Openlearn presentation

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A presentation about our learning design work secifically focusing on the work in terms of reuse and creation of Open Educational Resources

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Openlearn presentation

  1. 1. Using Learning design as a framework for support the design and reuse of OERs Gráinne Conole OpenLearn Conference, Milton Keynes 30th October 2007 e4innovation.com
  2. 2. OERs and design
  3. 3. OERs and design Increased interest in and arguments for OERs
  4. 4. OERs and design Increased interest in and arguments for OERs Benefits: Sharing and reuse More variety and flexibility romote user-generated approach
  5. 5. OERs and design Increased interest in and arguments for OERs Benefits: Issues: Sharing and reuse Copyright More variety and flexibility Quality assurance romote user-generated approach Sustainability
  6. 6. OERs and design Increased interest in and arguments for OERs Benefits: Issues: Sharing and reuse Copyright More variety and flexibility Quality assurance romote user-generated approach Sustainability Challenge: take up, adaptation and reuse
  7. 7. OERs and design Increased interest in and arguments for OERs Benefits: Issues: Sharing and reuse Copyright More variety and flexibility Quality assurance romote user-generated approach Sustainability Challenge: take up, adaptation and reuse Solution: Adopting a Learning Design approach
  8. 8. THE OU Learning Design project A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
  9. 9. THE OU Learning Design project Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
  10. 10. THE OU Learning Design project Formal means of describing activities Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
  11. 11. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
  12. 12. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
  13. 13. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process Enables a shared language & representation A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
  14. 14. Innovations in design Learning Outcomes Tasks Assessment Student Course experience ...through activity design
  15. 15. Innovations in design Learning Outcomes Tasks Assessment Student Course experience ...through activity design How can we design learning activities which make effective use of tools and pedagogy?
  16. 16. Innovations in design Represent and share Learning Outcomes Tasks Assessment Student Course experience ...through activity design How can we design learning activities which make effective use of tools and pedagogy?
  17. 17. Innovations in design Represent Create and and share scaffold Learning Outcomes Tasks Assessment Student Course experience ...through activity design How can we design learning activities which make effective use of tools and pedagogy?
  18. 18. Approaches to learning design
  19. 19. From existing practice (case studies) Approaches to learning design
  20. 20. From existing practice (case studies) Approaches to learning design By scaffolding (templates & contextual help)
  21. 21. Fact finding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops
  22. 22. Fact finding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops Tool and resource development Phase 1: Compendium, LD workshops Phase 2: Compendium LD, +
  23. 23. Fact finding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops Tool and resource development Phase 1: Compendium, LD workshops Phase 2: Compendium LD, +
  24. 24. Phase 1: User consultation and case studies Compendium and LD workshops
  25. 25. Peter Wilson, Pat Grace, Simon Cross
  26. 26. Design strategies
  27. 27. Design strategies Learning outcomes: What do you want the students to achieve?
  28. 28. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis?
  29. 29. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want the students to do?
  30. 30. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how?
  31. 31. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how? Tools: What tools do you want to use?
  32. 32. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how? Tools: What tools do Resources: you want to use? What resources do you want to use?
  33. 33. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how? Tools: What tools do Resources: you want to use? What resources do Problem: you want to use? What specific problem do you want to address?
  34. 34. Easy to use Good support/ documentation Towards a learning design tool… using Compendium as a prototype Compendium Easy linking to Flexible and diagrams, URLs, adaptable word files etc
  35. 35. Workspace
  36. 36. Standard Compendium icon set Workspace
  37. 37. Standard Compendium icon set Tailored icon set for learning design Workspace
  38. 38. Examples
  39. 39. Examples Templates
  40. 40. Examples Help Templates
  41. 41. Examples Help Templates
  42. 42. Examples Help Choices Templates
  43. 43. Examples Help Learning activity Choices Templates
  44. 44. Workshop Evaluation Easy to use and groups quickly generated activities Using tool in a group helped them reach consensus Different granularities of use The process helped surface hither to hidden complexity LD icon set worked well Process helped users understand different aspects of design Focus on activity rather than content
  45. 45. Phase 2: Interviews and focus groups/workshops Compendium LD, +
