiry sheep. Difficult to navigate Authenticity New literacy skills
    • 71. Foundations: technology affordances Positive affordances, Negative affordances, promotes… think about… Collaboration A blog for reflective practice Time consuming (development) Reflections Difficult to use Interaction Affordances (Gibson) Costly to produce All "action possibilities" Dialogue latent in an environmentt… but always in relation to the Time consuming (support) actor and therefore Creativity dependent on their Assessment issues capabilities. Organisation For instance, a tall tree Lack of interactivity offers the affordances of food for a Giraffe but not a Inquiry sheep. Difficult to navigate Authenticity New literacy skills
    • 72. Foundations: technology affordances Positive affordances, Negative affordances, promotes… think about… Collaboration A blog for reflective practice Time consuming (development) Reflections Difficult to use Interaction Affordances (Gibson) Costly to produce All "action possibilities" Dialogue latent in an environmentt… but always in relation to the Time consuming (support) actor and therefore Creativity dependent on their Assessment issues capabilities. Organisation For instance, a tall tree Lack of interactivity offers the affordances of food for a Giraffe but not a Inquiry sheep. Difficult to navigate Authenticity New literacy skills
    • 73. RepresentationHow are courses typically represented?How explicit is the inherent design?
    • 74. Representation The Open University, UKHow are courses typically represented? KE312How explicit is the inherent design?
    • 75. Representation The Open University, UKHow are courses typically represented? KE312How explicit is the inherent design? What’s the problem? Text-based/focus
    • 76. Conceptual tools: moving beyond content
    • 77. Conceptual tools: moving beyond contentThe power of visualisation Shift emphasis away from content Help articulate designs Supports effective design Provides focus at different levels Acts as a dialogic mediating artefacts Provides a design record Encourages reflective practice Enables sharing of designs
    • 78. Visualisation tools
    • 79. Visualisation toolsPen, paper andstickers
    • 80. Visualisation toolsPen, paper and Mind mapping toolsstickers
    • 81. Visualisation toolsPen, paper and Mind mapping toolsstickers Excel templates
    • 82. Course views: conceptual and data-driven
    • 83. Course views: conceptual and data-driven Course Map
    • 84. Course views: conceptual and data-driven Pedagogy Profile Course Map
    • 85. Course views: conceptual and data-driven Pedagogy Profile Course Dimensions Course Map
    • 86. Course views: conceptual and data-driven Pedagogy Profile Course Dimensions Course Map Task Swimlane
    • 87. Course views: conceptual and data-driven Pedagogy Profile Course Dimensions Course Map Task Swimlane Learning Outcomes
    • 88. Course views: conceptual and data-driven Pedagogy Profile Course Dimensions Course Map Task Swimlane Learning Outcomes Course Performance Cost effectiveness
    • 89. Course map This activity produces an ‘at a glance’ view of a course Produces a map of a course Activity:  Use the course map guide, fill in the six boxes for your course  Compare and discuss  Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
    • 90. Course map Course summary Key words Level, credits, duration, key features Descriptive words indicating pedagogical approach
    • 91. Course map Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Course summary Key words Level, credits, duration, key features Descriptive words indicating pedagogical approach
    • 92. Course map Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Content & Communication Activities & Collaboration Course materials, prior experience, learner- Dialogic aspect of the course, generated content, e.g. interaction between learnersreadings, DVDs, podcasts, &tutors - course forum, email, etc. labs Course summary Key words Level, credits, duration, key features Descriptive words indicating pedagogical approach
    • 93. Course map Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Content & Communication Activities & Collaboration Course materials, prior experience, learner- Dialogic aspect of the course, generated content, e.g. Reflection & interaction between learners &tutors - course forum, email, etc.readings, DVDs, podcasts, labs Demonstration Internalization and reflection, e.g. in-text questions, blogs, e- portfolios Diagnostic, formative or summative assessment Course summary Key words Level, credits, duration, key features Descriptive words indicating pedagogical approach
