Conole CARDET Workshop 2


Published on

Published in: Education, Technology
1 Comment
1 Like
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Conole CARDET Workshop 2

  1. 1. Thinking differently about design The OU Learning Design Initiative Gráinne Conole The Open University, UK
  2. 2. Focus for today • Learning design - OULDI ▫ An evidence base – understanding, reflecting ▫ Compendium - creating, designing, reflecting ▫ Cloudworks - finding, communicating, reflecting ▫ Pedagogy schema - designing, reflecting • Open Educational Resources – OLnet ▫ An evidence base for OER - finding, creating, designing, communicating, refle cting ▫ Fellowship schema ▫ Research projects ▫ Events and activities
  3. 3. Discussion • What do you want out of this workshop? ▫ To learn about Compendiumld – how can we use it in the classroom ▫ Ideas ▫ How to use Compendiumld and better ways of designing activities ▫ How to integrate learning designing with training in general without frightening the teachers! ▫ Some of the difficulties and how go about addressing them!!!
  4. 4. Outcomes • Overview of OU Learning Design Initiative (OULDI) and Olnet • Some hands-on exploration of tools and ideas • A better understanding of the issues and challenges of learning design • Discussion of and refection on relevance to your context
  5. 5. Paradoxes & conundrums New technologies offer new pedagogical opportunities Array of Not fully technologies exploited Potential for reuse with Open Educational Resources Little evidence Open Educational of reuse Resources
  6. 6. Solution? Learning Design: Designing for learning Guiding the design of learning activities A means of describing A means and representing of sharing learning activities learning activities To enhance the New ways of thinking learner experience and innovating
  7. 7. Representing pedagogy Empirical evidence base Guiding design Sharing ideas
  8. 8. Bridge between Resources and events Capture & pedagogy & represent designs technology Tool development Vision of enhancing the learner Empirical experience through pedagogically evidence informed, innovative use of technologies Cloudworks CompendiumLD Workshops Schema Scaffold the Promote Cloudfests Summits design process sharing and reuse Design challenges Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams
  9. 9. Facets of OULDI work • Evidence base: Understanding the design process • Collaboration: Structured events for fostering shared meaning and collaboration • Representation: Tools to support different forms of representation • Connection: Harnessing web 2.0 practices to foster debate and sharing • Reification: Abstraction and guidance through schema for thinking differently
  10. 10. Learning activities Teacher Context design Learning outcomes Tasks Assessment Student experience
  11. 11. Aspects of design Learning outcomes Support Tasks Assessment
  12. 12. Facets of OULDI work • Evidence base: Understanding the design process • • • •
  13. 13. Evidence base: gathering data Expert brainstorming Development of support resources Testing the tools! Feedback, feedback, feedback
  14. 14. Building an understanding about design Case studies Use of tools Design process Interviews In-depth Design lifecycle course evaluation Futures visioning Tools development workshops Trialling& Workshops evaluation
  15. 15. Case studies Use of tools in context Ideas generation & support mechanisms Pedagogical approaches Representation Barriers & enablers
  16. 16. Interviews Expertise Existing Barriers & time processes Shared vision ‘From the heart’ Process Representation Interactive design The ‘big’ idea Support Tacit nature Serendipity Link to Constraints assessment Evaluation
  17. 17. In-depth evaluation Granularity Design cycle of designs Barriers & Team dynamics enablers Multi-faceted
  18. 18. Design lifecycle Gather Assemble Vision Run Evaluate Adapt ourse Course Course onception delivery refinement earning Block Course ctivity
  19. 19. Interview snapshots I tend to sit and doodle a map [Scrapbook] It’s in words, not will draw the logic and flow of diagrams a dumping ground the course on paper and then for thoughts – [to] capture thoughts go to compendium. Scrapbooks & Then the problem is sharing it doodle maps Start from assessment strategies and learning I was building a sense of what the outcomes and get an alignment new course might be … we must remember to do x, or a url of relevance Holistic Mapping & & atomistic connections One of the difficulties is mapping the List of words clustered into blocks, whole process I have tried to approach arrows...can you have clusters course design using a holistic approach link to TMAs [Assignments]
  20. 20. Facets of OULDI work • • Collaboration: Structured events for fostering shared meaning and collaboration • • •
  21. 21. Collaboration: events Cloudfests Design challenge Design summits Blurring real & virtual
  22. 22. Strategies for design • How do you go about designing courses? • Where do you get inspiration from? • What tools, support, etc do you use? • How do you represent your designs? • How (or do) you share your ideas with others? • How do you evaluate yours designs/know they are any good?
  23. 23. Strategies for design • Think about learning objectives • Jot down ideas, extract info create an outline and then attached activities, put all together • First go through the content we want to teach, then after set the goals we want to achieve, then think what learning objects we want to use or what tools we want to use, then try it in the class, but also important to assess and get feedback and reflect and improve
  24. 24. Design strategies Design process creative, messy, iterative Different aspects – resources, Every teacher does tools, outcomes, support, etc. it differently No one perfect design tool or approach Different aspects to design - focus and level of granularity Serendipitous routes Sharing and reuse difficult, to support but valuable
  25. 25. Facets of OULDI work • • • Representation: Tools to support different forms of representation • •
  26. 26. Representation: CompendiumLD