  46. 46. Current focus Adaptation of Compendium Inclusion of tailored and adaptive help Fact finding interviews & focus groups/workshop Support: external resources and case studies Tools comparison (Compendium, LAMs, JISC, etc) Innovation: Focus on other approaches to design and technology innovation - web 2.0 In-depth course team evaluations
  47. 47. OpenLearn: Global warming Patrick McAndrew
  48. 48. OpenLearn: Global warming Patrick McAndrew
  49. 49. OpenLearn: Global warming Patrick McAndrew
  50. 50. OpenLearn: Global warming Patrick McAndrew
  51. 51. OpenLearn: Global warming Patrick McAndrew
  52. 52. Openlearn: Spanish Andreia Santos
  53. 53. Openlearn: Spanish Andreia Santos
  54. 54. Openlearn: Spanish Andreia Santos
  55. 55. Openlearn: Spanish Andreia Santos
  56. 56. OER specific IsSUes and uses
  57. 57. OER specific IsSUes and uses Means of representing design and facilitating re-use
  58. 58. OER specific IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities
  59. 59. OER specific IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: informal learning, original design not explicit learners in isolation or community generated networks
  60. 60. OER specific IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: Potential uses: informal learning, At start of design process original design not explicit To balance a set of activities learners in isolation or To critically deconstruct community generated networks
  61. 61. OER specific IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: Potential uses: informal learning, At start of design process original design not explicit To balance a set of activities learners in isolation or To critically deconstruct community generated networks Benefits: Thinking differently Visualisation Communication Collaboration
  62. 62. OER specific IsSUes and uses Means of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs: Potential uses: informal learning, At start of design process original design not explicit To balance a set of activities learners in isolation or To critically deconstruct community generated networks Benefits: Drawbacks: Thinking differently Level of granularity Visualisation Trade off: time investment/benefit Communication Novice vs. expert users Collaboration
  63. 63. Interviews
  64. 64. Interviews Process
  65. 65. Interviews Process Support
  66. 66. Interviews Process Support Representation
  67. 67. Interviews Process Support Representation Barriers
  68. 68. Interviews Process Support Representation Barriers Evaluation
  69. 69. Interviews Process Constraints ‘From the heart’ Tacit nature Support Representation Sum greater than parts The ‘big’ idea Interactive Barriers design Shared vision Evaluation Serendipity Link to assessment
  70. 70. course level view n-depth course evaluation: H800
  71. 71. course level view n-depth course evaluation: H800 Identifying LD themes
  72. 72. course level view n-depth course evaluation: H800 Identifying LD themes Mapping the design process Evaluation of adopting an ‘LD approach’ as a course develops
  73. 73. Other features: LD temples
  74. 74. ther features: contextual guidance
  75. 75. ther features: daptive help
  76. 76. Generic Issues
  77. 77. Generic Issues Adopting a Learning Design mindset
  78. 78. Generic Issues Adopting a Learning Design mindset Degree of control between tool and user
  79. 79. Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level
  80. 80. Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation and levels of granularity
  81. 81. Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation and levels of granularity Sustainable user-generated activities
  82. 82. Generic Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation and levels of granularity Sustainable user-generated activities Roll out and support: research vs. practice
  83. 83. Next steps
  84. 84. Next steps Map of more OpenLearn content, identification of OER specific issues
  85. 85. Next steps Map of more OpenLearn content, identification of OER specific issues Wider scope focus groups and workshops
  86. 86. Next steps Map of more OpenLearn content, identification of OER specific issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’
  87. 87. Next steps Map of more OpenLearn content, identification of OER specific issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’ ScreenCam walk throughs: 1. Using Compendium for design 2. Audio/visual of design process
  88. 88. Next steps Map of more OpenLearn content, identification of OER specific issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’ ScreenCam walk throughs: 1. Using Compendium for design Library of learning activities 2. Audio/visual of design process based on OpenLearn content
  89. 89. Next steps Map of more OpenLearn content, identification of OER specific issues Wider scope focus groups LD Openlearn icons or and workshops library of ‘clip art’ icons to give user ownership’ ScreenCam walk throughs: 1. Using Compendium for design Library of learning activities 2. Audio/visual of design process based on OpenLearn content Evaluation and refinement
  90. 90. Learning Design Conole, G. and Weller, M. (forthcoming), Using learning design as a framework for the design and reuse of OER, OpenLearning Conference, Milton Keynes Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design methodology to foster adn support creativity in design Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography – software tools and mapping techniques Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference, July 2007, Greenwich Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and scaffolding learning design, EDEN conference, June 2007, Naples

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