Conole Etug Oct 09

LEARNIG DESIGN WORKSHOP Gráinne Conole, Open University, UK ETUG Learning Design Workshop Simon Fraser University 21/10/09

Outcomes
An overview of learning design
An understanding of challenges and opportunities in learning design
An awareness of current learning design research
Hands-on experience of OULDI tools, resources and activities
Exploration of the OULDI toolbox
Creation of visual design maps using CompendiumLD
Finding, sharing and discussing learning and teaching ideas and designs in cloudworks
Discussion of and reflection on relevance of the workshop tools, resources and activities to your context

Outline
Presentation: Introduction
Paradoxes in learning and teaching
Learning Design –definition &overview of the OU Learning Design Initiative (OULDI)
Presentation: An introduction to cloudworks
Activities: Introduction & strategies for design
Introductions, what do you want out of the workshop and exploration of cloudworks – the cloudquest challenge
Strategies for design – think/pair/share
Discussion : In cloudworks plus plenary
Presentation : Representing designs:
Different types & value of representations
Two specific examples: task-swim line visualisation & patterns
Introduction to CompendiumLD

Outline
Activities: Starting to use CompendiumLD
Creating a CompendiumLD map: either your own learning activity or an OER from OpenLearn
Discussions (optional) :
Thoughts on CompendiumLD
Thoughts on cloudworks
Presentation: Some advanced features
Activities : Advanced features
Saving designs as jpegs on Flckr
Uploading and downloading CompendiumLD maps
Importing and creating stencil sets
Activity (optional): Making a design more collaborative
Activity (optional): Share/discuss designs in cloudworks
Activity: Reflections on the workshop and action plans

Paradoxes New technologies offer new pedagogical opportunities Potential for reuse with Open Educational Resources Significant learning design and pedagogical patterns research Open Educational Resources Little evidence of reuse Array of technologies Not fully exploited New design methods Little known beyond research circuit

Learning design: a definition
A methodology for enabling teachers/designers to make more informed decisions in how they go about designing, which is pedagogically informed and makes effective use of appropriate resources and technologies
Covers design of resource and individual learning activities up to whole curriculum level
Helps make the design process more explicit and shareable
Includes resource, tools and activities

OU Learning Design Initiative Representation: CompendiumLD tool Design methods Guidance : Tools Resources Activities Workshops Sharing : Research projects Workshops Cloudworks Team: Andrew Brasher, Gráinne Conole, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin Empirical evidence: Interviews, surveys, web stats, workshops

At the heart of the paradox Teachers/design want examples , want to share/discuss ! Many repositories of good practice , but little impact Can we change practices through use of web 2.0 ideas? Blogging Facebook Twitter Slideshare Flckr Youtube Commenting Live commentary Tagging RSS feeds Embedding Following

Cloudworks: Harnessing web 2.0

Key concepts Clouds: Learning & teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project

Cloud
Content
Extra content
Links
References
Tags
3 words
Social
Cummulative
Collective

Cloudscape
“ Communities”/clusters of interest - clouds around a shared purpose
Clouds can belong to more than one cloudscape
Lists clouds + comments
Can “follow” cloudscapes, all activities appear in your “Your cloudstream”

Cloudstream
Means of personalising and tailoring
Three types:
Public cloudstream – everything
Your cloudstream – things your are following
Cloudscape cloudstreams – all activities associated with a cloudscape
User cloudstreams – a user’s activities in the site
“ Follow and be followed” – people or cloudscapes you follow appear in your personal cloudstream
“ Tsb” view for filtering
All
Clouds
Cloudscapes
Links
References
Extra content

Other features
Customised email alert
RSS feeds cloudscapes and people
Embedding different kinds of content – videos, images, presentations
Cumulative intelligence : Additional cloud content, collective tagging of clouds and cloudscapes, addition or links or resources, discussion
Multiple navigation routes - browse clouds or cloudscapes, search, via people, home page – active clouds, featured cloudscapes, site cloudstream, email alerts

ETUG workshop cloudscape
Pre-workshop space
Evolving set of resources for the workshop, initial introductions
During the workshop
Guidance and additional resources
Space for collective discussion around activities
Post workshop
Cummulative addition to resources, continued conversation, link to wider teaching and learning community

Activity: Introductions, what do you want out of the workshop & exploration of cloudworks
Working with those at your table
Agree what you want to get out of the workshop
Take an exploratory tour of cloudworks
You can summarise your discussions/conclusions on the following two clouds in the ETUG cloudscape
Cloud: Introductions and what do you want out of the workshop http://cloudworks.ac.uk/cloud/view/2463
Cloud: Take the cloudquest challenge http://cloudworks.ac.uk/cloud/view/2454

Activity: Strategies for design
Think of a resource you have created
Describe its inherent design
Share with the person next to you
Share with the wider group
You can also summarise your discussions in the cloud for this activity http://cloudworks.ac.uk/cloud/view/1800

Discussion: Strategies for design

Design strategies Design process creative, messy, iterative Sharing and reuse difficult, but valuable Serendipitous routes to support Every teacher does it differently Different aspects to design - focus and level of granularity No one perfect design tool or approach Different aspects – resources, tools, outcomes, support, etc.

