The 7Cs of Learning Design:
How it really happens
Terese Bird and GrainneConole
Learning Technologist & SCORE Research Fel...
7Cs and Carpe Diem Successes
Course

Achievement

Website

Criminology iPad DL
Masters (war zones)

Shortlisted for E-Lear...
Outline
• An overview of learning design
• Activities
– A1: How to ruin a course
– A2: Course Features
– A3: Resource audi...
Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources ...
Multi-tasking

Digital literacy skills

Judgment

Performance

Collective
Intelligence

Simulation

Transmedia
Navigation
...
http://www.larnacadeclaration.org/

http://gti.upf.edu/metis-meeting-teachers-co-design-needs-bymeans-of-integrated-learni...
Learning Design
Shift frombelief-based, implicit
approaches todesignbased,explicit approaches
Learning Design
A design-bas...
The 7Cs of Learning Design
Vision

Conceptualise

Activities
Capture

Communicate

Collaborate

Consider

Synthesis
Combin...
Conceptualise
• Vision for the course,
including:
– Why, who and what you want to
design
– The key principles and
pedagogi...
Course features

http://cloudworks.ac.uk/cloud/view/5950

•
•
•
•
•
•

Pedagogical approaches
Principles
Guidance and supp...
Theory based

Practice based

Aesthetics

Cultural

Professional

Principles

Political
Sustainable

International

Serend...
Inquiry based

Problem based

Dialogic

Case based

Collaborative

Pedagogical
approaches
Situative
Constructivist

Vicari...
Learning pathway

Mentoring

Scaffolded

Peer support

Step by step

Guidance &
Support
Study skills
Library support

Tuto...
Brainstorming

Concept mapping

Assimilative

Annotation

Modeling

Content &
Activities
Jigsaw
Pyramid

Aggregating
resou...
Diagnostic

E-Assessment

Formative

E-Portfolio

Feed forward

Reflection &
Demonstration
Summative
Reflective

Peer feed...
Structured debate

Group
aggregation

Flash debate

Peer critique

Communication &
Collaboration

Group
presentation

Pair...
Capture
• Finding and creating
interactive materials
– Undertaking a resource audit of
existing OER
– Planning for creatio...
Communicate
• Designing activities that foster
communication, such as:
– Looking at the affordances of
the use of differen...
Collaborate
• Designing activities that foster
collaboration, such as:
– Looking at the affordances of
the use of differen...
Consider
• Designing activities that foster
reflection
• Mapping Learning Outcomes
(LOs) to assessment
• Designing assessm...
Combine
• Combining the learning activities
into the following:
– Course View which provides a
holistic overview of the na...
Consolidate
• Putting the completed design
into practice
– Implementation: in the classroom,
through a VLE or using a
spec...
A1: How to ruin a course
Purpose: To consider the ways in which technologies can ruin a course
and creation of strategies ...
A2: Course Features
Purpose: To consider the features you want to include in your
module/course, which will determine not ...
A2a: Forums, blogs and wikis
Purpose: To consider the use of three central, LMS-based tools for interaction
Discussion For...
A2a: Forums, blogs and wikis
Purpose: To consider the use of three central, LMS-based tools for interaction
Discussion For...
A3: Resource audit
Purpose: To identify which free resources (Open Educational Resources) to
include in your course/module...
A4: Course Map
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content an...
A5: Activity Profile
Purpose: To consider the balance of activity types that will be
included in your module/course.

