Conole Lams Keynote 7 July

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Conole Lams Keynote 7 July

  1. 1. + Blog: Learning Design at the OU: visualising, www.e4innovation.com guiding and sharing designs Websites: ouldi.open.ac.uk Gráinne Conole, The Open University, UK olnet.org LAMS European conference The Open University, 7/7/09
  2. 2. + Focus  OU Learning Design Initiative  Representing  Guiding  Sharing  OL-net  Learning Design  Pedagogical patterns  Open Learn
  3. 3. + OU Learning Design Initiative Representing pedagogy Empirical evidence base Guiding Sharing design ideas Andrew Brasher, Paul Clark, Gráinne Conole, Simon Cross, Juliette Culver, Rebecca Galley and Paul Mundin
  4. 4. + Project strands and plans  Strategically funded institutional strand (Aug 07)  Development and trialing of a range of tools, methods and approaches to learning design  Institutional embedding  JISC-fund Curriculum Design strand (Sept 08)  Alignment with Course Business Models works  Refinement, cascading and validating  Hewlett-funded OL-net initiative (March 09)  A network of support for researchers and users of Open Educational Resources  Learning Design strand: Applying Learning Design and Pedagogical Patterns to OER development and reuse
  5. 5. + Representations  Features  Granularity: micro (a learning activity) to macro (course level)  Types: Sequential/temporal, pedagogical, financial  Some examples n Task timeline n Pedagogical profile n Course map/”At a glance view” n Other views: financial, course performance, tool/task mapping, etc
  6. 6. + 1. Task timeline Task1 Forum Tasks Tools Task2 Chapter 1 Resources Task3 Wiki
  7. 7. + 2. Pedagogy profile Block 1 Block 1 5 3 4 1 0 0 4 Block 2 Block 2 6 3 3 3 3 2 4 Block 3 Block 3 6 3 3 3 4 3 4 Total Total 17 9 10 7 7 5 12 Conole, 2008 in Locker et al.
  8. 8. PM + En rumbo – Unidad 1 Task Matrix Summary L140 L140 En rumbo Task Profile Review 40.00 34.50 35.00 30.00 25.00 Student Hours 20.00 Task Type 14.75 15.00 13.00 10.00 5.00 2.50 3.25 0.75 0.00 0.00 g ial n e e e t tio lin en tiv tiv tiv nt nd ica il a ap uc rie m ss Ha si m un od pe Ad se Pr m Ex n As As io m at Co rm fo In 8 OU Course Business Models - Paul Mundin
  9. 9. + 3. Course map/At a glance view Evidence & demonstration Guidance & support Information Communication & experience & interaction Thinking & reflection
  10. 10. Evidence & demonstration Guidance & support Information Communication & experience & interaction Thinking & reflection
  11. 11. + Course map/At a glance representation Guidance and support “Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA
  12. 12. + CompendiumLD  Tool for visualising designs  Provides in-situ help and templates to guide the design process  Designs can be exported in a range of formats  Can have multi-layer designs  Supportsimporting of range of file types (word, audio, video, powerpoint, etc) and can link to web pages  Semi-runable design
  13. 13. +CompendiumLD workspace Core icon set Design icon set
  14. 14. + Task timeline representation  Temporal, sequential  Swim lines:  Roles + tasks,  Resources + tools
  15. 15. + Time aggregation
  16. 16. + