Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Connect ed conole


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Connect ed conole

  1. 1. Learning design: making practice explicit <br />Gráinne Conole<br />ConnectEd Conference<br />Sydney, 28th June 2010<br /><br />
  2. 2. A little context…<br />My background:<br />Science & Arts: PhD Chemistry<br />Professor of e-learning<br />Learners’ and teachers’ experiences of using technologies<br />New approaches to design<br />Open Educational Resources<br />Learning theories<br />Strategy and policy<br />
  3. 3. Outline<br />The changing context of education<br />and technology paradoxes<br />A look at design practices<br />Learning design:<br />Foundations, representations, collaboration<br />
  4. 4. Learner expectations<br />Globalisation<br />Faculty<br />roles<br />Massification<br />Industry requirements<br />Privatisation<br />New technologies<br />The changing context of education<br />
  5. 5. Technology paradoxes<br />Paradoxes<br />Technologies not fully exploited<br />Little evidence of use of free resources<br />Media sharing<br />Blogs & wikis<br />Reasons<br />Technical, pedagogical, organisational…<br />“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”<br />Solutions?<br />Case studies, support networks<br />Learning Design<br />Virtual worlds &<br />online games<br />Social networking<br />
  6. 6. A look at design practice<br />Language<br />to communicate information<br />& ideas<br />Design language<br />to communicate design plans, and intentions<br />Design as…<br />conscious process<br />dialogue with materials<br />creative process<br />communicative process<br />social activity (Winograd)<br />Design Languages…<br />To generate designs<br />Means of interpreting and discussing<br />
  7. 7. Music<br />Music notation relatively recent <br />Captures key factors to enable reproduction<br />Works across multiple instruments<br />Chemistry<br />‘Atoms’ = alphabet, ‘Molecules’ = words<br />Range of representations – 2D & 3D<br />Drawing and modeling tools<br />
  8. 8. Design in education<br />Teacher interviews<br />Five aspects: design process, ideas, support, sharing, evaluation<br />Findings<br />Difficult to represent designs<br />Not systematic<br />Predominately content focused<br />Wish list<br />Examples of good practice<br />Others to talk to<br />
  9. 9. The OU Learning Design Initiative<br />Shift from belief-based, implicit approaches to design-based, explicit approaches<br />Learning Design<br />A design-based approach to creation and support of courses<br />Encourages reflective, scholarly practices<br />Promotes sharing and discussion<br />Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin<br />
  10. 10. Aspects of learning design<br />Mediating artefacts<br />Affordances<br />Tools<br />Activities<br />Cloudworks<br />Course<br />views<br />Resources<br />Design<br />Challenge<br />Resources<br />Foundations<br />Collaboration<br />Representation<br />Activities<br />Tools<br />Tools<br />Activities<br />Resources<br />Excel template<br />CompendiumLD<br />
  11. 11. Foundations: Mediating Artefacts<br />Design<br />Learning activity<br />or Resource<br />Can now use or repurpose<br />Has an <br />inherent<br />Design Mediating Artefacts<br />Concepts<br />Tools<br />Dialogues<br />Activities<br />Mediating <br />artefacts<br />Creates<br />Vygotsky, Activity Theory<br />
  12. 12. Foundations: affordances<br />Positive affordances, <br />promotes… <br />Negative affordances, <br />think about… <br />A blog for reflective practice<br />Collaboration<br />Time consuming (development)<br />Reflections<br />Difficult to use<br />Affordances (Gibson)<br />All "action possibilities" latent in an environmentt…<br />but always in relation to the actor and therefore dependent on their capabilities.<br />For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.<br />Interaction<br />Costly to produce<br />Dialogue<br />Time consuming (support)<br />Creativity<br />Assessment issues<br />Organisation<br />Lack of interactivity<br />Inquiry<br />Difficult to navigate<br />Authenticity<br />New literacy skills<br />
  13. 13. Representation<br />The Open University, UK<br />KE312<br />Working together with children<br />What’s the problem?<br />Text-based/focus on content<br />Doesn’t show what the course is really like or what it consists of<br />
  14. 14. Moving beyond content<br />The power of representations<br />Shift emphasis away from content<br />Helps articulate designs<br />Supports effective design<br />Provides focus at different levels<br />Acts as a dialogic mediating artefact<br />Provides a design record<br />Encourages reflective practice<br />Enables sharing of designs<br />
  15. 15. Visualisation tools<br />Mind mapping tools<br />Pen, paper and stickers<br />Excel templates<br />Meaning making tools - Cohere<br />
  16. 16. Guidance & Support<br />Course structure and timetable<br />e.g. course calendar, study guide, tutorials<br />Content & Activities<br />Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs<br />Communication & Collaboration<br />Dialogic aspect of the course, interaction between learners &tutors - course forum, email, etc.<br />Reflection & Demonstration<br />Internalization and reflection, e.g. in-text questions, blogs, e-portfolios<br />Diagnostic, formative or summative assessment <br />Course summary<br />Level, credits, duration, key features<br />Key works<br />Description words indicating pedagogical approach, special features<br />Course map<br />
  17. 17. Guidance & Support<br />Course guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments<br />Tutor support: 1:20, 21 contact hours <br />Content & Activities<br />3 co-published books, DVDs of 3 practice settings, core questions, thinking points in course books<br />Plus own experience and practice<br />PDFs, e-journal articles & websites, activities in learning guides, 5 website interactivities<br />Communication & Collaboration<br />F-t-F tutorials near beginning, middle and end, Course-wide café forum, Tutor-group forums with sub-groups for each block <br />Reflection & Demonstration<br />Journal space in the Mystuffe-portfolio, <br />6 assignments online (50% of overall score)<br />Course summary<br />KE312 - Working together with Children, <br />60 pt course over 32 weeks, 3 blocks/20 learning guides<br />Whole weeks devoted to assignments<br />Consolidation week (week 22)<br />Key works<br />Practice-related, aligned to latest professional framework for multi-agency working, rich case studies, <br />Read-Relate to practice – Reflect - Write<br />KE312 - Course map<br />
  18. 18. Pedagogy profile<br />Map of leaner tasks to time periods (weeks, semesters, etc.)<br />6 types of leaner task + assessment<br />Assimilative<br />Information handling<br />Communication<br />Productive<br />Experiential<br />Adaptive<br />Assessment<br />Each cell indicates the amount of time spent on each type of task<br />Learning Design Taxonomy - Conole, 2008<br />
  19. 19.
