Your SlideShare is downloading. ×
7Cs Learning Design Generic Workshop Slides
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

7Cs Learning Design Generic Workshop Slides


Published on

This presentation is based on a pilot study during March and April 2012, in which we experimented with the integration of resources from the University of Leicester's Carpe Diem learning design …

This presentation is based on a pilot study during March and April 2012, in which we experimented with the integration of resources from the University of Leicester's Carpe Diem learning design workshop programme and the OU's OULDI materials.

The slides are designed to enable a learning design workshop facilitator to lead a two to three day face-to-face workshop, or a two-to-three week long online workshop. It takes participants systematically through a series of eight learning design "e-tivities", and provides guidance and support for both the workshop facilitator and the participants at each stage in the process.

More info at

Published in: Education, Technology

  • Be the first to comment

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • For participants to fill in – silent brainstorm.
  • First askparticipants to guesswhat the colours represent. (See previous slide.)
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel
  • Transcript

    • 1. The 7Cs of Learning Design: A Pilot Workshop Slides by Gabi Witthaus, based on two Carpe Diem-OULDI workshops:one with SAIDE (South African Institute for Distance Education), and one with the Beyond Distance Research Alliance, March-April 2012. Background info and more resources available from Picture by mckaysavage on flickr
    • 2. In course teams, before the workshop: • Create your own Course Mission Statement • Write+-6 high-level outcome statements for your course • Commit to whole process, including putting your hands on VLE E-tivity 8: E-tivity 1: Consider Action Planning your Course Features E-tivity 7: Put it all E-tivity 2: Develop together on the VLE/ your Course Map LMS Reality check by learner/ peer E-tivity 6: Develop E-tivity 3: Develop your your e-tivities Activity Profile E-tivity 4: Develop E-tivity 5: Do a Learning your Storyboard (including Design Resource Audit assessment plans)Note: This workshop is structured around eight e-tivities, which are done in course teams. This diagram gives an overview of the e-tivities. Each e-tivity will require frequent cross-checking and updating of outputs of earlier e-tivities, especially those within same-colour groups. E-tivity 8 may leadback to any or all of the outputs of previous e-tivities. The whole flow can be done in a face-to-face workshop (2-3 full days) or online (over 2-3weeks). If done online, the e-tivities are done by course teams asynchronously, and there is a synchronous session in between each e-tivity to reflecton the previous e-tivity and prepare for the next one. Whether conducted face-to-face or online, all e-tivities are done in a Wiki, which is created forparticipants before the workshop begins.
    • 3. Background to the workshop: a brief web tour • Carpe Diem website: • OULDI website: • 7Cs OER page: • Cloudworks cloudscape: • More about Cloudworks (from Cambridge blog): • VLE for this workshop [Facilitator to provide]
    • 4. Silent brainstorm: How to ruin a course [Participants to fill this space ] When you are finished, you might want to add your points to
    • 5. E-tivity 1: Consideryour Course Features
    • 6. Intro to E-tivity 1: Consider your Course Features Course Features E-tivity Rubric:
    • 7. Course Features viewed on (unsorted)This canvas is available (read-only) at . Youcan create your own canvases by opening a free account at .
    • 8. Course Features – additional resources• Course features explanation in JISC DesignStudio:• Course features instructions on Cloudworks:• Course Features resources (Leicester), including cut- out cards in Excel: in some resources, “Course Features” are referred to as “Pedagogical Features”.
    • 9. Reflection on Course Features e-tivity• Did individuals in the teams have different views on any of these key aspects? If so, what were these?• Did you understand any of the terms in different ways? If so, what were these?• Did you have any ideas as to what the colours represented? See next slide ;-)• Did you have significantly more or fewer of any colour? What might be the implications for learners of this?
    • 10. Course Features Key• Green = collaboration and communication• Blue = content and student experience• Purple = reflection and demonstration• Orange = guidance and support
