A new methodology
 for learning design
 current research from the OU LD project

               Gráinne Conole
          g...
What is learning design?
What is learning design?


     Designing for learning
What is learning design?
Shift of focus from
content to activity

               Designing for learning
What is learning design?
Shift of focus from               Guiding the design
content to activity               of learnin...
What is learning design?
 Shift of focus from               Guiding the design
 content to activity               of learn...
What is learning design?
 Shift of focus from               Guiding the design
 content to activity               of learn...
Why is it useful?
Why is it useful?
New technologies offer
  new pedagogical
   opportunities
Why is it useful?
New technologies offer
                          Potential for reuse with
  new pedagogical
            ...
Why is it useful?
New technologies offer
                          Potential for reuse with
  new pedagogical
            ...
Why is it useful?
New technologies offer
                          Potential for reuse with
  new pedagogical
            ...
Key questions
Key questions
          How can we design
          learning activities
          which make
          effective use of to...
Key questions
                                   How can we design
                                   learning activities
...
Learning connections
Learning connections

     Learning activities
          Outcomes



      Tasks    Assessment
Learning connections

              Learning activities
                   Outcomes


Design
               Tasks    Asses...
Learning connections

              Learning activities
                   Outcomes


Design                              ...
Learning connections

              Learning activities
                   Outcomes


Design                              ...
The OU LD project
The OU LD project
           Visualizing
             design




          Understanding
             design
Guiding      ...
The OU LD project
                Visualizing
                  design



CompendiumLD
               Understanding
      ...
The OU LD project
                Visualizing
                  design



CompendiumLD                    CLouDworks
     ...
The OU Learning Design project




   Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
The OU Learning Design project

         Fact finding & user requirements
    Phase 1: User consultation, case studies, LD ...
The OU Learning Design project
     44 case                                                                               ...
The OU Learning Design project
     44 case                                                                               ...
Visualizing




Guiding       Sharing
Visualizing




Guiding       Sharing
Visualizing


    A learning
 design toolbox
Guiding    Sharing
Resources & examples
     Visualizing


    A learning
 design toolbox
Guiding    Sharing
Resources & examples
     Visualizing


    A learning
 design toolbox
Guiding    Sharing




                     Design ...
Resources & examples
     Visualizing


    A learning
 design toolbox
Guiding    Sharing




                     Design ...
Resources & examples
     Visualizing


    A learning
 design toolbox
Guiding    Sharing




                     Design ...
Resources & examples
     Visualizing


    A learning
 design toolbox
Guiding    Sharing




                     Design ...
Interviews
Interviews
Process

          Support

                    Representation

                                 Barriers

    ...
Interviews
Process                    Constraints                       ‘From the heart’

                                ...
Findings to date
Findings to date
                          Design process creative,
                              messy, iterative

   Ser...
Design strategies
 How do teachers/designers
     currently design?

      How do they get new ideas?
What resources and s...
Design strategies
Design strategies
Learning outcomes:
What do you want the                   Pedagogy:
 students to achieve?            Wha...
Visualizing design
Categorizing design
 representations




Visualizing design
Categorizing design
 representations




                      List different
Visualizing design
                        p...
Categorizing design
       representations




                                 List different
     Visualizing design
   ...
Categorizing design
                       representations




Visualization                                    List diffe...
An Inquiry activity
An Inquiry activity

Educational scenario
 to use technology
 across formal and
informal contexts to
promote an inquiry-
 ...
An Inquiry activity
                       •   Teacher poses question, prompts debate
                       •   Handhelds...
Interview snapshots
Interview snapshots
I was building a sense of what the         Holistic   One of the difficulties is mapping the
new course...
Interview snapshots
I was building a sense of what the           Holistic    One of the difficulties is mapping the
new cou...
Interview snapshots
I was building a sense of what the           Holistic    One of the difficulties is mapping the
new cou...
Contradictions
Contradictions
     Process
Contradictions
Design as
                        Capturing the
process vs.   Process     implicit
  artifact
Contradictions
Design as
                                Capturing the
process vs.      Process          implicit
  artifa...
Contradictions
Design as
                                 Capturing the
process vs.      Process           implicit
  arti...
Contradictions
Design as
                                 Capturing the
process vs.      Process           implicit
  arti...
Contradictions
Design as
                                    Capturing the
process vs.         Process           implicit
...
Forms of representation
Forms of representation




