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

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

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

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

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

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”

“ 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

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

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

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

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

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

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

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

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

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

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

Creating a simple visual design in CompendiumLD

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

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

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

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?

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

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

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

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

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

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

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

“ 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

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

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

Practice related

Aligned to latest prof framework for mult-agency working

Rich case studies

Read – relate to practice – reflect – write

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

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

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?

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