Library Presentation 170310

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Library Presentation 170310

  1. 1. Open University Learning Design Initiative
  2. 2. <ul><ul><ul><li>People learn better when actively involved in doing something (i.e. are engaged in a learning activity ). </li></ul></ul></ul><ul><ul><ul><li>Learning activities may be sequenced or otherwise structured carefully and deliberately in a learning workflow to promote more effective learning. </li></ul></ul></ul><ul><ul><ul><li>It is useful to be able to record ‘learning designs’ for sharing and re-use in the future. (JISC, 2009) </li></ul></ul></ul>What is learning design? Key concepts (not groundbreaking new ideas but applied in a new way, increasing the quality and variety of teaching and learning within an e-learning context):
  3. 3. Facets of OULDI work <ul><li>Evidence base: Understanding the design process </li></ul><ul><li>Representation: Tools, guidance and schema to support representation and design </li></ul><ul><li>Connection: Harnessing web 2.0 practices to foster debate and sharing </li></ul>
  4. 4. Associated internal projects <ul><li>Institutional Learning Design case studies </li></ul><ul><li>IET will be working across the faculties to trial the OULDI methodology. This will include a series of workshops and events, online resources and activities and side-by-side mentoring support </li></ul><ul><li>Course Business Models project </li></ul><ul><li>To date the project has produced 5-course views: Course Map , Pedagogy Profile , Cost Effectiveness , Course Performance and Course dimensions . The project is now producing a set of cross-institutional exemplars </li></ul><ul><li>Learning in an Open World research programme </li></ul><ul><li>The OULDI work is a core aspect of one of 3 new research programmes in IET. The programme links together related research on design and OER and explores what ‘openness’ means in 4 areas: Open Design, Open Delivery, Open Research and Open Evaluation. </li></ul>
  5. 5. Process mapping <ul><li>Reviewing the formal institutional processes </li></ul><ul><li>Identifying ‘touch-points’ </li></ul><ul><li>Exploring informal processes </li></ul><ul><li>Mapping tools, resources and methodologies against ‘touch-points’ </li></ul>
  6. 6. Activity 1: Reviewing the ‘touch-points’ <ul><li>Have a look at the ‘touch-points’ charts. Highlight the places where course teams might consider Informational Literacy. </li></ul><ul><li>Map the tools, resources, information you already have which support course teams at these points </li></ul><ul><li>Are there any gaps? </li></ul>
  7. 7. <ul><li>To support effective design </li></ul><ul><li>Identify key requirements at different levels </li></ul><ul><li>Integrate design advice and support at key points in the process </li></ul>Visualisation and representation
  8. 8. Guidance and Support Course structure and timetable e.g. course calendar, study guide, tutorials Reflection and demonstration Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Diagnostic, formative or summative assessment e.g. TMAs, iCMAs, ECAs Course Map View: Course title Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features Content and activities Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication and Collaboration Dialogic aspects of the course, interaction between learners & tutors - course forum, email
  9. 9. <ul><li>Key part of informal process </li></ul><ul><li>Sharing best practice </li></ul><ul><li>Ideas, support and advice </li></ul><ul><li>Enhancing professional knowledge </li></ul>Collaboration Cloud works
  10. 10. Activity 2: Introduction and investigation of Cloudworks <ul><li>Cloudquest activity </li></ul>
  11. 11. Toolbox <ul><li>Bringing together tools, resources and frameworks developed over a number of years across projects </li></ul><ul><li>Mapped to ‘touch-points’ and gaps identified </li></ul><ul><li>Supporting advice and guidance </li></ul><ul><li>Trialled across a range of teaching and learning environments </li></ul>LD Tool box
  12. 12. Questions and next steps

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