OU Learning Design Initiative

OULDI Overview of the Open University Student Student Tutor Tasks Resources Tasks Learning Design Initiative Each student selects three countries Check resource ok for Level 1 students LO – skills: how to collaborate with Group nominate person to others eliminate multiple entries and agree dispute process Library key skills support pack: internet Find and retrieve data Andrew Brasher, Paul Clark, Gráinne Conole, LO – skills: about these three countries searching of data and assessing Internet quality of data Simon Cross, Juliette Culver, Martin Weller Post research to group wiki What method used to post? Written / audio etc. Wiki DONE: What if they Learn about fair need more help? 21st January 2009 Forum What else could DONE: Could Rest of group tutor be doing? nominated person Check summary and have greater role? post comment Each student posts at least one comment on forum about experience of achieving learning outcomes Tutor reads comments and Reflect on tutor feedback gives feedback to group

Vision of enhancing the learner experience through pedagogically informed, innovative use of technologies Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

Bridge between Capture & pedagogy & represent designs technology Vision of enhancing the learner experience through pedagogically informed, innovative use of technologies Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

Bridge between Capture & pedagogy & represent designs technology Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

Bridge between Capture & pedagogy & represent designs technology Empirical evidence Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

Bridge between Capture & pedagogy & represent designs technology Tool development Empirical evidence Cloudworks CompendiumLD Scaffold the Promote design process sharing and reuse Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

Bridge between Resources and events Capture & pedagogy & represent designs technology Tool development Empirical evidence Cloudworks CompendiumLD Workshops Schema Scaffold the Promote Cloudfests Summits design process sharing and reuse Design challenges Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

Focus

New forms of creativity Focus New forms New forms of delivery of sharing

New forms of creativity Events & CompendiumLD schema Focus New forms New forms of delivery of sharing Cloudworks

New forms of creativity Events & Guidance CompendiumLD schema Focus New forms New forms of delivery of sharing Cloudworks

New forms of creativity Events & Guidance CompendiumLD schema Focus Workshops New forms New forms of delivery of sharing Cloudworks

New forms of creativity Events & Guidance Visualisation CompendiumLD schema Focus Workshops New forms New forms of delivery of sharing Cloudworks

New forms of creativity Events & Guidance Visualisation CompendiumLD schema Focus Workshops Representation New forms New forms of delivery of sharing Cloudworks

New forms of creativity Events & Guidance Visualisation CompendiumLD schema Focus Workshops Representation New forms New forms Dialogue of delivery of sharing Cloudworks

New forms of creativity Events & Guidance Visualisation CompendiumLD schema Focus Workshops Representation New forms New forms Dialogue Digital traces of delivery of sharing Cloudworks

Evidence based

Evidence based Expert brainstorming

Evidence based Expert brainstorming Development of support resources

Evidence based Expert brainstorming Development of support resources Testing the tools!

Evidence based Expert brainstorming Development of support resources Testing the tools! Feedback, feedback, feedback

Evidence base

Evidence base Case studies

Evidence base Case studies Use of tools

Evidence base Case studies Use of tools Interviews

Evidence base Case studies Use of tools Interviews The design process

Evidence base Case studies Use of tools Interviews The design process In-depth course evaluation

Evidence base Case studies Use of tools Interviews The design process In-depth course The design lifecycle evaluation

Evidence base Case studies Use of tools Interviews The design process In-depth course The design lifecycle evaluation Futures visioning workshops

Evidence base Case studies Use of tools Interviews The design process In-depth course The design lifecycle evaluation Futures visioning Tools development workshops

Evidence base Case studies Use of tools Interviews The design process In-depth course The design lifecycle evaluation Futures visioning Tools development workshops Workshops

Evidence base Case studies Use of tools Interviews The design process In-depth course The design lifecycle evaluation Futures visioning Tools development workshops Workshops Trialling & evaluation

Case studies

Case studies Use of tools in context Ideas generation & support mechanisms Pedagogical approaches Representation Barriers & enablers