         Learning
         Activities
Forms of representation


                          Case
             Lesson      study      Pedagogical
              pla...
Forms of representation


                                         Case
                            Lesson      study     ...
Forms of representation


                                         Case
                            Lesson      study     ...
Educational view
Overview, Pedagogical model, assessment,
              constraints
Educational view
Overview, Pedagogical model, assessment,
              constraints




     Process-based view
          ...
Educational view
Overview, Pedagogical model, assessment,
              constraints




     Process-based view
          ...
Guiding design
From existing practice
(resources & case studies)




    Guiding design
From existing practice
(resources & case studies)




                             Learning design
    Guiding design
    ...
From existing practice
 (resources & case studies)




                                Learning design
     Guiding design...
From existing practice
               (resources & case studies)




New ways                                      Learnin...
Resources & Examples
Resources & Examples
Resources & Examples
Resources & Examples
Resources & Examples
Types of
resources
Learning objects
 MERLOT, GLOBE




    Types of
   resources
Learning objects
 MERLOT, GLOBE




    Types of           OERs
   resources       MIT,OpenLearn
Learning objects
   MERLOT, GLOBE




      Types of              OERs
     resources          MIT,OpenLearn




Informati...
Learning objects
                MERLOT, GLOBE




Designs            Types of              OERs
AUTC, JISC        resourc...
CompendiumLD
CompendiumLD



    Main workspace for creating
      visual maps and designs
CompendiumLD


 Standard
Compendium
  icon set

                 Main workspace for creating
                   visual map...
CompendiumLD


 Standard
Compendium
  icon set

  Customised          Main workspace for creating
Learning Design
    icon...
Visualizing designs
Visualizing designs
Visualizing designs
Activity
Visualizing designs
Activity




 Role
Visualizing designs
Activity




 Role


 Task
Visualizing designs
Activity




 Role


 Task
 Tool
Visualizing designs
Activity



Resource
  Role


  Task
  Tool
Visualizing designs
 Activity
Assignment
 Output
Resource
   Role
   Stop
   Task
   Tool
Visualizing designs
 Activity
Assignment
 Output
Resource
   Role
   Stop
   Task
   Tool
Collaborative wiki activity -
  analysis of a pop song




    Bernd Rüshchoff
Collaborative wiki activity -
  analysis of a pop song




    Bernd Rüshchoff
Collaborative wiki activity -
  analysis of a pop song




    Bernd Rüshchoff
Collaborative wiki activity -
  analysis of a pop song




    Bernd Rüshchoff
Collaborative wiki activity -
  analysis of a pop song




    Bernd Rüshchoff
CyberDeutsch
Tools for interaction
 and collaboration




 Regine Hampel
 Ursula Stickler
CyberDeutsch
Tools for interaction
 and collaboration




 Regine Hampel
 Ursula Stickler
Scaffolding & support
Scaffolding & support
Scaffolding & support
Scaffolding & support
Providing
structured
 guidance
In-depth course evaluation
In-depth course evaluation
In-depth course evaluation
In-depth course evaluation
Visualizing design:
          CompendiumLD

• Work in groups represent a learning
  activity you have developed
• Explore ...
Design tools
Design tools




LAMS
Design tools
                                                                                                             ...
Design tools
                                                                                                             ...
Learner focus
http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8
Learner focus
http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8
Learner focus
http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8




                              Flashcards for ea...
Blog as
                  Mapping pedagogy
                            Blog collective
reflective diary             class r...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Blog as
                   Mapping pedagogy                          Blog collective
reflective diary                      ...
Affordances




Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
 Communication Tech...
Affordances


