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Learning design workshop 2017

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An interactive Learning Design workshop based on the 7Cs of Learning Design framework

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Learning design workshop 2017

  1. 1. 1 Learning Design Workshop Professor Gráinne Conole gconole@gmail.com e4innovation.co.uk Learning objectives This is an intensivedesign workshop to help participants makepedagogically informed design decisionsthat make appropriateuseof digital technologies.This mightincludethe design or re-design of face-to-face, blended or onlinecourses. A ‘course’ could be an individual moduleor a whole course. It is suggested that participantshavea coursein mind, for which to design and storyboard the teaching and learning,in this workshop. By the end of the workshop, participants will beableto:  conceptualisethe learningdesign process fromdifferent perspectives  apply a range of learningdesign resources,tools and methods to a learningintervention  critiquea range of pedagogical approaches and therole played by different technologies ,in supportingthese  review and debate the theoretical underpinnings of learning design  develop a storyboard,with associated learningactivities and assessmentelements. The workshop’s activities arepartof the 7Cs of learningdesign framework, which consists of seven components: 1. Conceptualise– which initiates the design process and consists of imagine,design and prepare. 2. Create – which covers the ways in which search engines, Open Educational Resource(OER) repositories and social bookmarkingcan beused to find and collaterelevantresources and activities, as well as strategies for creating resources. 3. Communicate – which covers the different ways in which communication can be fostered, this includes howto moderate asynchronous and synchronous forums,as well as useof social media. 4. Collaborate– which considers how collaboration can befostered and a review of the different tools
  2. 2. 2 that can be used to support collaboration. 5. Consider – which considers howreflection can be fosters and how students can demonstrate achievement of the learning outcomes, i.e. the assessmentelements. 6. Combine – which enables the designer to step back and look at the design from different perspectives, this includes creatingan activity profileof how much time students will spend on different types of activities, as well as creatinga storyboard of the course. 7. Consolidate– implement the coursein a real learningcontext and evaluate how effective itis. Course Description The participants will engage with a range of learningdesign conceptual tools .They will work in groups and will periodically shareback their discussionswith the rest of the participants. They will benefitfrom havinga laptop by which to join in activities. Artefacts produced will becaptured and made availableonline.The workshop can be run face-to-face or online.Ideally itshould berun as a one-day workshop, but a condensed half-day workshop is also possible.Longer two- or three-day workshops,allowfor flexibility and customization of material to meet participants needs.
  3. 3. 3 Activities Components of the 7Cs framework Title Purpose and Description Overview Overviewof 7Cs of Learning Designworkshop To provide anoverview of the 7Csof LearningDesignframework. Participantswill alsohave the opportunityto share whattheyhope to getout of the workshop. Conceptualise How to ruina course To considertenwaysinwhichtechnologiescanruina course and thento identifystrategiestoavoidthese. Conceptualise Course Features To considerthe featuresyouwanttoinclude in yourcourse,which will affectnotonlythe lookandfeel of the course,butalsothe nature of the learners’experience. Conceptualise StudentPersonas To imagine the type of studentswhoare likelytotake yourcourse. Studentsona first-yearundergraduatecourse willbe verydifferent fromthose doinga post-graduate certificateinteachingfor example.The nature of yourstudentswillinfluence how youdesign and supportthe course. Create Resource Audit To decide how youwill source the contentforyourmodule/course, includingthe possibilityof incorporating existingcontent.Think aboutthe time andexpertiseneededtodothis. Combine Course Map To start mappingoutyour module/course,includingyourplansfor studentsupport,assessment,communicationandcollaboration. Thisprovidesmore detail tothe designfollowingonfromyouruse of the course featurescards. Communicate Toolsfor Communication Three typical toolsavailablein Virtual LearningEnvironments (VLEs)/LearningManagementSystems(LMSs) are considered: forums,blogsandwikis. Combine ActivityProfile To considerthe balance of activitytypesthat will be includedin your course. Combine Storyboard To developastoryboardforyour course inwhichthe learning outcomesare alignedwiththe assessmentevents,topics(contents) and studentactivities. Consolidate Evaluate To developanevaluationrubrictoevaluate the effectivenessof the course and how it mightbe improved.