Interviews

Interviews Process Representation Support

Interviews Barriers Process Representation Support Evaluation

Interviews Expertise Existing Barriers & time processes Shared vision ‘From the heart’ Process Representation The ‘big’ idea Interactive design Support Tacit nature Serendipity Link to Constraints assessment Evaluation

In-depth evaluation

In-depth evaluation Design cycle

In-depth evaluation Granularity Design cycle of designs

In-depth evaluation Granularity Design cycle of designs Team dynamics

In-depth evaluation Granularity Design cycle of designs Barriers & Team dynamics enablers

In-depth evaluation Granularity Design cycle of designs Barriers & Team dynamics enablers Multi-faceted

Interview snapshots

Interview snapshots Scrapbooks & doodle maps Holistic Mapping & & atomistic connections

Interview snapshots I tend to sit and doodle a map [Scrapbook] It’s in words, not will draw the logic and ﬂow of diagrams a dumping ground the course on paper and then for thoughts – [to] capture thoughts go to compendium. Scrapbooks & Then the problem is sharing it doodle maps Holistic Mapping & & atomistic connections

Interview snapshots I tend to sit and doodle a map [Scrapbook] It’s in words, not will draw the logic and ﬂow of diagrams a dumping ground the course on paper and then for thoughts – [to] capture thoughts go to compendium. Scrapbooks & Then the problem is sharing it doodle maps I was building a sense of what the new course might be … we must remember to do x, or a url of relevance Holistic Mapping & & atomistic connections One of the difﬁculties is mapping the whole process I have tried to approach course design using a holistic approach

Interview snapshots I tend to sit and doodle a map [Scrapbook] It’s in words, not will draw the logic and ﬂow of diagrams a dumping ground the course on paper and then for thoughts – [to] capture thoughts go to compendium. Scrapbooks & Then the problem is sharing it doodle maps Start from assessment strategies and learning I was building a sense of what the outcomes and get an alignment new course might be … we must remember to do x, or a url of relevance Holistic Mapping & & atomistic connections One of the difﬁculties is mapping the List of words clustered into blocks, whole process I have tried to approach arrows...can you have clusters course design using a holistic approach link to TMAs [Assignments]

Contradictions

Contradictions Process

Contradictions Process Process Product

Contradictions Process Process Product Capture

Contradictions Process Process Product Capture Implicit Explicit

Contradictions Process Process Product Capture Implicit Explicit Representation

Contradictions Process Process Product Capture Implicit Explicit Representation Text Visual

Contradictions Process Process Product Capture Implicit Explicit Representation Text Visual Lifecycle

Contradictions Process Process Product Capture Implicit Explicit Representation Text Visual Lifecycle Static Dynamic

Findings to date

Findings to date Design process creative, messy, iterative Serendipitous routes to support Sharing and reuse difﬁcult, but valuable No one perfect design tool or approach Different aspects to design - focus and level of granularity Visualisation helps makes design more explicit Text, visual, models of designs all have pros and cons

Schema Rethinking design through events and schema to meet a range of needs Events

Schema Events

Schema Course Design Challenge Events

Schema Course Design Challenge Design summits Events

Schema Course Design Challenge Design summits Events Cloudfests

18th September2008 Design challenge: design a short course in a day are you up to it???

Stalls really useful Amazed at how much we achieved

Research focus

Research focus Visualising design Understanding design Guiding Sharing design design

Research focus Visualising design Understanding design Guiding Sharing design design Design lifecycle

Research focus Visualising Barriers & design enablers Multiple tools & approaches Understanding design Guiding Sharing design design Design lifecycle

Research focus Complexity of representation Visualising Barriers & design enablers Support: level and time Multiple tools & approaches Sharing valued but difﬁcult Understanding design Guiding Sharing design design Design lifecycle

