This is the introductory presentation for the workshop at Online Educa Berlin 2010 that was delivered by: (1) Charalambos Vrasidas, CARDET – UNIC, Cyprus (2) Gráinne Conole, The Open University, UK (3) Symeon Retalis, University of Piraeus, Greece

1. design-practice.org
This project is partially funded with support from the European Commission. This presentation reflects the views of the partners and the Commission
cannot be held responsible for any use which may be made of the information contained therein.
Charalambos Vrasidas, CARDET – UNIC, Cyprus
Gráinne Conole, The Open University, UK
Symeon Retalis, University of Piraeus, Greece
Usable Representations of Learning Design
for Educators and Instructional Designers

2. • Transfer innovation from Open University UK
and global perspectives from the International
Council for Educational Media
Leonardo Transfer of Innovation
2

3. • Advance educators’ and trainers lifelong
learning skills
• Develop educators’ learning design skills
• Better prepare them in integrating ICT in
teaching and training in innovative ways.
• Build a community of educators and trainers for
sharing, discussing, debating and improving
instructional activities and learning designs.
The Project Aims to …
3

4. Partners
4
CARDET
Open
University
UK
University of
Piraeus
Cyprus
Pedagogical
Institute
International
Council for
Educational
Media
Innovade LI
Ltd

5. • Design is an inherent part of educators’ practice
• Design’ is embedded in a teacher’s practice and
tends to be implicit (not formally articulated).
• There is a need to better understand the design
process
• There is a need to guide teachers in making
decisions about the creation of new learning
activities.
Why care about design?
5

6. • How do educators/ and
instructional designers
prepare education content &
learning activities?
• What decisions do they
make?
• How do they decide which
activities, resource and
technologies to incorporate?
• Where do they get support on
the process?
Driving Questions
6

7. • The process of planning, structuring and
sequencing learning activities,
• The product of the design process – the
documentation, representation(s), plan, or
structure) created either during the design
phase or later.
The term LD refers to …
7

8. • Specifications:
▫ IMS (2003) – represent
design for machine
interpretation & execution
• Modeling Approaches
▫ Design Patterns
▫ EML
▫ Task Swim Lanes
▫ Scripts
• Pedagogy – focus on the
learner and learning
Approaches
8
http://www.elearning.ac.uk/features/whyped

9. program
course
lesson
activity
Multiple layers of Learning Design
9

10. • Emphasis on learning and design,
rather than on instruction
Learning Design Vs Instructional Design
10

11. • Encourages reflection and
collaboration
• Captures good practice
▫ (implicit Vs explicit)
• Facilitates idea exchange
and feedback
Reflection and Collaboration
11

12. • Emphasis on Design
▫ Visual representation
▫ Creativity
▫ Innovation
▫ Problem solving
▫ Intentional collaborative
process
Creativity and Design Thinking
12
http://www.imindmap.com/articles/creativeThinkingMechanism.aspx

13. • Better selection of methods and tools
• Alignment of outcomes, with activities, tools, and
assessment
• Selection of tools according to their affordances
Learning Design Facilitates …
13
Outcomes Activities Assessment
TOOLS

14. • Theoretical and methodological challenges - a
very complex process
• Representations can vary in their form, role,
granularity and level of abstractness
• Learning design is embedded within established
cultural and social practices
• Issues that arise have to do with time,
ownership, sharing, how to become proficient in
skills of notation and representation and how to
externalise and articulate practice.
Challenges
14

15. www.design-practice.org
15

16. CONTACT INFO
16
• Charalambos Vrasidas,
▫ CARDET – UNIC, Cyprus
▫ vrasidas@cardet.org
• Gráinne Conole,
▫ The Open University, UK
▫ G.C.Conole@open.ac.uk
• Symeon Retalis
▫ University of Piraeus, Greece
▫ retal@unipi.gr
• http://www.design-practice.org
• http://cloudworks.ac.uk/cloudscape/view/2227