                                     +ve and -ve
                                    affordances of
        ...
Affordances
    Organisation
      Creativity
      Dialogue
    Collaboration                    +ve and -ve
      Reflect...
Affordances
    Organisation                                                           Time consuming
      Creativity    ...
Tools
E-portofolio, blog,
 wiki, RSS feed,
       etc...              Tasks
                      Search, discuss,
       ...
Tools
Organisation    E-portofolio, blog,
  Creativity     wiki, RSS feed,
  Dialogue             etc...              Task...
Tools
Organisation    E-portofolio, blog,
                                                           Time consuming
  Crea...
Tools
Organisation       E-portofolio, blog,
                                                                  Time consum...
Sharing design
Mechanisms for sharing
  (Real and virtual)




  Sharing design
Mechanisms for sharing
  (Real and virtual)




                         Benefits of
  Sharing design
                     ...
Mechanisms for sharing
     (Real and virtual)




                                   Benefits of
       Sharing design
   ...
Mechanisms for sharing
                     (Real and virtual)




                                                   Bene...
CLoudworks
CLoudworks
CLoudworks
Find and share designs
CLoudworks
    Find and share designs




      Web 2.0 principles:
tagging, profiles, user generated
CLoudworks
                Find and share designs


Cloudlets




                  Web 2.0 principles:
            taggin...
CLoudworks
                Find and share designs


Cloudlets



Designs


                  Web 2.0 principles:
         ...
CLoudworks
                Find and share designs


Cloudlets                                      Resources



Designs


...
CLoudworks
                Find and share designs


Cloudlets                                      Resources



Designs   ...
Create & explore

• Put in a cloudlet describing an interesting
  learning activity/teaching innovation
• Complete your ow...
Why is it useful?
Why is it useful?
Means of eliciting design - common language/
    understanding of learning activities
Why is it useful?
     Means of eliciting design - common language/
         understanding of learning activities

 Makes ...
Why is it useful?
     Means of eliciting design - common language/
         understanding of learning activities

 Makes ...
Why is it useful?
     Means of eliciting design - common language/
         understanding of learning activities

 Makes ...
Why is it useful?
     Means of eliciting design - common language/
         understanding of learning activities

 Makes ...
Why is it useful?
     Means of eliciting design - common language/
         understanding of learning activities

 Makes ...
Why is it useful?
     Means of eliciting design - common language/
         understanding of learning activities

 Makes ...
Issues
Issues
            Adopting a Learning Design mindset


                                            Degree of control
    ...
A learning
design toolbox
CompendiumLD
                   A learning
                 design toolbox

Design tools
Resources & examples




  CompendiumLD
                   A learning
                 design toolbox

Design tools
Resources & examples




  CompendiumLD
                   A learning
                 design toolbox

Design tools




  ...
Resources & examples




  CompendiumLD
                               A learning
                             design tool...
Wrap around information:
                                 Descriptions,
                                pros and cons,
   ...
Further information
•   OU Learning design briefing papers
    •   http://e4innovation.com/?page_id=13

•   Visualizing des...
G.C.CONOLE@OPEN.AC.UK
     Blog: www.e4innovation.com
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Conole Ld Workshop