Design lifecycle

Design lifecycle Vision

Design lifecycle Gather Vision

Design lifecycle Gather Assemble Vision

Design lifecycle Gather Assemble Vision Run

Design lifecycle Gather Assemble Vision Run Evaluate

Design lifecycle Gather Assemble Vision Run Adapt Evaluate

Design lifecycle Gather Assemble Vision Run Adapt Evaluate Course Course Course conception delivery reﬁnement

Design lifecycle Gather Assemble Vision Run Adapt Evaluate Course Course Course conception delivery reﬁnement Learning Block Course activity

CompendiumLD

CompendiumLD Core icon set

CompendiumLD Core icon set Design icon set

Guiding and visualising designs The CompendiumLD tool

Guiding and visualising designs Activity Assignment Outcome Resource Role Stop Task Tool The CompendiumLD tool

Guiding and visualising designs Activity Assignment Outcome Resource Time Role Stop Task Tool The CompendiumLD tool

Guiding and visualising designs Student Tasks Activity Each student selects three countries Assignment Find and retrieve data about these three countries Outcome Post research to group wiki Resource Time Role Group nominate person to eliminate multiple entries Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool

Guiding and visualising designs Student Student Tasks Resources Activity Each student selects three List of countries countries Assignment Find and retrieve data Internet about these three countries Outcome Post research to group wiki Resource Time Role Group nominate person to eliminate multiple entries Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool

Guiding and visualising designs Student Student Tasks Resources Activity Each student selects three List of countries countries Assignment Find and retrieve data Internet about these three countries Outcome Post research to group wiki Resource Time Wiki Role Group nominate person to eliminate multiple entries Forum Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool

Guiding and visualising designs Student Student Tasks Resources Activity Each student selects three List of countries countries Assignment Find & critically assess Find and retrieve data Internet relevant resources about these three countries Outcome Post research to group wiki Resource Time Wiki Role Group nominate person to eliminate multiple entries Forum Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool

Guiding and visualising designs Student Student Tasks Resources Activity Each student selects three List of countries countries Assignment Find & critically assess Find and retrieve data Internet relevant resources about these three countries Outcome Post research to group wiki Resource Time DONE: What if they need more help? Wiki Role Group nominate person to eliminate multiple entries Forum Stop Coordinator makes changes Rest check and agree Task Tool Each student posts at least one comment on forum Student gets feedback from tutor The CompendiumLD tool

Targeted search

Student Student Tutor Tasks Resources Tasks Each student selects three countries Check resource ok for Level 1 students LO – skills: how to collaborate with Group nominate person to others eliminate multiple entries and agree dispute process Library key skills support pack: internet Find and retrieve data LO – skills: about these three countries searching of data and assessing Internet quality of data Post research to group wiki What method used to post? Written / audio etc. Wiki DONE: What if they need more help? Forum What else could DONE: Could Rest of group tutor be doing? nominated person Check summary and have greater role? post comment Each student posts at least one comment on forum about experience of achieving learning outcomes Tutor reads comments and Reflect on tutor feedback gives feedback to group

Time allocation At task level, aggregated by role

Representing pedagogy

Cloudworks

Cloudworks Many repositories of good practice, but how do you develop the community???

Cloudworks RSS feeds Playlists Follow and be followed Friends APIs Many repositories of good practice, but how do you develop the community??? Share Embed Comment Aggregate

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

‘Social networking makes little sense if we leave out the objects that mediate the ties between people Engeström

‘Social networking makes little sense if we leave out the objects that mediate the ties between people Engeström Design framework for sociality Enabling practice Mimicking reality Building identity Actualising self Bouman et al.