    • 11. E-tivity 2: Developyour Course Map
    • 12. Brainstorm: What are discussion forums, blogs and wikis good for? [Participants to fill this space ] Discussion forums Blogs Wikis
    • 13. Intro to E-tivity 2: Develop your Course Map Course Map E-tivity Rubric:
    • 14. Course Map TemplateCourse Map template in Word format:
    • 15. Course Map – the Categories Explained
    • 16. Course map – additional resources• Course map explanation in JISC DesignStudio:• Course map instructions on Cloudworks:• Cambridge blog on Course Map:• Course Map resources (Leicester):
    • 17. Reflection on Course Map E-tivity• Which quadrants were easier to fill in? Which were more difficult?• Did you make any changes to your Course Features lists as a result of your Course Map?• Is your Course Map aligned with your course mission statement and overarching outcomes?• Are there aspects of the Course Map that you would like to return to later in the workshop?
    • 18. Silent brainstorm – How’s the course going so far? Add your comments: [Participants to fill this space ] Surprises Great Discoveries Frustrations Highlights
    • 19. E-tivity 3: Develop your Activity Profile
    • 20. Intro to E-tivity 3: Develop your Activity Profile E-tivity 3 rubric:
    • 21. Activity Profile – key
    • 22. Activity Profile – additional resources• Flash version (saves as JPEG and cannot be edited afterwards):• Excel version:• Activity profile explanation in JISC DesignStudio:• Activity profile instructions on Cloudworks:• Cambridge blog on activity profile:• Activity profile resources (Leicester): Note: in some resources the Activity Profile is referred to as the Pedagogy Profile.
    • 23. Salmon’s five-stage modelGilly Salmon, 2009:
    • 24. Reflection on Activity Profile E-tivity• Were there any surprises for your group in the way your profile turned out?• Did you feel that different activity types were needed at different stages in your course (in terms of Salmon’s 5-stage model)?• Is your Activity Profile aligned with your course mission statement, overarching outcomes and Course Map?• Are there aspects of the Activity Profile that you would like to return to later in the workshop?
    • 25. E-tivity 4: Developyour Storyboard (including assessment plans)
    • 26. Brainstorm: Learning Outcomes [Participants to add to these columns]“Soft” outcome verbs “Hard” outcome verbsAppreciate ArgueUnderstand Create
    • 27. Assessment plans (to be discussed in course teams)1. WHAT must be assessed?2. We would like to assess in THESE WAYS (e.g. through an exam, assignment, etc):3. We would rather NOT assess in these ways:4. We will exploit technology for formative and summative assessment by… (e.g. by setting up a multiple-choice exam on our VLE; by providing formative feedback on e-tivities):5. The work done during the course will contribute to formative and summative assessment in these ways:6. Formative feedback will be offered by tutors and peers in these ways and using these technologies:7. Peer-assessment will be built into our course as follows:
    • 28. Intro to E-tivity 4: Develop your Storyboard Storyboard E-tivity rubric:
    • 29. Storyboard Template Viewed on Linoit.comThis canvas is available (read-only) at . Youcan create your own canvases by opening a free account at .
    • 30. Storyboard – Additional Resources• Outcomes verbs selection – CogenT toolkit (University of Gloucestershire) :• Learning Outcomes view activity (OULDI):• Storyboard resources (Leicester):
    • 31. Reflection on Storyboard e-tivity• Does your Storyboard reflect the alignment of your outcomes, assessment, content and learning activities?• Did you make any changes to your Course Features, Course Map and Activity Profile while developing the Storyboard?• Are there aspects of the Storyboard that you would like to return to later in the workshop?
    • 32. E-tivity 5: Do a Learning Design Resource Audit
    • 33. Discuss: How are you reusing OERs? Design Low-cost StrategicCurriculum Enhancement Enhancement Delivery Rapid Planned Enhancement Enhancement Used as is Repurposed (Just-in-time) (Structured) OER Armellini and Nie, 2012 ( )
    • 34. Intro to E-tivity 5: Learning Design Resource Audit Learning Design Resource Audit E-tivity Rubric:
    • 35. Example of a Completed LD Resource Audit Format Content (under the Text & graphics Audio Video Slides (e.g. Other (e.g. Adobeappropriate licences) PowerPoint) Presenter) OER for section 1. Reflective task fromWhat I find and reuse iTunesU resources for Slideshare resource for Organisation X’s source Z. Podcast for section is sections 1 and 7. section 5. website. Guidelines on assignment writing. OER for section 2.What I find, tweak and Assessment rubric fromuse W.What I find, repurpose New podcast based on Slides adapted from OER for section 3.and use X. resource Y.What I create for this Introduction to all 5 to 8-minute A 5-minute talking Support slides for Detailed presentationsmodule sections of the module. summaries of key head to introduce the sections 4, 7 and 8. for sections 2, 3 and 6. 5 e-tivities. Summaries. points per section. programme and the Assessment rubrics. Advice and guidance academic team. for assessment. Feedback on draft assignments.
    • 36. OER search mini-workshop1. Search for one key phrase for your course in:a) OER Commons: www.oercommons.orgb) JorumOpen: Xpert: Open Courseware Consortium: www.ocwconsortium.orge) OU LabSpace: Google with usage rights filter (“Free to use share or modify”): Or any repository listed at Then compare search results with your colleagues.
    • 37. Learning Design Resource Audit: additional resources • JISC OER Infokit: • For guidance and resources on attribution of OERs and CC-licensed images, see: • Learning Design Resource Audit resources (Leicester):
    • 38. Reflection on Learning Design Resource Audit• How has the resource audit contributed to the development of your course?• Did you identify any gaps that could be filled by OERs? If yes, how do you intend to use OERs in terms of the 4 quadrants: rapid, strategic, low-cost or planned enhancement?• Did you make any changes to your Course Map, Activity Profile or Storyboard while doing the resource audit?• What further work remains to be done on the resource audit?
    • 39. Brainstorm: What progress have you made on your course so far? [Participants to add to the relevant columns] Course Team 1 [Name of course] Course Team 2 [Name of course] Course Team 3 [Name of course]
    • 40. E-tivity 6: Develop your e-tivities
    • 41. Intro to E-tivity 6: Develop your e-tivities “Develop your E-tivities” E-tivity Rubric:
    • 42. E-tivities development – additional resources• “Develop your E-tivities” resources (Leicester), including “How to create e-tivities” and Reality Checker’s Form:• Task swimlane activity (another way of designing at the learning activity level):• Information literacy cards on JISC DesignStudio (for embedding information literacy in e-tivities):
    • 43. Questions for reflection on E-tivities development• Have you clearly articulated the main assessment tasks for this course?• Do the e-tivities reflect clear alignment with the outcomes and the assessment tasks?• Do you need to make any changes to your Course Map, Activity Profile, Storyboard or Learning Design Resource Audit to ensure better alignment with the e-tivities?• What did you learn from your Reality Checker? (E- tivities Reality Checker’s Form available at
    • 44. E-tivity 7: Put it alltogether on the VLE/ LMS
    • 45. Intro to E-tivity 7: “Put it all together on the VLE” “Put it all together on the VLE” E-tivity Rubric:
    • 46. An example VLE (LMS) design
    • 47. “Put it all together on the VLE”: additional resources •Slide presentation on using VLEs effectively from Goldsmiths’, University of London: •And for some creative inspiration: •“Put it all together on the VLE” resources (Leicester):
    • 48. Reflection on “Put it all together on the VLE” e-tivity • What did you learn from your reality checker(s) about your VLE design? • What decisions have you made about the way you will structure your materials and e-tivities on the VLE? • What work remains to be done to make the VLE student-ready?
    • 49. E-tivity 8:Action Planning
    • 50. A quick SWOT analysis on the courses being developed Strengths Weaknesses Opportunities Threats
    • 51. Intro to E-tivity 8: Action PlanningAction Planning E-tivity Rubric:
    • 52. And… off we go! Image by audi-insperation on Flickr
    • 53. Many thanks to the followingpeople, whose helping handsmay not always have been visible:•The OULDI and Carpe Diem projects for all the resources•Rebecca Galley for help with the planning•Prof. Grainne Conole for her input•Dr Ale Armellini for his input•Dr Ming Nie for the evaluation and support•SAIDE and BDRA workshop participants for their enthusiastic participation andconstructive feedback•JISC and the HEA for the funding that enabled the project Image by audi-insperation on Flickr