  1. 1. A new methodology for learning design current research from the OU LD project Gráinne Conole g.c.conole@open.ac.uk Eden Conference, Lisbon 12th June 2008, London
  2. 2. What is learning design?
  3. 3. What is learning design? Designing for learning
  4. 4. What is learning design? Shift of focus from content to activity Designing for learning
  5. 5. What is learning design? Shift of focus from Guiding the design content to activity of learning activities Designing for learning
  6. 6. What is learning design? Shift of focus from Guiding the design content to activity of learning activities Designing for learning A means of describing and representing learning activities
  7. 7. What is learning design? Shift of focus from Guiding the design content to activity of learning activities Designing for learning A means of describing A means of and representing sharing learning activities learning activities
  8. 8. Why is it useful?
  9. 9. Why is it useful? New technologies offer new pedagogical opportunities
  10. 10. Why is it useful? New technologies offer Potential for reuse with new pedagogical Open Educational Resources opportunities
  11. 11. Why is it useful? New technologies offer Potential for reuse with new pedagogical Open Educational Resources opportunities New ways of thinking and innovating
  12. 12. Why is it useful? New technologies offer Potential for reuse with new pedagogical Open Educational Resources opportunities New ways of To enhance the thinking and learner experience innovating
  13. 13. Key questions
  14. 14. Key questions How can we design learning activities which make effective use of tools and pedagogy?
  15. 15. Key questions How can we design learning activities which make effective use of tools and pedagogy? How can we capture and share practice? scaffold and support the design process?
  16. 16. Learning connections
  17. 17. Learning connections Learning activities Outcomes Tasks Assessment
  18. 18. Learning connections Learning activities Outcomes Design Tasks Assessment
  19. 19. Learning connections Learning activities Outcomes Design Support Tasks Assessment
  20. 20. Learning connections Learning activities Outcomes Design Support Tasks Assessment Student experience
  21. 21. The OU LD project
  22. 22. The OU LD project Visualizing design Understanding design Guiding Sharing design design
  23. 23. The OU LD project Visualizing design CompendiumLD Understanding design Guiding Sharing design design
  24. 24. The OU LD project Visualizing design CompendiumLD CLouDworks Understanding design Guiding Sharing design design
  25. 25. The OU Learning Design project Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  26. 26. The OU Learning Design project Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops Tool and resource development Phase 1: Compendium, external resources Phase 2: CompendiumLD, CLouDworks Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  27. 27. The OU Learning Design project 44 case 8 faculty studies workshops Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops 15 design Tool and resource development interviews & 2 in- Workshops & Phase 1: Compendium, external resources depth course focus groups Phase 2: CompendiumLD, CLouDworks evaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  28. 28. The OU Learning Design project 44 case 8 faculty studies workshops Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops Tool Resource identification: development: tools, case studies, ways Compendium, of thinking about design CLouDworks 15 design Tool and resource development interviews & 2 in- Workshops & Phase 1: Compendium, external resources depth course focus groups Phase 2: CompendiumLD, CLouDworks evaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  29. 29. Visualizing Guiding Sharing
  30. 30. Visualizing Guiding Sharing
  31. 31. Visualizing A learning design toolbox Guiding Sharing
  32. 32. Resources & examples Visualizing A learning design toolbox Guiding Sharing
  33. 33. Resources & examples Visualizing A learning design toolbox Guiding Sharing Design tools & methods
  34. 34. Resources & examples Visualizing A learning design toolbox Guiding Sharing Design tools & methods
  35. 35. Resources & examples Visualizing A learning design toolbox Guiding Sharing Design tools & methods
  36. 36. Resources & examples Visualizing A learning design toolbox Guiding Sharing Design tools & methods
  37. 37. Interviews
  38. 38. Interviews Process Support Representation Barriers Evaluation
  39. 39. Interviews Process Constraints ‘From the heart’ Tacit nature Support The ‘big’ idea Representation Sum greater than parts Interactive design Barriers Shared vision Evaluation Serendipity Link to assessment
  40. 40. Findings to date
  41. 41. Findings to date Design process creative, messy, iterative Serendipitous routes to support Sharing and reuse difficult, but valuable No one perfect design tool or approach Different aspects to design - focus and level of granularity Compendium easy to use and makes design more explicit Text, visual, models of designs all have pros and cons
  42. 42. Design strategies How do teachers/designers currently design? How do they get new ideas? What resources and support do they use? What issues do new technologies raise?
  43. 43. Design strategies