  4. 4. 4 Activity: How to ruin a course Image source Purpose To identify tenwaysinwhichtechnologiesmightruinacourse andthento identifystrategiesto avoidthese. Task  Withyour groupor team,list tenswaysinwhichtechnologiescould ruinacourse for learners.  Nowthinkaboutstrategiestoavoidthese.  Take a picture of your flipboardsandloadto the sharedspace for your course. Template Ten ways technologiescan ruina course Strategiesto avoid them
  5. 5. 5 Activity: Course Features Purpose To considerthe featuresyouwant toinclude inyourcourse,whichwill determinenotonlythe look and feel of the course,butalsothe nature of the learners’experience. Task 1. Thinkaboutthe course youare goingto design.Whatwouldyoulike the experience tobe like foryourlearners?Thinkof thisintermsof the following:  Principles  Pedagogical approaches  Guidance andsupport  Contentandactivities  Communicationandcollaboration  Reflectionanddemonstration 2. Work withyourteam members. Create the followingthree columns:  Thiswill be a keyfeature inourcourse  Thiswill feature butina minorway  Thiswon't feature inourcourse 3. Addthe cut upcourse featurescards tothe three columns.Askif afeature isunclear.There are blankcards foryou to addyour ownideas. 4. Once you have finishedtake apicture anduploadto the sharedspace for your course.
  6. 6. 6 Activity: Student Personas Image source Purpose To considerthe typesof studentswhoare likelytotake yourcourse.Studentsona first-year undergraduate course will be verydifferenttothose doingapost-graduate certificate inteaching. The nature of your studentswill influence how youdesignand supportyourcourse. Task 1. Thinkaboutthe typesof studentswhoare likelytotake yourcourse.Understandingthe typesof studentsonyour course andtheirmotivations,alongwiththe challengestheyface isan importantpart of the designprocess.More informationonpersonascanbe found here. 2. Fill inthe personatemplate.Anexampleof acompletedtemplate isgiven onthe nextpage. 3. Complete twostudentpersonasforyourcourse. 4. Take a picture of your personasanduploadtothe sharedspace foryour course.
  7. 7. 7 Student persona Image source: https://www.123rf.com/stock- photo/math_cartoon.html Name:Daniel James Age:19 Lives:Birmingham, UKwithhisparents Likes:ComputergamesandSuduko Educationand experience Daniel hashad a standard Britisheducationata local comprehensive source.He securednineGCSEsandthree A levels(Maths –A, FurtherMaths B, PhysicistB) Responsibilities His fatherworksfull-time andhismotherworkson Mondaysand Wednesdayssohe needstopickup his youngerbrotherfromschool andlookafterhimuntil his parentget home. Technical skills He has excellentcomputerskillsandknowsanumberof computerprograms.He isan active gamerand particularlyenjoysplayingonlineWorldof Warcraft. Subjectdomainskillsand knowledge He has a goodsecondaryeducationandinparticularan excellentfoundationinMaths. Motivationsanddesires He wantsto go to universitytodoMaths andget a studentexperience.Ultimatelyhe wantstoteachMaths at secondarylevel. Goalsand expectations To achieve afirst-classMathsdegree andsecure a good job. Obstaclestotheirsuccess His parentscannotsupporthimfinancially,sohe will have to take out a studentloanandget a part-time jobwhilst at university. Unique assets He has excellentlogical skillsandisagood communicator.
  8. 8. 8 Activity: Resource Audit Image source Purpose To decide howyouwill source the contentforyourmodule/course,includingthe possibilityof incorporatingexistingcontent.Thinkaboutthe time andexpertise neededtodothis.To decide how youwill source the contentforyour module/course,includingthe possibilityof incorporating OERs producedelsewhere.Anexample of acompletedresourceauditisgivenonthe nextpage. Task 1. Workingwithyourteammembers,openthe LearningDesignResourceAudit.The second page of the documentcontainsanexample of asemi-completedresource audit. 2. Brainstormyourideasforgatheringor creatingcontentforyour course. 3. Include inbrackets ineachof the sessions,whatequipmentyouwill needandthe anticipatedtime tocomplete. 4. Once you have filledinyourResource Audit, take apicture andupload itto the sharedarea for yourcourse.