Clouds and Cloudscapes

Clouds and Cloudscapes Learning & teaching ideas

Clouds and Cloudscapes Designs or case studies Learning & teaching ideas

Clouds and Cloudscapes Designs or case studies Resources Learning & teaching ideas

Clouds and Cloudscapes Designs or case studies Resources Learning & teaching ideas Tools

Clouds and Cloudscapes Designs or case studies Resources Learning & teaching ideas Tools Questions or problems

Clouds and Cloudscapes Designs or Conference case studies Resources Workshop Learning & Course teaching ideas team Research Tools area Questions Project or problems

Cloudworks v0.2 Social networking site for ﬁnding, sharing & discussing learning and teaching ideas and designs

All clouds

Ascilite conference Cloudscape

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning OULDI site

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning Peer OULDI assessment site criteria

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning Peer OULDI assessment site criteria CompendiumLD

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Workshop on Secondlife Paper on mobile learning Peer OULDI assessment site criteria CompendiumLD LAMS

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Import existing Workshop on Clouds Secondlife New clouds added Paper on mobile by delegates learning Peer OULDI assessment site criteria CompendiumLD LAMS

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Import existing New clouds Workshop on Clouds Secondlife New clouds added Paper on mobile by delegates learning Peer OULDI assessment site criteria CompendiumLD LAMS

Ascilite conference Cloudscape Overview of the cloudscape: a space to post and discuss ideas seen at Ascilite Design a short course in a day Import existing New clouds Workshop on Clouds Secondlife New clouds added Paper on mobile by delegates learning Peer OULDI assessment site criteria CompendiumLD LAMS Web Peer Assessment webparesearch.blogspot.com/ Information literacy webparesearch.blogspot.com/

Who and what I am following, who’s following me

Who and what I am following, who’s following me My cloudstream dynamically updates

Cloudscapes

Cloudscapes Workshop Course Research topic Conference Design team Topic Tool Project

It’s not a repository it’s a conversation

It’s not a repository it’s a conversation Success stories Visual designs Quality control Concrete vs. abstract Transferable designs Barriers to contribution Changing practice Ownership Comments make it come alive Openness

Design schema

Guiding design Design schema

Guiding design Design Mapping schema

Guiding design Design Mapping schema Validating

Guiding design Design Deconstructing Mapping schema Validating

A schema for mapping tools and activities to dimensions of learning Conole, Dyke et al. (2004), related framework Warburton (2007)

A schema for mapping tools and activities to dimensions of learning Individual Social Conole, Dyke et al. (2004), related framework Warburton (2007)

A schema for mapping tools and activities to dimensions of learning Individual Passive Active Social Conole, Dyke et al. (2004), related framework Warburton (2007)

A schema for mapping tools and activities to dimensions of learning Individual Information Passive Active Experience Social Conole, Dyke et al. (2004), related framework Warburton (2007)

A schema for mapping tools and activities to dimensions of learning Blog as reﬂective diary Individual Information Passive Active Experience Social Conole, Dyke et al. (2004), related framework Warburton (2007)

A schema for mapping tools and activities to dimensions of learning Blog as Blog collective reﬂective diary class resource Individual Information Passive Active Experience Social Conole, Dyke et al. (2004), related framework Warburton (2007)

A pedagogy schema Dyke, Conole et al., (2007)

Thinking & reﬂection A pedagogy schema Dyke, Conole et al., (2007)

Thinking & reﬂection A pedagogy schema Communication & interaction Dyke, Conole et al., (2007)

Thinking & reﬂection A pedagogy schema Communication Experience & interaction & activity Dyke, Conole et al., (2007)

Thinking & reﬂection A pedagogy schema Communication Experience & interaction & activity Evidence & demonstration Dyke, Conole et al., (2007)

Thinking & reﬂection A pedagogy schema ... to provide guidance on mapping pedagogy principles to aspects of learning Communication Experience & interaction & activity Evidence & demonstration Dyke, Conole et al., (2007)

Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

Thinking & Experience & Conversation & Evidence & Principles reﬂection activity interaction demonstration Reﬂect on experience and show understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

Thinking & Experience & Conversation & Evidence & Principles reﬂection activity interaction demonstration Reﬂect on Mapping learning activities experience and show against goals understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

