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Gráinne ConoleUniversity of LeicesterOLDS MOOC – Week 3

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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

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Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills

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

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Gabi Witthaus Ming Nie

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The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidatehttp://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

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

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Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based

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Inquiry based Problem based Case basedDialogic Collaborative Pedagogical approachesSituative ConstructivistVicarious Didactic Authentic

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Learning pathway Mentoring Peer supportScaffolded Step by step Guidance & SupportStudy skills Library supportTutor directed Help desk Remedial support

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Brainstorming Concept mapping AnnotationAssimilative Modeling Content & ActivitiesJigsaw PyramidAggregating Learner generated Informationresources content handling

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Diagnostic E-Assessment E-PortfolioFormative Feed forward Reflection & DemonstrationSummative ReflectivePeer feedback Vicarious Presentation

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Structured debate Flash debate Group projectGroup Peer critiqueaggregation Communication & CollaborationGrouppresentation Group project Question &Flash debate For/Against debate Answer

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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 canvasE-tivity Rubric: http://tinyurl.com/SPEED-e4

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Activity: Course MapPurpose: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.E-tivity Rubric: http://tinyurl.com/SPEED-e5

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

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

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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 CanvasE-tivity Rubric: http://tinyurl.com/SPEED-e8

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Storyboard http://linoit.com

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The 7Cs of Learning Design Vision Conceptualise ActivitiesCapture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate

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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

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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

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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

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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.

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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

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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

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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