  9. 9. 9 Exampleofa completedResourceAudit Format Content (under the appropriate licences) Text & graphics Audio Video Slides (e.g. PowerPoint) Other (e.g. Adobe Presenter) What I find and reuse as is OER for section 1. Reflective task from source Z. Guidelines on assignment writing. Podcastfor section 3. iTunesU resources for sections 1 and 7. Slideshare resource for section5. Organisation X’s website. What I find, tweak and use OER for section 2. Assessmentrubric from W. What I find, repurpose and use OER for section 3. New podcastbased on X. Slides adaptedfrom resourceY. What I create for this module Introductionto all sections ofthe module. 5 activity summaries. Assessmentrubrics. 5 to 8-minute summaries ofkey points per section. Advice and guidancefor assessment. Feedback on draft assignments. [Record using iPhone, 2 hours to preparescript and record] A 5-minutetalking head to introduce the programmeand the academicteam. [Get a member ofIT to record, 2 hours to preparescript and record] Support slides for sections 4, 7 and8. Detailed presentations for sections 2, 3 and6. What I get students to find and collate
  10. 10. 10 Activity: Tools for Communication Image source Purpose Virtual LearningEnvironments(VLEs)/LearningManagementTools(LMSs) have anumberof toolsfor fosteringcommunication.Thisactivityexploresthisandgetsyouto brainstormhow these mightbe used. Task 1. In yourgroupsbrainstorm the differentwaysinwhichthe followingVLE/LMStoolscanbe usedto fostercommunication:forums,blogs,andwikis. Forums Blogs Wikis
  11. 11. 11 Activity: Course Map Purpose To start mappingoutyour course,includingyourplansforguidance and support,contentandthe learnerexperience,reflectionanddemonstration,andcommunicationandcollaboration. Task 1. Workingwithyourteammembers,openthe Course Mapdocument.Youcan transferitems fromthe Course Featuresactivitytostartfillinginthe boxesfor: ● Guidance andsupport(orange) ● Contentandlearnerexperience(blue) ● Reflectionanddemonstration(purple) ● Communicationandcollaboration(green) 2. The colour codingof the Course Featurescardswill helpyou. 3. An example of acompletedCourse Mapisprovidedonthe nextpage. 4. Reflectonthe balance of featuresin yourcourse,fromthe students'pointof view,andadd or modifyanythingyouthinkwouldhelptomake the learningexperiencemore engaging. For helpindecidingwhethertouse blogs,wikis,discussionforumsorothertools,see "What
  12. 12. 12 technologycanI use for...?" (fromthe Universityof Oxford'sPhoebe project).Youmightalso findthe 7 thingsyoushouldknow about guidesfromEDUCAUSEuseful. 5. As youare workingthroughthe fourcategories,fillinanynotesinthe "rolesand relationships"columns.Youcancommenthere on whatthe experience will be likefor students,andbrieflydescribe the relationshipbetweenteacher,learnersandmaterials. 6. Take a picture of your Course Map and uploadtothe sharedspace foryou course.
