Conole Ld Workshop

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

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 learning activities Designing for learning

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

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

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 Open Educational Resources opportunities

Why is it useful? New technologies offer Potential for reuse with new pedagogical Open Educational Resources opportunities New ways of thinking and innovating

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

Key questions

Key questions How can we design learning activities which make effective use of tools and pedagogy?

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?

Learning connections

Learning connections Learning activities Outcomes Tasks Assessment

Learning connections Learning activities Outcomes Design Tasks Assessment

Learning connections Learning activities Outcomes Design Support Tasks Assessment

Learning connections Learning activities Outcomes Design Support Tasks Assessment Student experience

The OU LD project

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

The OU LD project Visualizing design CompendiumLD Understanding design Guiding Sharing design design

The OU LD project Visualizing design CompendiumLD CLouDworks Understanding design Guiding Sharing design design

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 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

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

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

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 tools & methods

Interviews

Interviews Process Support Representation Barriers Evaluation

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

Findings to date

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

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?

Design strategies

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?

Visualizing design

Categorizing design representations Visualizing design

Categorizing design representations List different Visualizing design purposes

Categorizing design representations List different Visualizing design purposes Moving between representations

Categorizing design representations Visualization List different Visualizing design tools purposes Moving between representations

An Inquiry activity

An Inquiry activity Educational scenario to use technology across formal and informal contexts to promote an inquiry- based approach

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

Interview snapshots

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

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]

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

Contradictions

Contradictions Process

Contradictions Design as Capturing the process vs. Process implicit artifact

Contradictions Design as Capturing the process vs. Process implicit artifact Representations

Contradictions Design as Capturing the process vs. Process implicit artifact Demand for case Variety of inﬂuences Representations studies but underused

Contradictions Design as Capturing the process vs. Process implicit artifact Demand for case Variety of inﬂuences Representations studies but underused Support

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

Forms of representation

Forms of representation Learning Activities

Forms of representation Case Lesson study Pedagogical plan pattern UML Learning Model diagram Activities Schema Vocabulary Mind map

Forms of representation Case Lesson study Pedagogical plan pattern Learning Teacher UML Model diagram Activities Schema Vocabulary “Designer view” Mind map

Forms of representation Case Lesson study Pedagogical plan pattern Learning Teacher UML Model Learner diagram Activities Schema Vocabulary “Designer view” Mind “Learner view” map

Educational view Overview, Pedagogical model, assessment, constraints

Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory

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

Guiding design

From existing practice (resources & case studies) Guiding design

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

From existing practice (resources & case studies) Learning design Guiding design tools By scaffolding (templates & contextual help)

From existing practice (resources & case studies) New ways Learning design of thinking Guiding design tools By scaffolding (templates & contextual help)

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 Information on tools Educause 7things...

Learning objects MERLOT, GLOBE Designs Types of OERs AUTC, JISC resources MIT,OpenLearn Information on tools Educause 7things...

CompendiumLD

CompendiumLD Main workspace for creating visual maps and designs

CompendiumLD Standard Compendium icon set Main workspace for creating visual maps and designs

CompendiumLD Standard Compendium icon set Customised Main workspace for creating Learning Design icon set visual maps and 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

Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff

CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler

Scaffolding & support

Providing structured guidance

In-depth course evaluation

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

Design tools

Design tools LAMS

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.

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.

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 each event showing teacher and learner activities

Blog as Mapping pedagogy Blog collective reﬂective diary class resource

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

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

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

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

Affordances Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.

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.

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.

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.

Tools E-portofolio, blog, wiki, RSS feed, etc... Tasks Search, discuss, collate, present, etc

Tools Organisation E-portofolio, blog, Creativity wiki, RSS feed, Dialogue etc... Tasks Collaboration Search, discuss, collate, present, Reﬂection etc Interaction Inquiry Authenticity Positives

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

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

Sharing design

Mechanisms for sharing (Real and virtual) Sharing design

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

Mechanisms for sharing (Real and virtual) Beneﬁts of Sharing design sharing Critical mass and sustainability

Mechanisms for sharing (Real and virtual) Beneﬁts of Sharing tools Sharing design sharing Critical mass and sustainability

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: tagging, proﬁles, user generated

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

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

CLoudworks Find and share designs Cloudlets Resources Designs Tools Web 2.0 principles: tagging, proﬁles, user generated

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?

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 process more explicit, aids reﬂection

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

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

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

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

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

Issues

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

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 Design methods (thinking differently)

Resources & examples CompendiumLD A learning design toolbox Design tools CLouDworks Tag clouds, social networking, upload, annotate, download Design methods (thinking differently)

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)

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

G.C.CONOLE@OPEN.AC.UK Blog: www.e4innovation.com

Conole Ld Workshop

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