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Conole workshop






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    Conole workshop Conole workshop Presentation Transcript

    • 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
    • Aspects of learning design CloudworksMediating artefactsAffordances Foundations Collaboration Representation ’Design Challenge’ Resources Excel template CompendiumLD Course views
    • 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
    • Three more! Pedagogy ProfileCourse Dimensions Course Map Task Swimlane Learning Outcomes
    • 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
    • Course dimensionsGuidance & Content &Support ActivitiesReflection & Communicationdemonstration & Collaboration
    • + 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)