    • 94. KE312 - Course map Guidance & Support Course guide, study calendar, study planner, 20 learning guides, Content & General assessment guidelines and assignments Communication Activities Tutor support: 1:20, 21 contact & Collaboration 3 co-published books, DVDs of 3 F-t-F tutorials near beginning, practice settings, core questions, middle and end, Course-wide thinking points in course books café forum, Tutor-group forumsPlus own experience and practice PDFs, e-journal articles & Reflection & with sub-groups for each block Demonstration Journal space in an e-portfolio, 6 assignments online (50% of overall score) Course summary Key words KE312 - Working together with Children, Practice-related, aligned to latest professional 60 pt course over 32 weeks, 3 blocks/20 learning framework for multi-agency working, rich case guides studies,
    • 95. Feedback
    • 96. Pedagogy profile Learning Design Taxonomy - Conole, 2008
    • 97. Pedagogy profileMap of learner tasks to timeperiods (weeks, semesters, etc.)6 types of learner task +assessment Assimilative Information handling Communication Productive Experiential Adaptive AssessmentEach cell indicates the amount oftime spent on each type of task Learning Design Taxonomy - Conole, 2008
    • 98. Feedback
    • 99. Course dimensions
    • 100. Course dimensionsGuidance &Support
    • 101. Course dimensionsGuidance & Content &Support Activities
    • 102. Course dimensionsGuidance & Content &Support Activities Communication & Collaboration
    • 103. Course dimensionsGuidance & Content &Support ActivitiesReflection & Communicationdemonstration & Collaboration
    • 104. +Learning outcomes
    • 105. +Learning outcomesMapping learning outcomes to: Activities AssessmentBased on Biggs’ work (1999) onconstructive alignmentMaps course and highlights anygaps
    • 106. Feedback
    • 107. Task swimlane
    • 108. Task swimlaneFocus on the tasks learners doBase on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources OutputsAdvantages Makes design explicit Maps out design Sharable with others Good at activity levelUse Mindmapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
    • 109. Learning activities This activity produces a task swimlane of an activity and the tools and resources used Produces a swimlane diagram Activity:  Decide on the learning outcomes, tools, resources and assessment for this activity  Map out the activity  Use pens and arrows to add explanations  Compare and discuss  Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
    • 110. Working between the views
    • 111. Working between the views Course map
    • 112. Working between the views Learning outcomes Course map
    • 113. Working between the views Learning outcomes Course mapPedagogy profile
    • 114. Working between the views Learning outcomes Course mapPedagogy profile Course dimensions
    • 115. Working between the views Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
    • 116. Modeling with data-derived viewsCourse Business Models projectMick Jones, Andrew Russell, Paul Mundin, Peter Wilson
    • 117. Modeling with data-derived views 5 conceptual course viewsCourse Business Models projectMick Jones, Andrew Russell, Paul Mundin, Peter Wilson
    • 118. Modeling with data-derived views What happens to course performance, if… Include more collaboration Decrease the amount of tutor support Increase use of Web 2.0 tools? 5 conceptual course viewsCourse Business Models projectMick Jones, Andrew Russell, Paul Mundin, Peter Wilson
    • 119. Modeling with data-derived views What happens to course performance, if… Include more collaboration Decrease the amount of tutor support Increase use of Web 2.0 tools? 5 conceptual course views What are the cost implications of… Including more online assessment More student-generated content Introducing use of SecondLife?Course Business Models projectMick Jones, Andrew Russell, Paul Mundin, Peter Wilson
    • 120. Reflection What three words would you use to describe this workshop? What did you like about this workshop? What could have been better? Whatthree words would you use to describe Cloudworks? What three words would you use to describe the course views? What action points will you do as a result?
    • 121. Feedback
    • 122. References Our work  Workshop material: http://prezi.com/ffbp3lwn-m7m/ouldi-toolbox/  Cloudworks: http://cloudworks.ac.uk  My blog: http://www.e4innovation.com  Learning design paper: http://cloudworks.ac.uk/cloud/view/4001  Papers and presentations: http://www.slideshare.net/grainne  Book: contemporary perspectives on e-learning (Conole and Oliver, 2007) Others  Wills et al. book on role play: http://www.informaworld.com/smpp/ title~db=all~content=t921514000  Imperial collage second life island http:// knowledgecast.wordpress.com/2009/07/10/icl-tour2/  Personal Inquiry project http://www.pi-project.ac.uk/resources/  E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios 

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