  13. 13. 13 An example Course map Course: Post-graduate module on accessibility in online learning and teaching Course summary: This onlinepostgraduatemodule has been designed to promote accessibility and improve access for disabled students.The module is structured around a series of activities thatask students to collaboratively read,think,debate and write aboutthe subjectwith reference to their own, or an adopted, context and practice. Key words: accessibility;teachingand learning;postgraduate; professional;international;online;collaborative learning;activity based Guidance and support Content and activities Tools & resources Comments Tools & resources Comments 1. Student support portal 2. Programme website 3. Course website 4. Course Guide 5. Assignment Guide 6. University Library website 7. General forum 8. Technical self-Help forum 9. Café forum 10. Specific guidance and information (i.e. Delicious bookmarks) It is expected that students will already be usinggraduatelevel study skills. A spiritof mutual encouragement and supportis encouraged. Tutors use a developmental mentoring approach. 1. Three blocks of study activities 2. A set of detailed learningoutcomes 3. Module material (categorised as core, further and background) which includes articles, reports, readings. 4. One set book 5. JISC TechDis website 6. Delicious bookmarks Students study for approximately 15 hours per week (Incl.course- & self-directed study and the completion of assignments) Variety of activities includereading, discussing,practical tasks and collaborative activities Students will usea real or adopted professional perspective throughout to frame their discussions and reflections and in their assignments Reflection and demonstration Communication and collaboration Tools & resources Comments Tools & resources Comments 1. Personal reflective blog 2. Tutor group wiki 3. ePortfolio (student optional) 4. Tutor group forum (10% of module marks) 5. Assignment 1 (1500 word report 15% of module marks) 6. Assignment 2 (3000 word report 30% of module marks) 7. Final assignment (6000 word report 45%) 8. Assessment guide 9. Markingcriteria for each assignment Use of a reflective personal blogis encouraged throughout the module Assessment of the module integrated with the teaching and learning activities so thatall assignmentwork is a learningexperience Assignments relateto personal context and practices Students and tutors use a shared markingcriteria 1. 4x Asynchronous onlineforums 2. Live online discussions via Elluminate(optional student) 3. Telephone (optional tutor) 4. Email (optional tutor) 5. Delicious (optional student) 6. ePortfolio (optional student) 7. Personal blog 8. Tutor group wiki 9. Access to an international professional student community Strong emphasis on peer communication and collaboration,and learningfrom one another's experiences Wide variety of communication methods and tools used with an emphasis on the use of the tutor group forum Student activity on the forum is supported, guided and assessed
  14. 14. 14 Activity: Activity Profile Purpose To consider the balance of activity types that will be included in your course. Task 1. Working with your team members, look at the Activity Profile in the Excel spreadsheet. 2. Read the key so that you understand the terminology being used for the six categories. Feel free to change any of the terms if you want to. 3. Now decide whether you want to use the tool to analyse the existing balance between activity types in your course, or to determine the ideal balance. 4. Fill in the spreadsheet, indicating the amount of each activity type either in hours or as percentages of the whole course. 5. Take a picture of your completed Activity Profile and upload it to the shared space for your course.
  15. 15. 15 Activity: Storyboard Purpose To develop a storyboard for your course in which the learning outcomes are aligned with the assessment events, topics (contents) and activities. Task 1. Working with your team members, use the ideas from your Course Map to develop your storyboard, adjusting the Course Map if necessary. 2. Map out on a large sheet of flipchart paper, use a number of different coloured pens. 3. Start by indicating the time frame for your module/course in days or weeks across the top. 4. Next, use a different coloured pens to represent the assessment events. Indicate how each assessment elements addresses the learning outcomes. 5. If you want to review your learning outcomes, see the Cogen-T outcomes tool produced by the University of Gloucestershire.) 6. Divide the “content” into a series of discrete topics and write each in a box. 7. Add learning activities appropriate to each section using a third colour post-it note 8. Take a picture of your completed storyboard and upload to the shared space for your course.
  16. 16. 16 Activity: Course Evaluation Purpose To developanevaluationrubrictoevaluate the effectivenessof the course andhow itmightbe improved. Task 1. In yourgroup brainstormsome criteriatoevaluate the successof the designinareal learningcontext. 2. Try and focuson measurable/observable things. 3. Thinkaboutwhat data collectionyoumightuse –classroomobservation,surveys, interviews: a. Use the LTDI EvaluationCookbook togetideas b. You mightalsoconsiderusingpostitnotesaroundthe followingfourtopics:thingsI liked,three wordstodescribe the session,roomforimprovementandactionplan. 4. Take a picture of your flipboardanduploadto the sharedspace for yourcourse.

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