  44. 44. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want the students to do? Assessment: What do you want Tools: to assess and how? What tools do you want to use? Resources: What resources do Problem: you want to use? What specific problem do you want to address?
  45. 45. Visualizing design
  46. 46. Categorizing design representations Visualizing design
  47. 47. Categorizing design representations List different Visualizing design purposes
  48. 48. Categorizing design representations List different Visualizing design purposes Moving between representations
  49. 49. Categorizing design representations Visualization List different Visualizing design tools purposes Moving between representations
  50. 50. An Inquiry activity
  51. 51. An Inquiry activity Educational scenario to use technology across formal and informal contexts to promote an inquiry- based approach
  52. 52. An Inquiry activity • Teacher poses question, prompts debate • Handhelds linked to projector, initial results displayed Educational scenario • Teams based on differences, challenge is to to use technology move to agreement through inquiry & across formal and debate informal contexts to • Choice of methods of inquiry (‘debate promote an inquiry- with expert’, ‘experiment’) based approach • Software provides resources & tools to support to guide between locations and store/share results • Results presented in class and discussed
  53. 53. Interview snapshots
  54. 54. Interview snapshots I was building a sense of what the Holistic One of the difficulties is mapping the new course might be … we must whole process I have tried to approach remember to do x, or a url of relevance approach course design using a holistic approach
  55. 55. Interview snapshots I was building a sense of what the Holistic One of the difficulties is mapping the new course might be … we must whole process I have tried to approach remember to do x, or a url of relevance approach course design using a holistic approach Its in words, not diagrams a dumping ground for thoughts – Scrapbooks & List of words clustered into blocks, arrows...can you have clusters [to] capture thoughts doodle maps link to TMAs [Assignments]
  56. 56. Interview snapshots I was building a sense of what the Holistic One of the difficulties is mapping the new course might be … we must whole process I have tried to approach remember to do x, or a url of relevance approach course design using a holistic approach Its in words, not diagrams a dumping ground for thoughts – Scrapbooks & List of words clustered into blocks, arrows...can you have clusters [to] capture thoughts doodle maps link to TMAs [Assignments] I tend to sit and doodle a map - Start from assessment strategies and learning Mapping will draw the logic and flow of the course on paper and then outcomes and get an alignment elements go to compendium. Then the problem is sharing it
  57. 57. Contradictions
  58. 58. Contradictions Process
  59. 59. Contradictions Design as Capturing the process vs. Process implicit artifact
  60. 60. Contradictions Design as Capturing the process vs. Process implicit artifact Representations
  61. 61. Contradictions Design as Capturing the process vs. Process implicit artifact Demand for case Variety of influences Representations studies but underused
  62. 62. Contradictions Design as Capturing the process vs. Process implicit artifact Demand for case Variety of influences Representations studies but underused Support
  63. 63. Contradictions Design as Capturing the process vs. Process implicit artifact Demand for case Variety of influences Representations studies but underused Variety: text, Changing visual,, etc Support representations
  64. 64. Forms of representation
  65. 65. Forms of representation Learning Activities
  66. 66. Forms of representation Case Lesson study Pedagogical plan pattern UML Learning Model diagram Activities Schema Vocabulary Mind map
  67. 67. Forms of representation Case Lesson study Pedagogical plan pattern Learning Teacher UML Model diagram Activities Schema Vocabulary “Designer view” Mind map
  68. 68. Forms of representation Case Lesson study Pedagogical plan pattern Learning Teacher UML Model Learner diagram Activities Schema Vocabulary “Designer view” Mind “Learner view” map
  69. 69. Educational view Overview, Pedagogical model, assessment, constraints
  70. 70. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory
  71. 71. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory Technical view Technical blueprint, rule-based and runtime of data flow
  72. 72. Guiding design
  73. 73. From existing practice (resources & case studies) Guiding design
  74. 74. From existing practice (resources & case studies) Learning design Guiding design tools
  75. 75. From existing practice (resources & case studies) Learning design Guiding design tools By scaffolding (templates & contextual help)
  76. 76. From existing practice (resources & case studies) New ways Learning design of thinking Guiding design tools By scaffolding (templates & contextual help)
  77. 77. Resources & Examples
  78. 78. Resources & Examples
  79. 79. Resources & Examples
  80. 80. Resources & Examples
  81. 81. Resources & Examples
  82. 82. Types of resources
  83. 83. Learning objects MERLOT, GLOBE Types of resources
  84. 84. Learning objects MERLOT, GLOBE Types of OERs resources MIT,OpenLearn
  85. 85. Learning objects MERLOT, GLOBE Types of OERs resources MIT,OpenLearn Information on tools Educause 7things...
  86. 86. Learning objects MERLOT, GLOBE Designs Types of OERs AUTC, JISC resources MIT,OpenLearn Information on tools Educause 7things...
  87. 87. CompendiumLD
  88. 88. CompendiumLD Main workspace for creating visual maps and designs
  89. 89. CompendiumLD Standard Compendium icon set Main workspace for creating visual maps and designs
  90. 90. CompendiumLD Standard Compendium icon set Customised Main workspace for creating Learning Design icon set visual maps and designs
  91. 91. Visualizing designs
  92. 92. Visualizing designs
  93. 93. Visualizing designs Activity
  94. 94. Visualizing designs Activity Role
  95. 95. Visualizing designs Activity Role Task
  96. 96. Visualizing designs Activity Role Task Tool
  97. 97. Visualizing designs Activity Resource Role Task Tool
  98. 98. Visualizing designs Activity Assignment Output Resource Role Stop Task Tool
  99. 99. Visualizing designs Activity Assignment Output Resource Role Stop Task Tool
  100. 100. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  101. 101. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  102. 102. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  103. 103. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  104. 104. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  105. 105. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
  106. 106. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
  107. 107. Scaffolding & support
  108. 108. Scaffolding & support
  109. 109. Scaffolding & support
  110. 110. Scaffolding & support
  111. 111. Providing structured guidance
  112. 112. In-depth course evaluation
  113. 113. In-depth course evaluation
  114. 114. In-depth course evaluation
  115. 115. In-depth course evaluation
  116. 116. Visualizing design: CompendiumLD • Work in groups represent a learning activity you have developed • Explore the in-situ help • Keep a note of what you like and dislike • Think about how you might use this individually or as a team
  117. 117. Design tools
  118. 118. Design tools LAMS
  119. 119. Design tools London pedagogical planner Select Distribute Define Estimate Define Estimate Define ratio Teaching learner time maximum preparation reuse of presentation of cognitive Methods over TMs group size time materials time activities Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models… Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . . support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what students do with a diagram, LAMS Tutor-marked assignment . . . . . . . . . . . Computer-marked assignment . . . . . . . . picture, etc. Additional teaching methods Examples Other?. . . . . This selection will be carried through the Module Plan. You can return to make a new selection, or write in an additional method at any point.
  120. 120. Design tools London pedagogical planner Phoebe wiki Select Distribute Define Estimate Define Estimate Define ratio Teaching learner time maximum preparation reuse of presentation of cognitive Methods over TMs group size time materials time activities Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models… Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . . support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what students do with a diagram, LAMS Tutor-marked assignment . . . . . . . . . . . Computer-marked assignment . . . . . . . . picture, etc. Additional teaching methods Examples Other?. . . . . This selection will be carried through the Module Plan. You can return to make a new selection, or write in an additional method at any point.
  121. 121. Learner focus http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8
  122. 122. Learner focus http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8
  123. 123. Learner focus http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8 Flashcards for each event showing teacher and learner activities
  124. 124. Blog as Mapping pedagogy Blog collective reflective diary class resource
  125. 125. Blog as Mapping pedagogy Blog collective reflective diary class resource 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
  126. 126. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource 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
  127. 127. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Passive Active 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
  128. 128. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Information 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
  129. 129. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Information 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
  130. 130. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Information 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
  131. 131. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Information 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
  132. 132. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Information 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
  133. 133. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Information 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
  134. 134. Blog as Mapping pedagogy Blog collective reflective diary Individual class resource Information 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
