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  • Hi Conole,
    These are great ideas on desing approaches. I particularly like the visual aspects of the presentation.
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    Conole Etug Oct 09 Conole Etug Oct 09 Presentation Transcript

    • 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
      • Cloud: http://cloudworks.ac.uk/cloud/view/2529
    • 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
      • Cloud: http://cloudworks.ac.uk/cloud/view/2529
    • 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
      • Cloud: http://cloudworks.ac.uk/cloud/view/2526
    • 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