  20. 20. Course dimensions<br />Content & activities<br />Guidance & support<br />Dimensions for each of the categories in the course view:<br />Guidance and support<br />Content and activities<br />Communication and collaboration<br />Reflection and demonstration<br />Considers extent to which each is present<br />Reflection & demonstration<br />Communication & collaboration<br />
  21. 21. Learning outcomes<br />Mapping learning outcomes to:<br />Activities<br />Assessment<br />Based on Biggs’ work (1999) on constructive alignment<br />Maps course and highlights any gaps<br />
  22. 22. Task swimlane<br />Focus on the tasks learners do<br />Base on:<br />Roles (learner, tutor, etc.)<br />Tasks (read, discuss, etc.)<br />Tools and resources<br />Outputs<br />Advantages<br />Makes design explicit<br />Maps out design<br />Sharable with others<br />Good at activity level<br />Use<br />Mindmapping tools – CompendiumLD, CMap, Freemind<br />Pen, paper and stickers<br />
  23. 23.
  24. 24.
  25. 25. Working between the views<br />Course map<br />Course dimensions<br />Pedagogy profile<br />Learning outcomes<br />Task swimlane<br />
  26. 26. Modeling with data-derived views<br />What happens to course performance, if…<br />Include more collaboration<br />Decrease the amount of tutor support<br />Increase use of Web 2.0 tools?<br />5 conceptual course views<br />What are the cost implications of…<br />Including more online assessment<br />More student-generated content<br />Introducing use of SecondLife?<br />Course Business Models project<br />Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson<br />
  27. 27. Collaboration<br />Design challenge<br />Create a course in a day!<br />Cloudworks<br />Space to share and discuss<br />
  28. 28. Cloudworks<br />A space for sharing and discussing learning and teaching ideas and designs<br />Application of the best of web 2.0 practice to a teaching context<br />To bridge the gap between technologies and use<br />Teachers say they want examples/want to share/discuss<br />Helps develop skills needed for engaging with new technologies’<br />
  29. 29. Quick language guide<br />Cloudworks speak<br />Plan English<br />Cloud:<br />Cloudscape:<br />Activity stream:<br />Favourites:<br />RSS feeds:<br />Follow:<br />Attend:<br />Anything to do with learning & teaching<br />Acollection of clouds<br />Latestactivitieson Cloudscapes or people<br />Vote for things you like<br />Cloudscapes or people<br />Cloudscapes, Clouds, people<br />Conferences, workshops, events<br />
  30. 30. Title<br />Author<br />Core<br />Tags<br />Located in<br />Discussions<br />Improvements<br />
  31. 31. Embedded content<br />
  32. 32. Embedded videos<br />
  33. 33. Conferences and workshops<br />
  34. 34. Follow<br />Attend<br />Views<br />Favourites<br />
  35. 35. Virtual reading circles<br />
  36. 36. Virtual desk research<br />
  37. 37. Flash debates<br />
  38. 38. Spotlight debates<br />
  39. 39. Open reviews<br />
  40. 40. Cloudworks leaflet<br />Cloudworks the movie!<br /><br />Using Cloudworks Cloudscape<br /><br />Help<br />
  41. 41. Design Education in Cloudworks – Design Atelier<br />
  42. 42. Aims<br />Explore potential of new tools for supporting learners and teachers<br />Towards a community of online designers<br />Focus on project and design work and Peer-to-peer assessment<br />Experimenting with range of tools on Design course <br />U101 – Design thinking<br />T211 – Design and designing <br />T307 – Designing for a sustainable future<br />Tools<br />Facebook, Ning, Compendium, Eluminate, Second Life, Flckr and Open Design Studio<br />Tutor focus<br />Resource and knowledge sharing for tutors - GoogleWave<br /><br /><br />
  43. 43. Take a digital walking tour<br />Using cloudworks Cloudscapes<br />The Cloudworks Cloudquest<br />Browse Clouds and Cloudscapes<br />Free search<br />Explore some user profiles<br />Rebecca Galley<br />Georgina Holden<br />Look at current events<br />Contribute to the Flash debates<br />Push the boat out – create a Cloud <br />
  44. 44. Conclusion<br />Pros<br />Cons<br />Makes design explicit<br />Foregrounds specific aspects of the design<br />Acts as a scaffold/guide to the design process<br />Can act as a shared dialogic mediating artefact<br />Comparative analysis<br />Check points and reflection<br />Design is a complex process!<br />Understanding the views<br />Recognising their limitations<br />The dangers of a formulaic approach<br />Time to master/appropriate<br />Still to be empirically validated<br />
  45. 45. Acknowledgements<br />Molecule<br />Periodic table<br />Music sheet<br />One world<br />World of warcraft<br />Questionmark<br /> <br />