Conole TechItUp Conference Kamloops

Designing in practice: aligning design creativity with practice Gráinne Conole, Open University, UK TechItUp Conference, Kamloops Kamloops University, 23/10/09 More info, slides and references: http://cloudworks.ac.uk/index.php/cloud/view/2559.html http://static.worldarchitecturenews.com/news_images/ 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg

Improving the design process How can we design learning activities that make effective use of technology and that are pedagogical informed? How can we represent and share designs? What kind of help and support can we provide? Assessment Learning outcomes Tasks Aspects of design

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

What do we know about design?
How do teachers go about the design process ?
Where do they get ideas and inspiration from?
How do they represent their design process?
To what extent do they share their design ideas with others?
Where do they get help and advice ?
How do they evaluate the effectiveness of their designs?

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 creativity vs. design practice The vision… Open plan, with creative spaces, “quiet rooms”, hot desking areas, technology-enhanced, lots of social space The Jennie Lee Building, The Open University, UK

The OU Learning Design Initiative Representing pedagogy Guiding design Sharing ideas Empirical evidence base Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley & Paul Mundin

OULDI tools, resources, activities Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing

Design tools & methods Resources & examples Towards an OULDI Learning design toolbox

Facets of OULDI work
Evidence base: Understanding the design process
Collaboration: Structured events for fostering shared meaning and collaboration
Representation: Tools to support different forms of representation
Connection: Harnessing web 2.0 practices to foster debate and sharing
Reification: Abstraction and guidance through schema for thinking differently

Collaboration: events Design challenge Cloudfests & Design summits Blurring real & virtual Workshops

Representations
Seeing curriculum differently
Not content-focused
Alternatives to simple text-based descriptions
Different views to foreground different aspects
Recognising design at different levels – from activity to whole course
Visual – tables & diagrams, descriptive & metaphorical

CompendiumLD
Tool for visualisation designs
The method is an important as the tool
Will provide a demonstration
Hands-on exploration of the tool

CompendiumLD Core icon set Design icon set

A simple design Learning activity Output Learning outcome Resource Role End of activity Task Tool

Key features
Time allocation for tasks
In-situ help
Conditional branching
Design templates

Summary
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

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

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

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

Guidance & support Evidence & demonstration Information & experience Communication & interaction Thinking & reflection Course map
Gives an “at a glance view”
Five components to any course
Uses:
Represent a course
Compare
Design

Course map/At a glance representation Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA

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
Course map example Mick Jones 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) Information & experience PDF resources Links to e-journal articles and other websites 3 co-published course books (21 chapters/ 960pp) DVD – videos of 3 practice settings + interviews (XXmin) Plus own experience and practice Guidance & support Study planner 20 Learning guides General assessment guidance TMA questions Course guide Study calendar Tutor support – 1:20; 21 contact hrs; band 7

Harnessing web 2.0 practices 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: Social and collective

Vision & principles
Connect people with similar interests
Showcase work
Provide a place for different communities
Encourage sharing
Low barrier to entry
People -orientated
Open site, open content
Target particular communities
The site acting as a conduit
Enable people to find, share & discuss learning & teaching ideas

Key concepts: Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems

Key concepts: Cloudscapes Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project

Emergent patterns of use
Events: conferences and workshops
ALT-C conference , 8-11 th September 2009
http://cloudworks.ac.uk/index.php/cloudscape/view/1870
Discussions: Flash debates
Is Twitter killing blogging?
http://cloudworks.ac.uk/index.php/cloud/view/2266
Eliciting expertise and open reviews
Literature review of educational technologist
Aggregating resources
En Rumbo Spanish course

Case study: Personalised learning
Irma Pianucci, Santander Fellowship
Interested in more personalised forms of learning

Case study: personalised learning

Conclusions
Motivation : helping teachers/designers make more innovative use of technologies to create better learner experiences
Approach : development of a range of resources, tools, methods and events to support this
Evidence-base and agile development : on-going evaluation and reflection to enhance understanding and drive future developments
Reflection : How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?

Conole TechItUp Conference Kamloops

by grainne on Oct 23, 2009

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