  27. 27. CompendiumLD Core icon set Design icon set
  28. 28. Building a design Activity Assignment Outcome Resource Role Stop Task Tool
  29. 29. Using a wiki to analyse a pop song for English language learning
  30. 30. In-situ help
  31. 31. Customised search
  32. 32. Time aggregation Timings
  33. 33. Support templates
  34. 34. Activity • Create a design in CompendiumLD • Either choose a new activity you are planning or map an existing activity • Work in pairs and discuss your designs as you are working
  35. 35. Facets of OULDI work • • • • Connection: Harnessing web 2.0 practices to foster debate and sharing •
  36. 36. Connection: Cloudworks
  37. 37. Cloudworks RSS feeds Follow and be followed Playlists Friends APIs Many repositories of good practice, but how do you develop the community??? Share Embed Comment Aggregate
  38. 38. Vision & principles Enable people to find, share & discuss learning & teaching ideas • Connectpeople with similar • People-orientated interests • Open site, open content • Showcase work • Provide a place for different • Target particular communities communities • Encourage sharing • The site acting as a conduit • Low barrier to entry
  39. 39. Cloudfests the person who’s It would be very interesting to have written the piece of teaching material, see what the people at the coal face are doing with it! If you notice things that are abstract, you can say: Oh, and how did that work? or give me an example, I did one like this! ... It didn’t worry me that it was abstract. What worried me was: how the hell does he make that work in an OU teaching context! The ones that started to catch my interest were where I could quite quickly get a sense of a device or an approach... Within two or three sentences, I kind of grasped what it was that they had done and it caught my imagination. It would be really good to have some sort of perspective from the people who actually make things, because they’ve got a lot of experience about (what) does and doesn’t work.
  40. 40. Clouds: Learning and teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
  41. 41. Facets of OULDI work • • • • • Reification: Abstraction and guidance through schema for thinking differently
  42. 42. Reification: Schema Thinking Conversation& demonstration & reflection Experience& interaction Evidence & Thinking & LIST of reflection LEARNINGP activity RINCIPLES Experience Conversation & activity & interaction Evidence & demonstration
  43. 43. Guiding design Schema Deconstructing Mapping Validating
  44. 44. Mapping activities to pedagogy Blog as Individual reflective diary Blog collective Information class resource Passive Active Experience Social Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33
  45. 45. Activity • Locate the following on the framework ▫ Web search: students search the web and collate resources against a given set of criteria ▫ Drill and practice: students work through a set of resource and then complete a formative self- assessment ▫ Debate: for and against debate, students choose a side, post their views and read other postings ▫ Portfolio: students gather evidence against learning outcomes into a portfolio
  46. 46. Thinking about learning Thinking & reflection Four inter-connected facets of learning Experience Communication & activity & interaction Evidence & demonstration Dyke, Conole et al., (2007)
  47. 47. Thinking & Experience & Conversation & Evidence & Principles reflection activity interaction demonstration Aggregation of Reflect on Mapping learning learning experience and activities against activities show goals understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
  48. 48. SocialLearn Microlearn Making Cloudwor er connections ksPull in and Writes to and imports publish goals, resource relevant s, stream courses/design s Profile Pull in and publish relevant Create content goals, tasks Publicise study and 2Learner learning story
  49. 49. A DNA print of designs SociaLearn OpenLearn Different set of principles Different mapping to pedagogies
  50. 50. The 8LEM Hybrid model •8LEM flashcards - 8LEM Hybrid model focusing on the student activities •8 student activities and a set of verbs for what teacher and student does for each activity • View the LEM demonstration /elearning/index.php? page=8LEM-8 • Create a design using the mapping grid /elearning/documents /grid.pdf
  51. 51. Mapping schema CompendiumLD Generic tool Topic OER OER cycle Specialised tool Resource Schema Design VLE Openlearn Select Use Google Class aggregated resources Evaluate Cloudworks Researcher User Student survey Analysis tools
  52. 52. Generic tool Specialised tool Resource Schema OER cycle
  53. 53. OLnet: towards a network... People/networks Meta-analysis/ synthesis Tools, methods approaches Designs, evaluations, case studies
  54. 54. Sites • OULDI ▫ • Cloudworks ▫ • CompendiumLD ▫ • Olnet ▫
  55. 55. References • Conole, G., De Laat, M., Dillon, T. and Darby, J. (2008), ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology’, Computers and Education, Volume 50, Issue 2, February 2008, Pages 511-524. • Conole, G. (in press), Stepping over the edge: the implications of new technologies for education in M. Lee and C. McLouglin (forthcoming), Web 2.0-based e-learning: applying social informatics for tertiary teaching, ICI Global: Hersey, PA • Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A. (2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov – 3rd Dec 2008, Melbourne.
  56. 56. References • Conole, G. and McAndrew, P. (accepted), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature. • Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008), Visualising learning design to foster and support good practice and creativity, Educational Media International, Volume 54, Issue 3, 177-194. • Conole, G. (2008), New schema for mapping pedagogies and technologies, • Conole, G. (in press), Research methodological issues with researching the learner voice, in Handbook of Research on New Media Literacy at the K-12 Level: issues and challenges, L. T. W. Hin and R. Subramaniam (Eds), IGI Global: Hershey, PA