1. Gráinne Conole
University of Leicester
OLDS MOOC – Week 3

2. Learning outcomes
• Conceptualise the learning design process from
different perspectives
• Apply a range of learning design resources, tools
and methods to a learning intervention
• Critique a range of pedagogical approaches and
the role played by different technologies in
supporting these
• Review and debate the theoretical underpinnings
of learning design
• Develop an innovative storyboard, learning
activities and a structure for implementation

3. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills

4. Learning Design
Shift from belief-based, implicit
approaches to design-based, explicit
approaches
Learning Design
A design-based approach to
creation and support of courses
Encourages reflective, scholarly practices
Promotes sharing and discussion

5. Gabi Witthaus
Ming Nie

6. 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

7. Course features
http://cloudworks.ac.uk/cloud/view/5950
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration

8. Theory based Practice based Cultural
Aesthetics
Professional
Principles
Political
Sustainable
International Serendipitous Community based

9. Inquiry based Problem based Case based
Dialogic
Collaborative
Pedagogical
approaches
Situative
Constructivist
Vicarious Didactic Authentic

10. Learning pathway Mentoring Peer support
Scaffolded
Step by step
Guidance &
Support
Study skills
Library support
Tutor directed Help desk Remedial support

11. Brainstorming Concept mapping Annotation
Assimilative
Modeling
Content &
Activities
Jigsaw
Pyramid
Aggregating Learner generated Information
resources content handling

12. Diagnostic E-Assessment E-Portfolio
Formative
Feed forward
Reflection &
Demonstration
Summative
Reflective
Peer feedback Vicarious Presentation

13. Structured debate Flash debate Group project
Group
Peer critique
aggregation
Communication &
Collaboration
Group
presentation Group project
Question &
Flash debate For/Against debate
Answer

14. Activity: 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.
Linoit canvas
E-tivity Rubric: http://tinyurl.com/SPEED-e4

15. Activity: 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://tinyurl.com/SPEED-e5

16. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment

17. Activity: Activity Profile
Purpose: To consider the balance of activity types that will be
included in your module/course.
Activity Profile Flash Widget
E-tivity Rubric: http://tinyurl.com/SPEED-e6

18. Activity: 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.
Linoit Canvas
E-tivity Rubric: http://tinyurl.com/SPEED-e8

19. Storyboard
http://linoit.com

20. The 7Cs of Learning Design
Vision
Conceptualise
Activities
Capture Communicate Collaborate Consider
Synthesis
Combine
Implementation
Consolidate

21. Conceptualise
• Vision for the
course, including: Conceptualise
– Why, who and what you want to
design Course Features
– The key principles and Personas
pedagogical approaches
– The nature of the learners

22. Capture
• Finding and creating
interactive materials Capture
– Undertaking a resource audit of
existing OER Resource Audit
Learner Generate
– Planning for creation of Content
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content

23. Communicate
• Designing activities that foster
communication, such as: Communicate
– Looking at the affordances of
the use of different tools to Affordances
promote communication E-moderating
– Designing for effective online
moderating

24. Collaborate
• Designing activities that foster
collaboration, such as: Collaborate
– Looking at the affordances of
the use of different tools to Affordances
promote collaboration CSCL Ped.
Patterns
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.

25. Consider
• Designing activities that foster
reflection Collaborate
• Mapping Learning Outcomes
LOs/Assessment
(LOs) to assessment Assessment
• Designing assessment Ped. Patterns
activities, including
– Diagnostic, formative, summativ
e assessment and peer
assessment

26. Combine
• Combining the learning activities
into the following:
– Course View which provides a Combine
holistic overview of the nature of
the course Course View
– Activity profile showing the
amount of time learners are Activity Profile
spending on different types of
activities Storyboard
– Storyboard: a temporal sequence Learning Pathway
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs

27. Consolidate
• Putting the completed design
into practice
Combine
– Implementation: in the
classroom, through a VLE or using Implementation
a specialised Learning Design tool
evaluation
– Evaluation of the effectiveness of
the design Refinement
– Refinement based on the Sharing
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks