Conole TechItUp Conference Kamloops


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Conole TechItUp Conference Kamloops

  1. 1. 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: 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg
  2. 2. 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
  3. 3. Learning design: a definition <ul><li>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 </li></ul><ul><ul><li>Covers design of resource and individual learning activities up to whole curriculum level </li></ul></ul><ul><ul><li>Helps make the design process more explicit and shareable </li></ul></ul><ul><ul><li>Includes resource, tools and activities </li></ul></ul>
  4. 4. What do we know about design? <ul><li>How do teachers go about the design process ? </li></ul><ul><li>Where do they get ideas and inspiration from? </li></ul><ul><li>How do they represent their design process? </li></ul><ul><li>To what extent do they share their design ideas with others? </li></ul><ul><li>Where do they get help and advice ? </li></ul><ul><li>How do they evaluate the effectiveness of their designs? </li></ul>
  5. 5. 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.
  6. 6. 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
  7. 7. 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
  8. 8. OULDI tools, resources, activities Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing
  9. 9. Design tools & methods Resources & examples Towards an OULDI Learning design toolbox
  10. 10. Facets of OULDI work <ul><li>Evidence base: Understanding the design process </li></ul><ul><li>Collaboration: Structured events for fostering shared meaning and collaboration </li></ul><ul><li>Representation: Tools to support different forms of representation </li></ul><ul><li>Connection: Harnessing web 2.0 practices to foster debate and sharing </li></ul><ul><li>Reification: Abstraction and guidance through schema for thinking differently </li></ul>
  11. 11. Facets of OULDI work
  12. 12. Collaboration: events Design challenge Cloudfests & Design summits Blurring real & virtual Workshops
  13. 13. Facets of OULDI work
  14. 14. Representations <ul><li>Seeing curriculum differently </li></ul><ul><ul><li>Not content-focused </li></ul></ul><ul><ul><li>Alternatives to simple text-based descriptions </li></ul></ul><ul><ul><li>Different views to foreground different aspects </li></ul></ul><ul><ul><li>Recognising design at different levels – from activity to whole course </li></ul></ul><ul><ul><li>Visual – tables & diagrams, descriptive & metaphorical </li></ul></ul>
  15. 15. CompendiumLD <ul><li>Tool for visualisation designs </li></ul><ul><li>The method is an important as the tool </li></ul><ul><li>Will provide a demonstration </li></ul><ul><li>Hands-on exploration of the tool </li></ul>
  16. 16. CompendiumLD Core icon set Design icon set
  17. 17. A simple design Learning activity Output Learning outcome Resource Role End of activity Task Tool
  18. 18. Key features <ul><li>Time allocation for tasks </li></ul><ul><li>In-situ help </li></ul><ul><li>Conditional branching </li></ul><ul><li>Design templates </li></ul>
  19. 19. Summary <ul><ul><li>Visual maps with icons + connections </li></ul></ul><ul><ul><li>Generic icon set + customised design icon set </li></ul></ul><ul><ul><li>Multiple layers , maps within maps </li></ul></ul><ul><ul><li>Drag and drop different file formats (images, videos etc.) </li></ul></ul><ul><ul><li>In-situ design help –customised google search and links to cloudworks </li></ul></ul><ul><ul><li>Aggregation of task times by roles </li></ul></ul><ul><ul><li>Design templates </li></ul></ul><ul><ul><li>Flexible export options from picture to interactive web page </li></ul></ul>
  20. 20. Forms of representation <ul><li>We have indentified six “views” for a course </li></ul><ul><ul><li>Task swim line </li></ul></ul><ul><ul><li>Course map </li></ul></ul><ul><ul><li>Pedagogy profile </li></ul></ul><ul><ul><li>Cost effectiveness </li></ul></ul><ul><ul><li>Course performance </li></ul></ul><ul><ul><li>Design factors views </li></ul></ul><ul><li>Uses </li></ul><ul><ul><li>Representing an existing course </li></ul></ul><ul><ul><li>Comparing courses </li></ul></ul><ul><ul><li>As part of the design process </li></ul></ul><ul><li>Describing the curriculum Cloudscape: </li></ul>
  21. 21. Task swim line <ul><li>Based on: </li></ul><ul><ul><li>Roles – student, tutor, etc. </li></ul></ul><ul><ul><li>Tasks – read, discuss, etc. </li></ul></ul><ul><ul><li>Tools and resources </li></ul></ul><ul><ul><li>Outputs </li></ul></ul><ul><li>Advantages </li></ul><ul><ul><li>Makes design explicit </li></ul></ul><ul><ul><li>Maps out design </li></ul></ul><ul><ul><li>Sharable with others </li></ul></ul><ul><ul><li>Good at activity level </li></ul></ul>
  22. 22. Pedagogy profile <ul><li>Map of student tasks to time periods (weeks, semesters, etc) </li></ul><ul><li>Six types of student tasks + assessment </li></ul><ul><li>Each cell indicates the amount of time spent in that period on each type of task </li></ul><ul><li>Widget provides graphical view </li></ul>
  23. 23. Guidance & support Evidence & demonstration Information & experience Communication & interaction Thinking & reflection Course map <ul><li>Gives an “at a glance view” </li></ul><ul><li>Five components to any course </li></ul><ul><li>Uses: </li></ul><ul><ul><li>Represent a course </li></ul></ul><ul><ul><li>Compare </li></ul></ul><ul><ul><li>Design </li></ul></ul>
  24. 24. 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
  25. 25. KE312 Working Together for Children 60pt course over 32 weeks 3 blocks/20 learning guides Whole weeks devoted to TMAs Consolidation week (week 22) <ul><li>Practice related </li></ul><ul><li>Aligned to latest prof framework for mult-agency working </li></ul><ul><li>Rich case studies </li></ul><ul><li>Read – relate to practice – reflect – write </li></ul>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
  26. 26. Facets of OULDI work
  27. 27. 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
  28. 28. Cloudworks: Social and collective
  29. 29. Vision & principles <ul><li>Connect people with similar interests </li></ul><ul><li>Showcase work </li></ul><ul><li>Provide a place for different communities </li></ul><ul><li>Encourage sharing </li></ul><ul><li>Low barrier to entry </li></ul><ul><li>People -orientated </li></ul><ul><li>Open site, open content </li></ul><ul><li>Target particular communities </li></ul><ul><li>The site acting as a conduit </li></ul>Enable people to find, share & discuss learning & teaching ideas
  30. 30. Key concepts: Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems
  31. 32. Key concepts: Cloudscapes Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
  32. 34. Emergent patterns of use <ul><li>Events: conferences and workshops </li></ul><ul><ul><li>ALT-C conference , 8-11 th September 2009 </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Discussions: Flash debates </li></ul><ul><ul><li>Is Twitter killing blogging? </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Eliciting expertise and open reviews </li></ul><ul><ul><li>Literature review of educational technologist </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Aggregating resources </li></ul><ul><ul><li>En Rumbo Spanish course </li></ul></ul><ul><ul><li> </li></ul></ul>
  33. 35. Case study: Personalised learning <ul><li>Irma Pianucci, Santander Fellowship </li></ul><ul><li>Interested in more personalised forms of learning </li></ul>
  34. 36. Case study: personalised learning
  35. 40. Conclusions <ul><li>Motivation : helping teachers/designers make more innovative use of technologies to create better learner experiences </li></ul><ul><li>Approach : development of a range of resources, tools, methods and events to support this </li></ul><ul><li>Evidence-base and agile development : on-going evaluation and reflection to enhance understanding and drive future developments </li></ul><ul><li>Reflection : How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be? </li></ul>