Design implicit, difficult to represent
Different representations highlights different aspects of the design
Task swim line – mapping task, tools, resource, time
Pedagogy profile – view of tasks profile
Curriculum mapping – at a glance view
Activity has a “design” “Think-pair-share” pedagogical pattern
Value of visual representations
Makes design explicit and sharable
Means of guiding process of design
Design representations

Representations
Seeing curriculum differently
Not content focused
Different views to foreground different aspects
Recognising design at different levels – from activity to whole course
Examples
Task swim line
Pedagogy profile
Course map

Task swim line
Based on:
Roles – student, tutor, etc.
Tasks – read, discuss, etc.
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level

CompendiumLD
Tool for visualisation designs
The method is an important as the tool
Will provide a demonstration
Hands-on exploration of the tool
Discussion

CompendiumLD Core icon set Design icon set

Creating a simple visual design in CompendiumLD
Demonstration

CompendiumLD
Features
Visual maps with icons + connections
Generic icon set + customised design icon set
Multiple layers, maps within maps
Drag and drop different file formats (images, videos etc.)
In-situ design help – customised google search and links to cloudworks
Aggregation of task times by roles
Design templates
Flexible export options from picture to interactive web page

Activity: Create a design
Working in small groups, use CompendiumLD to visualise a design
Either work on your own idea or choose a OER resource from OpenLearn to map
Use the following for help and inspiration:
CompendiumLD – google customised search
CompenduumLD – design templates
Cloudworks
CSCL pedagogical patterns (Hernández et al., Appendix)
Cloud: http://cloudworks.ac.uk/cloud/view/393

Look at the visual representation of part of a masters course in educational technology (H808)
Do this give you a good overview of what is it the students are doing? How does it compare to a textual version?
How much time does each task take?
Have the learning outcomes been met?
Activity (optional): The power of visualisation

Presentation: Advanced features
Can export as an image (jpeg), html web map or zip file
Export stored: /compendiumld/exports/
Can upload images to sites like flckr
Can upload zip file to labspace for sharing
Can import or create new stencil sets

Activity: Exporting as an image
Export your design as a jpeg
Upload to the flckr
Using your own account or
Use the workshop space - user name: etug2009
Add image as embedded content in cloud
Focus on one other design on the cloud and comment

Activity: exporting as a map
Export as a power map
Upload into Labspace
View other designs uploaded
Download the design tips map
Import into CompendiumLD
Open the Learning Design Icons stencil

Activity: new stencil set
Importing a stencil set
Import the cloudquest or design tips map from labspace (http://labspace.open.ac.uk/blocks/compendium/browsemaps.php?context=&id=5212)
Close and reopen compendiumld
Tool, open stencil, choose “Learning Design Icon”
Creating a stencil set
Tool, manage stencil
Create new stencil
Add items (care with size of image) and save

Presentation: Pedagogical patterns
Pedagogical patterns
Embedded good pedagogy
Derived from Alexander’s work
“ Solutions to problems”
Introduction
Context
Problem headline
Solution
Picture
Similar patters

Activity: Adding in collaboration
Revisit the design you have created
Use the CSCL pedagogical patterns to consider how the design can be made more collaborative

Presentation: Other representations
“ Designs: can be represented in a variety of ways (text, images metaphor, etc) and different levels
Different types of representations have different values/purposes
Different levels of granularity – from resource or activity up to whole curriculum level
The design process is different at different stages in the lifecycle

Other forms of representation
We have indentified six “views” for a course
Task swim line
Course map
Pedagogy profile
Cost effectiveness
Course performance
Design factors views
Uses
Representing an existing course
Comparing courses
As part of the design process
Describing the curriculum Cloudscape: http://cloudworks.ac.uk/cloudscape/view/1907

Guidance & support Evidence & demonstration Information & experience Communication & interaction Thinking & reflection Course map
Gives an “at a glance view”
Five components to any course
Uses:
Represent a course
Compare
Design

Course map/At a glance representation Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA

Information & experience PDF resources Links to e-journal articles and other websites Evidence & demonstration 6 TMAs – submitted online (505 of overall score) 3hr examination (50% of overall score) Thinking & reflection Activities throughout learning guides (4-7 per guide) 5 website ‘interactives’ Journal space in MyStuff Core questions, thinking points and summaries in course books Communication & interaction Course-wide Café forum Tutor group forums with sub-forums for each block F2F tutorials near beginning, middle and end of course (some regional variation) Guidance & support Study planner 20 Learning guides General assessment guidance TMA questions Course guide Study calendar KE312 Working Together for Children 60pt course over 32 weeks 3 blocks/20 learning guides Whole weeks devoted to TMAs Consolidation week (week 22)
Practice related
Aligned to latest prof framework for mult-agency working
Rich case studies
Read – relate to practice – reflect – write
3 co-published course books (21 chapters/ 960pp) DVD – videos of 3 practice settings + interviews (XXmin) Plus own experience and practice Tutor support – 1:20; 21 contact hrs; band 7 Course map example Mick Jones

Pedagogy profile
Map of student tasks to time periods (weeks, semesters, etc)
Six types of student tasks + assessment
Each cell indicates the amount of time spent in that period on each type of task
Widget provides graphical view

Activity: pedagogy profile
Use the pedagogy profile to model one of your courses
Save the profile as an image
Upload to flckr
Save image as embedded content in the representation cloud
Comment on one other profile
Optional: Look at the representation cloudscape for information on the other representations
Pedagogy profile cloud: http://cloudworks.ac.uk/cloud/view/2459

Activity: reflection & action points
Use post-its to answer the following
Three words to describe:
CompendiumLD
Cloudworks
What did you like about the format and content of the workshop?
What didn’t you like or could be improved ?
What action points are you going to do as a result of the workshop?

LEARNIG DESIGN WORKSHOP Gráinne Conole, Open University, UK ETUG Learning Design Workshop Simon Fraser University 21/10/09

Conole Etug Oct 09

by grainne on Oct 20, 2009

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