  135. 135. Affordances Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  136. 136. Affordances +ve and -ve affordances of tools and tasks Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  137. 137. Affordances Organisation Creativity Dialogue Collaboration +ve and -ve Reflection affordances of Interaction Inquiry tools and tasks Authenticity Positives Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  138. 138. Affordances Organisation Time consuming Creativity Support issues Dialogue Assessment issues Collaboration +ve and -ve Expensive Reflection affordances of Lack of interaction Interaction Difficult to manage Inquiry tools and tasks New skills required Authenticity Uninspiring Positives Negatives Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  139. 139. Tools E-portofolio, blog, wiki, RSS feed, etc... Tasks Search, discuss, collate, present, etc
  140. 140. Tools Organisation E-portofolio, blog, Creativity wiki, RSS feed, Dialogue etc... Tasks Collaboration Search, discuss, collate, present, Reflection etc Interaction Inquiry Authenticity Positives
  141. 141. Tools Organisation E-portofolio, blog, Time consuming Creativity wiki, RSS feed, Support issues Dialogue etc... Tasks Assessment issues Collaboration Search, discuss, Expensive collate, present, Reflection etc Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Positives Negatives
  142. 142. Tools Organisation E-portofolio, blog, Time consuming Creativity wiki, RSS feed, Support issues Dialogue etc... Tasks Assessment issues Collaboration Search, discuss, Expensive collate, present, Reflection etc Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Positives Negatives Assessment by Blog portfolio reflection on Group report in practice Group a wiki resources via RSS
  143. 143. Sharing design
  144. 144. Mechanisms for sharing (Real and virtual) Sharing design
  145. 145. Mechanisms for sharing (Real and virtual) Benefits of Sharing design sharing
  146. 146. Mechanisms for sharing (Real and virtual) Benefits of Sharing design sharing Critical mass and sustainability
  147. 147. Mechanisms for sharing (Real and virtual) Benefits of Sharing tools Sharing design sharing Critical mass and sustainability
  148. 148. CLoudworks
  149. 149. CLoudworks
  150. 150. CLoudworks Find and share designs
  151. 151. CLoudworks Find and share designs Web 2.0 principles: tagging, profiles, user generated
  152. 152. CLoudworks Find and share designs Cloudlets Web 2.0 principles: tagging, profiles, user generated
  153. 153. CLoudworks Find and share designs Cloudlets Designs Web 2.0 principles: tagging, profiles, user generated
  154. 154. CLoudworks Find and share designs Cloudlets Resources Designs Web 2.0 principles: tagging, profiles, user generated
  155. 155. CLoudworks Find and share designs Cloudlets Resources Designs Tools Web 2.0 principles: tagging, profiles, user generated
  156. 156. Create & explore • Put in a cloudlet describing an interesting learning activity/teaching innovation • Complete your own user profile • Browse cloudlets, designs, resources and tools • Any of interest? • Is the level of detail ok, too little, too much?
  157. 157. Why is it useful?
  158. 158. Why is it useful? Means of eliciting design - common language/ understanding of learning activities
  159. 159. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more explicit, aids reflection
  160. 160. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content
  161. 161. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process
  162. 162. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process Creates an audit trail
  163. 163. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process Creates an Highlights policy audit trail implications
  164. 164. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process Creates an Highlights policy audit trail implications Guides learner through activities sequences
  165. 165. Issues
  166. 166. Issues Adopting a Learning Design mindset Degree of control between tools and user Integration of help at the right time and level Forms of representation and levels of granularity Sustainable user-generated activities Roll out and support: research vs. practice
  167. 167. A learning design toolbox
  168. 168. CompendiumLD A learning design toolbox Design tools
  169. 169. Resources & examples CompendiumLD A learning design toolbox Design tools
  170. 170. Resources & examples CompendiumLD A learning design toolbox Design tools Design methods (thinking differently)
  171. 171. Resources & examples CompendiumLD A learning design toolbox Design tools CLouDworks Tag clouds, social networking, upload, annotate, download Design methods (thinking differently)
  172. 172. Wrap around information: Descriptions, pros and cons, uses, outputs, users Resources & examples CompendiumLD A learning design toolbox Design tools CLouDworks Tag clouds, social networking, upload, annotate, download Design methods (thinking differently)
  173. 173. Further information • OU Learning design briefing papers • http://e4innovation.com/?page_id=13 • Visualizing design - CompendiumLD • http://kn.open.ac.uk/workspace.cfm?wpid=8446 • Paul Clark - slidecast on using CompendiumLD • http://www.slideshare.net/PerryW/using-compendiumld-to- design-a-learning-activity-435001/ • Sharing designs - Cloudworks • http://cloudworks.open.ac.uk
  174. 174. G.C.CONOLE@OPEN.AC.UK Blog: www.e4innovation.com

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