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Open University Learning Design Initiative (OULDI)Overview                                                               G...
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Poster for the OULDI project


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The poster describes the OULDI project undertaken by the Open University within the JISC Curriculum Design Transformation programme.

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Poster for the OULDI project

  1. 1. Open University Learning Design Initiative (OULDI)Overview Gráinne Conole (Project Leader)The OULDI team are based at The Open University Andrew Brasher(UK) and the project is supported by four partner Rebecca Galleyuniversities: the University of Reading, Brunel Simon Cross Juliette Culver CloudworksUniversity, the University of Cambridge and London Paul MundinSouth Bank University. Paul Clark Martin WellerOur aim is to develop and implement a methodologyfor learning design composed of tools, practice andother innovation that both builds upon, andcontributes to, existing academic and practitionerresearch. Collaboration &We are interested in providing support for the entire dialoguedesign process: from gathering initial ideas, throughconsolidating, producing and using designs, to The Open University Learning Design Initiativesharing, reuse and community engagement. These applies a design approach to teaching and learningare complex and challenging processes that involve processes with the aim of enabling practitioners toa range of stakeholders with different interests; issues make more informed choices about their creation of One of the overarching findings fromand representations are different depending on analysis of the empirical evidence we havewhether design occurs at the level of individual learning interventions and better use of good gathered to date into how practitionersactivity, course or curriculum. Our vision is of a pedagogy and new technologies. An approach which: currently design their teaching interventions,learning design methodology and suite of practical and what would help improve their practice,tools and resources that bridge good pedagogic Utilises a shared design language to both generate is the desire to have examples from otherspractice and effective use of new technologies. designs and as a mechanism for interpreting and and to have access to a network of practitioners to share and discuss ideas. TheThe project is supported by strategic development discussing Cloudworks site was developed with thefunding from the Open University and by JISC as Uses a notational system which helps us remember intention of addressing this need. We wantedpart of the new Curriculum Design programme. The and navigate designs, enables designs to take form to harness the best of social media practiceOULDI project focuses on three aspects of design: and be shared, and helps us sharpen and multiply for use in a learning and teaching context. Cloudworks now has (May 2011) over 4,000 abstract design categories registered users and is regularly used by a ·Collaboration & dialogue - mechanisms to And recognises that different representations of aencourage the sharing, discussion and reuse of great number of UK based and internationallearning and teaching ideas. design are needed to articulate certain elements of communities with an interest in education. ·Representation - the identification of different the design, while ignoring others. In August 2010 the code that powerstypes of design representation and use of a range Cloudworks ‘CloudEngine’ was released onof tools to help visualise and represent designs. It sees design as a conscious process which involves a GNU General Public Licence. The software ·Theoretical approaches - the development of a a dialogue both with and about the materials. It is enables people to easily set up their ownbody of empirical research and conceptual tools to CloudEngine-powered site with loads ofhelp guide the design decision-making process and seen as a creative and communicative process and provide a shared language to enable comparisons an essentially social activity. to be made between different designs. Representation Theoretical approaches CompendiumLD CompendiumLD is a software tool for From the outset we felt it important that our development designing learning activities using a of a learning design methodology and tools should be flexible visual interface. It is being informed by empirical research and evidence gathered developed as a tool to support lecturers, from within the university, in addition to drawing on the teachers and others involved in wider literature. Our methodology consists of four education to help them articulate their interconnected facets: understanding design - through ideas and map out a design or learning gathering empirical evidence about design; visualising sequence. Feedback from users design - as a means of articulation and representation; suggests the process of visualising guiding design - through appropriate scaffolds and design makes design ideas more support; and sharing design - to inspire and encourage explicit and highlights issues that they uptake and reuse. might not have noticed otherwise. It also One of the OULDI project’s key aspirations is provides a useful means of representing Empirical evidence has included: to enable teachers to shift away from a focus their designs so that they can be shared The collection of user requirements, on content and subject matter to thinking more with others. CompendiumLD provides a In-depth interviews (12) with teachers/designers to gain holistically and laterally about the design set of icons to represent the components a better understanding of the ways in which they go process. We have developed a set of of learning activities; these icons may about designing learning activities. These have conceptual representations designed to be dragged and dropped, then focussed on the process of design: How do teachers go promote thinking and dialogue about different connected to form a map representing about the process of design? How do they generate pedagogical approaches and the effective use a learning activity. ideas and what kinds of support do they use? How do of technologies. These representations, or they share their designs with others? What are the ‘views’ have been developed in collaboration with the institutional ‘Course Business Models’ barriers to design? How do they evaluate their designs? project at the Open University: from workshops and events Around fifty questionnaire responses to various surveys The Course Map View about aspects of learning design The Course Dimensions view Records of comments and discussion at many events The Pedagogy Profile including three focus groups (Cloudfests) held in Autumn The Learning Outcomes view 2008 involving 15 staff. The Task Swimlane view Participant observation, co-working and support in several course settings In addition, two data-driven views have been Expert evaluation of software tools produced, one giving an indication of the cost effectiveness of the course, derived from Further information about the Initiative finance data about the course and one giving an indication of the course performance, CompendiumLD is a specialised version of Website: derived from student and tutor survey data the mindmapping and argumentation software and information on course retention and Compendium, developed by the Knowledge Gráinne Conole (Project Leader) progression. Media Institute(KMi) at the OU. blog: