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Conole ld seminar


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Conole ld seminar

  1. 1. Designing for learning: The state of the art in learning design <ul><li>Gráinne Conole </li></ul><ul><li>University of Leicester, [email_address] </li></ul><ul><li>Learning Design Seminar, Online Educa, 1/12/11 </li></ul>
  2. 2. Overview <ul><li>Creativity and new media </li></ul><ul><li>The learning design field </li></ul><ul><li>Visual representations </li></ul><ul><li>Collaboration </li></ul><ul><li>E-learning papers special issue </li></ul><ul><li>Related activities </li></ul>
  3. 3. Creating something new (physical artefact or concept) that is novel and valuable Social and participatory media offer new ways to share, communicate and collaborate
  4. 4.
  5. 5. A new learning design methodology Encourages reflective, scholarly practices Promotes sharing and discussion Shift from belief-based , implicit approaches to design-based , explicit approaches A Research-Based Design approach to creation and support of courses
  6. 6. Definition A methodology for enabling teachers/designers to make more informed decision s in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.
  7. 7. Learning design: defining the field Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer Open Learning Design Methodology Openness Communities and interactions Design representations and tools Mediating Artefacts Affordances Social and participatory media Theory and methodology Related fields
  8. 8. Visualisations: making design explicit Course map Learning outcomes Course dimensions Task swimlane Pedagogy profile
  9. 9. Visualisation tools Pen, paper and stickers Learning Design tools Learning designer Webcollege Standard tools Excel
  10. 10. Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshop Cloudworks Space to share and discuss
  11. 11. E-learning papers special issue <ul><li>Background </li></ul><ul><ul><li>Potential of social and participatory media </li></ul></ul><ul><ul><li>Plethora of new technologies and OER but little uptake </li></ul></ul><ul><ul><li>Range of issues (technical, pedagogical and organisational) </li></ul></ul><ul><li>Focus </li></ul><ul><ul><li>How can learning interventions be represented? </li></ul></ul><ul><ul><li>Implications of new media for learners, teachers & institutions? </li></ul></ul><ul><ul><li>What new pedagogies are emerging? </li></ul></ul><ul><ul><li>How are OER being design, used & repurposed? </li></ul></ul><ul><ul><li>What are the implications of free resources, tools & courses? </li></ul></ul>
  12. 12. 1. Typologies of learning design <ul><li>LD as: concept, process and product </li></ul><ul><li>Example : A virtual field history trip in LAMS </li></ul>Eva Dobozy
  13. 13. 2. Patterns to design TEL scenarios <ul><li>Importance of more formal LD representations </li></ul><ul><li>Example: application to teaching computing curriculum </li></ul><ul><li>Patterns as mediators between pedagogy and technology </li></ul>Félix Buendía-García José Vte. Benlloch-Dualde
  14. 14. 3. Students as designers <ul><li>Challenges traditional transmission modes of pedagogy </li></ul><ul><li>Requires teachers to give some control to students </li></ul><ul><li>Describes two case studies </li></ul><ul><li>Exploiting potential of social media </li></ul><ul><li>Encourages deeper engagement in the learning process </li></ul>Leanne Cameron MiriamTanti
  15. 15. 4. Collaborative Constructive Participation <ul><li>Application of well established pedagogical principles: Community of learners, Community of Practice, socio-constructivism, dialogic learning, and knowledge building </li></ul><ul><li>Consists of a 3-level assessment tool for web-based discussions </li></ul>Ligorio M. Beatrice Cucchiara Stefania
  16. 16. 5. Knowledge building <ul><li>Action research on use of Web 2.0 tools in the classroom </li></ul><ul><li>Knowledge building enables student to be active participants </li></ul>Gail Casey
  17. 17. 6. Invitational online learning environments <ul><li>Importance of respect, trust, intentionality, and optimism </li></ul><ul><li>Reports on . Arts-based learning interventions like Reflective Poetry, Minute at the Movies Analysis, “Our Community” Soap Scenes, and Theme Songs </li></ul><ul><li>Inexpensive, adaptable interventions enhance learning environments by encouraging human connections and creativity </li></ul>Beth Perry Katherine J. Janzen Margaret Edwards,
  18. 18. Learning design grid <ul><li>Network of learning design researchers </li></ul><ul><li>Art and Science of Learning Design conference </li></ul><ul><li>Learning design workshop , Online Educa </li></ul><ul><li>Working towards a gl obal network: DesignNet </li></ul>
  19. 19. Learning Design and LAMS conference <ul><li>LAMS – Learning Activity Management System </li></ul><ul><li>Annual conference </li></ul>
  20. 20. Questions <ul><li>Is there a tension between LD as a creative process and - LD as precision? </li></ul><ul><li>Does visualising design make it more explicit and sharable? </li></ul><ul><li>Could LD design as a methodology be a means of achieving educational transformation through technology? </li></ul>
  21. 21. Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer Chapters on dropbox: [email_address]