Conole Openlearn

Using Learning design as a framework for support the design and reuse of OERs Gráinne Conole OpenLearn Conference, Milton Keynes 30th October 2007 e4innovation.com

OERs and design

OERs and design Increased interest in and arguments for OERs

OERs and design Increased interest in and arguments for OERs Beneﬁts: Sharing and reuse More variety and ﬂexibility Promote user-generated approach

OERs and design Increased interest in and arguments for OERs Beneﬁts: Issues: Sharing and reuse Copyright More variety and ﬂexibility Quality assurance Promote user-generated approach Sustainability

OERs and design Increased interest in and arguments for OERs Beneﬁts: Issues: Sharing and reuse Copyright More variety and ﬂexibility Quality assurance Promote user-generated approach Sustainability Challenge: take up, adaptation and reuse

OERs and design Increased interest in and arguments for OERs Beneﬁts: Issues: Sharing and reuse Copyright More variety and ﬂexibility Quality assurance Promote user-generated approach Sustainability Challenge: take up, adaptation and reuse Solution: Adopting a Learning Design approach

THE OU Learning Design project A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

THE OU Learning Design project Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

THE OU Learning Design project Formal means of describing activities Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process Enables a shared language & representation A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Innovations in design Learning Outcomes Tasks Assessment Course Student experience design ...through activity

Innovations in design Learning Outcomes Tasks Assessment Course Student experience design ...through activity How can we design learning activities which make effective use of tools and pedagogy?

Innovations in design Represent and share Learning Outcomes Tasks Assessment Course Student experience design ...through activity How can we design learning activities which make effective use of tools and pedagogy?

Innovations in design Represent Create and and share scaffold Learning Outcomes Tasks Assessment Course Student experience design ...through activity How can we design learning activities which make effective use of tools and pedagogy?

Approaches to learning design

From existing practice (case studies) Approaches to learning design

From existing practice (case studies) Approaches to learning design By scaffolding (templates & contextual help)

Fact ﬁnding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops

Fact ﬁnding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops Tool and resource development Phase 1: Compendium, LD workshops Phase 2: Compendium LD, +

Phase 1: User consultation and case studies Compendium and LD workshops

Peter Wilson, Pat Grace, Simon Cross

Design strategies

Design strategies Learning outcomes: What do you want the students to achieve?

Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis?

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?

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 Assessment: the students to do? What do you want to assess and how?

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 Assessment: the students to do? What do you want Tools: to assess and how? What tools do you want to use?

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 Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do you want to use?

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 Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do Problem: you want to use? What speciﬁc problem do you want to address?

Easy to use Good support/ documentation Towards a learning design tool… using Compendium as a prototype Compendium Easy linking to diagrams, URLs, Flexible and word files etc adaptable

Workspace

Standard Compendium icon set Workspace

Standard Compendium icon set Tailored icon set for learning design Workspace

Examples

Examples Templates

Examples Help Templates

Examples Help Choices Templates

Examples Help Learning activity Choices Templates

Workshop Evaluation Easy to use and groups quickly generated activities Using tool in a group helped them reach consensus Different granularities of use The process helped surface hither to hidden complexity LD icon set worked well Process helped users understand different aspects of design Focus on activity rather than content

Phase 2: Interviews and focus groups/workshops Compendium LD, +

Current focus Adaptation of Compendium Inclusion of tailored and adaptive help Fact ﬁnding interviews & focus groups/workshop Support: external resources and case studies Tools comparison (Compendium, LAMs, JISC, etc) Innovation: Focus on other approaches to design and technology innovation - web 2.0 In-depth course team evaluations

OpenLearn: Global warming Patrick McAndrew

Openlearn: Spanish Andreia Santos

OER speciﬁc IsSUes and uses

OER speciﬁc IsSUes and uses Means of representing design and facilitating re-use

OER speciﬁc IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities

OER speciﬁc IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: informal learning, original design not explicit learners in isolation or a community generated networks

OER speciﬁc IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: Potential uses: informal learning, At start of design process original design not explicit To balance a set of activities learners in isolation or To critically deconstruct a community generated networks

OER speciﬁc IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: Potential uses: informal learning, At start of design process original design not explicit To balance a set of activities learners in isolation or To critically deconstruct a community generated networks Beneﬁts: Thinking differently Visualisation Communication Collaboration

OER specific IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: Potential uses: informal learning, At start of design process original design not explicit To balance a set of activities learners in isolation or To critically deconstruct a community generated networks Benefits: Drawbacks: Thinking differently Level of granularity Visualisation Trade off: time investment/benefit Communication Novice vs. expert users Collaboration

Interviews

Interviews Process

Interviews Process Support

Interviews Process Support Representation

Interviews Process Support Representation Barriers

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

course level view In-depth course evaluation: H800

course level view In-depth course evaluation: H800 Identifying LD themes

course level view In-depth course evaluation: H800 Identifying LD themes Mapping the design process Evaluation of adopting an ‘LD approach’ as a course develops

Other features: LD temples

Other features: contextual guidance

Other features: adaptive help

Generic Issues

Generic Issues Adopting a Learning Design mindset

Generic Issues Adopting a Learning Design mindset Degree of control between tool and user

Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level

Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation and levels of granularity

Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation Sustainable user-generated and levels of granularity activities

Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation Sustainable user-generated and levels of granularity activities Roll out and support: research vs. practice

Next steps

Next steps Map of more OpenLearn content, identiﬁcation of OER speciﬁc issues

Next steps Map of more OpenLearn content, identiﬁcation of OER speciﬁc issues Wider scope focus groups and workshops

Next steps Map of more OpenLearn content, identiﬁcation of OER speciﬁc issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’

Next steps Map of more OpenLearn content, identiﬁcation of OER speciﬁc issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’ ScreenCam walk throughs: 1. Using Compendium for design 2. Audio/visual of design process

Next steps Map of more OpenLearn content, identiﬁcation of OER speciﬁc issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’ ScreenCam walk throughs: 1. Using Compendium for design Library of learning activities 2. Audio/visual of design process based on OpenLearn content

Next steps Map of more OpenLearn content, identification of OER specific issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’ ScreenCam walk throughs: 1. Using Compendium for design Library of learning activities 2. Audio/visual of design process based on OpenLearn content Evaluation and refinement

Learning Design Conole, G. and Weller, M. (forthcoming), Using learning design as a framework for the design and reuse of OER, OpenLearning Conference, Milton Keynes Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design methodology to foster adn support creativity in design Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography – software tools and mapping techniques Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference, July 2007, Greenwich Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and scaffolding learning design, EDEN conference, June 2007, Naples

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