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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 />