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New methods to think about design Gráinne Conole,cloudworks.ac.uk/cloudscape/view/2227 The Open University, UK Online Educa, Berlin, 1/12/10
The OU Learning Design Initiative Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussionAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
Representation The Open University, UK KE312How are courses typically represented? Working together with childrenHow explicit is the inherent design? What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of
Moving beyond contentThe power of visualisation Shift emphasis away from content Help articulate designs Supports effective design Provides focus at different levels Acts as a dialogic mediating artefacts Provides a design record Encourages reflective practice Enables sharing of designs
Nowyou! How to ruin a course Tools in use Courseviews Coursemap Learningactivities Coursedimensions Pedagogyprofile Learningoutcomesmap
How to ruin a course Issues and strategies important for the success of a course Check list for design and evaluation of a course Activity: List 10 ways that technologies can make your course fail Compare and discuss Look at other examples: http://cloudworks.ac.uk/cloud/view/2597
Cloudworks Socialnetworking site for sharing and discussing learning and teaching ideas Boundary crossing Bestof web 2.0 functionality and practices Dothe Cloudquest challenge!
Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow: RSS feeds: Attend:Cloudscapes, Clouds For Cloudscapes, Conferences &or people Clouds & people workshops
Tools in use In this activity you will explore the term ‘affordances’ and decide on tools based on their positive and negative affordances Produce a map Activity Choose a task and 3 tools Put the task in centre of paper and tools on the outside Add positive and negative affordances Decide which tool to use Compare and discuss Look at other examples: http://cloudworks.ac.uk/cloud/view/4042
Co-evolution of tools and practice Characteristics of Characteristics tools of people Reflection Preferences Affordances (Gibson) ‘All"action possibilities" latent in an environmentt… Dialogue but always inEvolving to the actor relation Interests and therefore dependent on their practices capabilities.’ Aggregation Skills For instance, a tall tree offers the affordances of food for a Giraffe Interactivity a sheep. but not ContextBasic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
Foundations: technology affordances Positive affordances, Negative affordances, promotes… think about… Collaboration A blog for reflective practice Time consuming (developmen Reflections Difficult to use Affordances (Gibson) Interaction All "action possibilities" Costly to produce latent in an environmentt… Dialogue but always in relation to the Time consuming (support) actor and therefore Creativity dependent on their capabilities. Assessment issues For instance, a tall tree Organisation offers the affordances of Lack of interactivity food for a Giraffe but not a Inquiry sheep. Difficult to navigate Authenticity New literacy skills
Course map This activity produces an ‘at a glance’ view of a course Produces a map of a course Activity: Use the course map guide, fill in the six boxes for your course Compare and discuss Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
Course map Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Communication & Content & Activities Course materials, prior Collaborationexperience, learner-generated Dialogic aspect of the course,content, e.g. readings, DVDs, interaction between learners podcasts, labs &tutors - course forum, email, Reflection & etc. Demonstration Internalization and reflection, e.g. in-text questions, blogs, e- portfolios Diagnostic, formative or summative assessment Course summary Key words Level, credits, duration, key features Descriptive words indicating pedagogical approach
KE312 - Course map Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessment Content & Activities guidelines and assignments3 co-published books, DVDs of 3 Tutor support: 1:20, 21 contact hours Communicationpractice settings, core questions, thinking points in course books &Collaboration Plus own experience and F-t-F tutorials near beginning, practice middle and end, Course-wide PDFs, e-journal articles & café forum, Tutor-group forums websites, activities in learning Reflection & with sub-groups for each block guides, 5 website interactivities Demonstration Journal space in the Mystuffe- portfolio, 6 assignments online (50% of overall score) Course summary Key words KE312 - Working together with Children, Practice-related, aligned to latest professional 60 pt course over 32 weeks, 3 blocks/20 learning framework for multi-agency working, rich case guides studies, Whole weeks devoted to assignments Read-Relate to practice – Reflect - Write Consolidation week (week 22)
Learningactivities This activity produces a task swimlane of an activity and the tools and resources used Produces a swimlane diagram Activity: Decide on the learning outcomes, tools, resources and assessment for this activity Use the stickers/icons to map out the activity Use pens and arrows to add explanations Compare and discuss Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
Task swimlaneFocus on the tasks learners doBase on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources OutputsAdvantages Makes design explicit Maps out design Sharable with others Good at activity levelUse Mindmapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
Pedagogy profileMap of learner tasks to timeperiods (weeks, semesters, etc.)6 types of learner task +assessment Assimilative Information handling Communication Productive Experiential Adaptive AssessmentEach cell indicates the amount oftime spent on each type of task Learning Design Taxonomy - Conole, 2008
+ Learning outcomesMapping learning outcomes to: Activities AssessmentBased on Biggs’ work (1999) onconstructive alignmentMaps course and highlights anygaps
Reflection What three words would you use to describe this workshop? What did you like about this workshop? What could have been better? Whatthree words would you use to describe Cloudworks? What three words would you use to describe the course views? What action points will you do as a result?
References Workshop material: http://prezi.com/ffbp3lwn- m7m/ouldi-toolbox/ Cloudworks: http://cloudworks.ac.uk My blog: http://www.e4innovation.com Learning design paper: http://cloudworks.ac.uk/cloud/view/4001 Papers and presentations: http://www.slideshare.net/grainne Book: contemporary perspectives on e-learning (Conole and Oliver, 2007)