Acti...
Week 1
Topic 1

Week 2
Topic 2

Week 3
Topic 3

Week 4
Topic 4

Learning
Outcomes
LO1
LO2
LO3
LO4

Start

Assessment

End
...
A6: Storyboard
Purpose: To develop a storyboard for your module/course in which
the learning outcomes are aligned with the...
A7: Rubrics for evaluation
Purpose: To devise a set of criteria for evaluating the success of the
design in a real learnin...
Evaluation and Action Plan
http://www.slideshare.net/GrainneConole

http://www.le.ac.uk/ili
grainne.conole@le.ac.uk
http://e4innovation.com
Useful sites and resources
• OULDI website
http://www.open.ac.uk/blogs/OULDI/
• Carpe Diem website
http://www.le.ac.uk/car...
Upcoming SlideShare
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7Cs of Learning Design: How it really happens - UNISA Benchmark Workshop

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This description of practical 7Cs of Learning Design training was presented for delegates of University of South Africa, 24 February 2014 at University of Leicester

Published in: Education

7Cs of Learning Design: How it really happens - UNISA Benchmark Workshop

  1. 1. The 7Cs of Learning Design: How it really happens Terese Bird and GrainneConole Learning Technologist & SCORE Research Fellow 24 February, 2014 Benchmarking visit with UNISA
  2. 2. 7Cs and Carpe Diem Successes Course Achievement Website Criminology iPad DL Masters (war zones) Shortlisted for E-Learning Award 2013 for iPad and App development; all UoL Criminology DL courses will now follow this model http://www.le.ac.uk/placesmlearn Forensic Science DL Masters Crime Inv Chosen to be 2nd UleicesterFutureLearn MOOC http://www.le.ac.uk/forensic Theatre for a Change Charity: Reproductive Health Training In progress – eBooks for any mobile device, using Facebook as VLE http://tinyurl.com/uol-tfac Orthopaedics& Trauma; Emergency Medicine; Mentoring Firstelearning courses in East Midlands Hospitals http://www.eastmidlandsme ntoring.co.uk/
  3. 3. Outline • An overview of learning design • Activities – A1: How to ruin a course – A2: Course Features – A3: Resource audit – A4: Course Map – A5: Activity Profile – A6: Story board – A7: Evaluation Rubric • Evaluation
  4. 4. Promise and reality Social and participatory media offer new ways to communicate and collaborate Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack of time and skills
  5. 5. Multi-tasking Digital literacy skills Judgment Performance Collective Intelligence Simulation Transmedia Navigation Appropriation Networking Play Negotiation Distributed cognition Creativity Lisa Marie Blaschke on fb Jenkins et al., 2006 http://edudemic.com/2013/04/important-21st-century-skills/
  6. 6. http://www.larnacadeclaration.org/ http://gti.upf.edu/metis-meeting-teachers-co-design-needs-bymeans-of-integrated-learning-environments/
  7. 7. Learning Design Shift frombelief-based, implicit approaches todesignbased,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practices Promotessharing and discussion http://olds.ac.uk
  8. 8. The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
  9. 9. Conceptualise • Vision for the course, including: – Why, who and what you want to design – The key principles and pedagogical approaches – The nature of the learners Conceptualise Course Features Personas
  10. 10. Course features http://cloudworks.ac.uk/cloud/view/5950 • • • • • • Pedagogical approaches Principles Guidance and support Content and activities Reflection and demonstration Communication and collaboration
  11. 11. Theory based Practice based Aesthetics Cultural Professional Principles Political Sustainable International Serendipitous Community based
  12. 12. Inquiry based Problem based Dialogic Case based Collaborative Pedagogical approaches Situative Constructivist Vicarious Didactic Authentic
  13. 13. Learning pathway Mentoring Scaffolded Peer support Step by step Guidance & Support Study skills Library support Tutor directed Help desk Remedial support
  14. 14. Brainstorming Concept mapping Assimilative Annotation Modeling Content & Activities Jigsaw Pyramid Aggregating resources Learner generated content Information handling
  15. 15. Diagnostic E-Assessment Formative E-Portfolio Feed forward Reflection & Demonstration Summative Reflective Peer feedback Vicarious Presentation
  16. 16. Structured debate Group aggregation Flash debate Peer critique Communication & Collaboration Group presentation Pair debate Group project Group project For/Against debate Question & Answer
