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Conole workshop mobillearn


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Conole workshop mobillearn

  1. 1. The 7Cs of Learning Design Gráinne Conole and Terese Bird University of Leicester 30th September – 1st October 2013 Pre-conference workshop Singapore National Teaching Fellow 2012
  2. 2. Introductions • Say who you are and what you hope to get out of the workshop • During the day add comments to the reflection sheet
  3. 3. 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
  4. 4. 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
  5. 5. Digital literacy skills Creativity Multi-tasking Performance Simulation Appropriation Play Distributed cognition Judgment Collective Intelligence Transmedia Navigation Networking Negotiation Jenkins et al., 2006 Lisa Marie Blaschke on fb
  6. 6. means-of-integrated-learning-environments/
  7. 7. Learning Design Shift from belief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses
  8. 8. The 7Cs of Learning Design Conceptualise Vision CommunicateCapture ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation
  9. 9. 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
  10. 10. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration
  11. 11. Principles Theory based Practice based Cultural Aesthetics Political International Serendipitous Community based Sustainable Professional
  12. 12. Pedagogical approaches Inquiry based Problem based Case based Dialogic Situative Vicarious Didactic Authentic Constructivist Collaborative
  13. 13. Guidance & Support Learning pathway Mentoring Peer support Scaffolded Study skills Tutor directed Help desk Remedial support Library support Step by step
  14. 14. Content & Activities Brainstorming Concept mapping Annotation Assimilative Jigsaw Aggregating resources Learner generated content Information handling Pyramid Modeling
  15. 15. Reflection & Demonstration Diagnostic E-Assessment E-Portfolio Formative Summative Peer feedback Vicarious Presentation Reflective Feed forward
  16. 16. Communication & Collaboration Structured debate Flash debate Group project Group aggregation Group presentation Pair debate For/Against debate Question & Answer Group project Peer critique
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. A1: How to ruin a course • List the ten ways in which technologies can ruin a course • Consider strategies to avoid these issues Purpose: To consider the ways in which technologies can ruin a course and creation of strategies to avoid these problems E-tivity Rubric: h
  24. 24. Discussion
  25. 25. Discussion
  26. 26. Discussion
  27. 27. Discussion
  28. 28. A2: Course Features E-tivity Rubric: 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.
  29. 29. A2a: Forums, blogs and wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis
  30. 30. A2a: Forums, blogs and wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis Reflection Collaboration Feedback Problem solving Encouraging participation Ice breaker Observation opportunity Idea generation Are they really good for all? Diversity of students Expression Communicating successes and pitfalls Dissemination of information Facilitates in the moment thought! Audience and affirmation and reaction Collaboration Idea development Project collaboration Students and self esteem Using existing wikis as a critical resource
  31. 31. A3: Resource audit • E-tivity Rubric: 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.
  32. 32. A4: Course Map E-tivity Rubric: 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.
  33. 33. A5: Activity Profile • E-tivity Rubric: Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash Widget
  34. 34. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4
  35. 35. A6: Storyboard E-tivity Rubric: 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.
  36. 36. 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.
  37. 37. Evaluation and Action Plan
  38. 38. Three words…
  39. 39. Things I liked…
  40. 40. Suggestions for improvement
  41. 41. Action plan…
  42. 42.
  43. 43. • OULDI website • Carpe Diem website • 7Cs OER page distance-research-alliance/7cs-workshop-resources • Cloudworks Useful sites and resources