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

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

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

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

  • 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
  • 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/
  • 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
  • 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
  • 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/
  • http://www.larnacadeclaration.org/ http://gti.upf.edu/metis-meeting-teachers-co-design-needs-bymeans-of-integrated-learning-environments/
  • 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
  • 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
  • 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
  • Course features http://cloudworks.ac.uk/cloud/view/5950 • • • • • • Pedagogical approaches Principles Guidance and support Content and activities Reflection and demonstration Communication and collaboration
  • Theory based Practice based Aesthetics Cultural Professional Principles Political Sustainable International Serendipitous Community based
  • Inquiry based Problem based Dialogic Case based Collaborative Pedagogical approaches Situative Constructivist Vicarious Didactic Authentic
  • Learning pathway Mentoring Scaffolded Peer support Step by step Guidance & Support Study skills Library support Tutor directed Help desk Remedial support
  • Brainstorming Concept mapping Assimilative Annotation Modeling Content & Activities Jigsaw Pyramid Aggregating resources Learner generated content Information handling
  • Diagnostic E-Assessment Formative E-Portfolio Feed forward Reflection & Demonstration Summative Reflective Peer feedback Vicarious Presentation
  • Structured debate Group aggregation Flash debate Peer critique Communication & Collaboration Group presentation Pair debate Group project Group project For/Against debate Question & Answer
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • A2a: Forums, blogs and wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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/carpediem • 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyonddistance-research-alliance/7cs-workshop-resources • Cloudworkshttp://cloudworks.ac.uk/