  17. 17. Capture • Finding and creating interactive materials – Undertaking a resource audit of existing OER – Planning for creation of additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content Capture Resource Audit Learner Generate Content
  18. 18. Communicate • Designing activities that foster communication, such as: – Looking at the affordances of the use of different tools to promote communication – Designing for effective online moderating Communicate Affordances E-moderating
  19. 19. Collaborate • Designing activities that foster collaboration, such as: – Looking at the affordances of the use of different tools to promote collaboration – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc. Collaborate Affordances CSCL Ped. Patterns
  20. 20. Consider • Designing activities that foster reflection • Mapping Learning Outcomes (LOs) to assessment • Designing assessment activities, including – Diagnostic, formative, summative assessment and peer assessment Collaborate LOs/Assessment Assessment Ped. Patterns
  21. 21. Combine • Combining the learning activities into the following: – Course View which provides a holistic overview of the nature of the course – Activity profile showing the amount of time learners are spending on different types of activities – Storyboard: a temporal sequence of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs Combine Course View Activity Profile Storyboard Learning Pathway
  22. 22. Consolidate • Putting the completed design into practice – Implementation: in the classroom, through a VLE or using a specialised Learning Design tool – Evaluation of the effectiveness of the design – Refinement based on the evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks Combine Implementation evaluation Refinement Sharing
  23. 23. A1: How to ruin a course Purpose: To consider the ways in which technologies can ruin a course and creation of strategies to avoid these problems • List the ten ways in which technologies can ruin a course • Consider strategies to avoid these issues E-tivity Rubric: hhttp://tinyurl.com/m3x32se
  24. 24. A2: Course Features Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience. E-tivity Rubric: http://goo.gl/CRpc5
  25. 25. A2a: Forums, blogs and wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis
  26. 26. A2a: Forums, blogs and wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Reflection Collaboration Feedback Problem solving Encouraging participation Ice breaker Observation opportunity Idea generation Are they really good for all? Diversity of students Blogs Expression Communicating successes and pitfalls Dissemination of information Facilitates in the moment thought! Audience and affirmation and reaction Reflection Wikis Collaboration Idea development Project collaboration Students and self esteem Using existing wikis as a critical resource
  27. 27. A3: Resource audit Purpose: To identify which free resources (Open Educational Resources) to include in your course/module, how much they need adapting and which new resources you need to create. • E-tivity Rubric: http://goo.gl/C31yv
  28. 28. A4: Course Map Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration. E-tivity Rubric: http://goo.gl/Z5eu7 Actual sheet: http://tinyurl.com/coursemap7cs
  29. 29. A5: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. ActivityProfile Flash Widget • • E-tivity Rubric: http://goo.gl/WMIzu Flash spreadsheet: http://tinyurl.com/activityprofile
  30. 30. Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 Learning Outcomes LO1 LO2 LO3 LO4 Start Assessment End LO1 LO2 LO3 LO4
  31. 31. A6: Storyboard Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities. E-tivity Rubric: http://goo.gl/z1VON
  32. 32. A7: Rubrics for evaluation Purpose: To devise a set of criteria for evaluating the success of the design in a real learning context • Brainstorming some criteria to evaluate the success of the design in a real learning context • Try and focus on measurable/observable things • Think about what data collection you might use – classroom observation, surveys, interviews • Post its: Things I liked, room for improvement, etc.
  33. 33. Evaluation and Action Plan
  34. 34. http://www.slideshare.net/GrainneConole http://www.le.ac.uk/ili grainne.conole@le.ac.uk http://e4innovation.com
  35. 35. Useful sites and resources • OULDI website http://www.open.ac.uk/blogs/OULDI/ • Carpe Diem website http://www.le.ac.uk/carpediem • 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyonddistance-research-alliance/7cs-workshop-resources • Cloudworkshttp://cloudworks.ac.uk/
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