Thinking & Experience & Conversation & Evidence & Principles reﬂection activity interaction demonstration Reﬂect on Mapping learning Aggregation of activities experience and learning show achievements against goals understanding Frequent interactive exercises & feedback Provides support for independent learning Supports collaborative activities Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

Design schema

Design schema Add comments to the two design schema clouds in the Ascilite cloudscape

Design schema Add comments to the two design schema clouds in the Ascilite cloudscape Explore the 8LEM cloud and add comments

Design schema Add comments to the two design schema clouds in the Ascilite cloudscape Explore the 8LEM cloud and add comments Do you know of other useful schema? If so add as clouds

JISC Curriculum Design • 4-year project, focus on whole curriculum design • Internally • Link to Course Business Models • Curriculum delivery project • Online global programme • HSC, FELS.. • Externally • Brunel, Cambridge, Reading, South Bank • LAMS and Moodle communities

OL-NET A vision for a participatory network of producers, users and researchers of OERs...

OER cycle

OER cycle Select

OER cycle Design Select

OER cycle Design Select Use

OER cycle Design Select Use Evaluate

Generic tool Specialised tool Resource OER cycle Schema Design Select Use Evaluate

Generic tool Specialised tool Resource OER cycle Schema Design Openlearn Select Use Google Evaluate Cloudworks

Generic tool Mapping schema Specialised tool Topic OER CompendiumLD Resource OER cycle Schema Design Openlearn Select Use Google Evaluate Cloudworks

Generic tool Mapping schema Specialised tool Topic OER CompendiumLD Resource OER cycle Schema Design VLE Openlearn Select Use Google Class aggregated resources Evaluate Cloudworks

Generic tool Mapping schema Specialised tool Topic OER CompendiumLD Resource OER cycle Schema Design VLE Openlearn Select Use Google Class aggregated resources Evaluate Cloudworks Analysis tools Student survey

OER cycle

Generic tool Specialised tool Resource Schema OER cycle

OER network

OER network People/networks Meta-analysis/ synthesis Tools, methods, approaches Designs, evaluations, case studies

OL-NET

Challenges Representation: forms and purpose Visualisation: what and why Schema: format and use Support: real and virtual Guidance: type and form Evidence: what and value Development: research vs. practice Practice: current and changing Sharing: how and why

Issues • Explaining what is it and what it can/can’t do! • Managing expectations: balance of research vs. practice • Mapping current and emergent OU Curriculum processes • Scaling up and embedding • Appropriate evaluation mechanisms

Evaluation • Design: process, support, representation, barriers, evaluation • Lifecycle: levels, stages, barriers, connections • Value & impact: academics, support staff, systems, students • Uptake: community build, sharing, representation

Further information • OU Learning design initiative • http://ouldi.open.ac.uk • Visualizing design - CompendiumLD • http://compendiumld.open.ac.uk • Paul Clark - slidecast on using CompendiumLD • http://www.slideshare.net/PerryW/using-compendiumld-to- design-a-learning-activity-435001/ • Sharing designs - Cloudworks • http://cloudworks.ac.uk

Further info • OU Learning design initiative - http://ouldi.open.ac.uk • Slidecast on using CompendiumLD - www.slideshare.net/PerryW/using-compendiumld-to- design-a-learning-activity-435001/ • Cloudworks: Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A. (2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov – 3rd Dec 2008, Melbourne, www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf • CompendiumLD: Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008), Visualising learning design to foster and support good practice and creativity, Educational Media International,Volume 54, Issue 3, 177-194. • Design schema: Conole, G. (2008), New schema for mapping pedagogies and technologies, Ariadne magazine, www.ariadne.ac.uk/issue56/conole/ • Technology trends: Conole, G. (forthcoming), Stepping over the edge: the implications of new technologies for education in M. Lee and C. McLouglin, Web 2.0-based e-learning: applying social informatics for tertiary teaching, Hersey, PA: ICI Global • OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research Report 2006-2008, Open University: Milton Keynes

OULDI: OULDI.OPEN.AC.UK

OU Learning Design Initiative

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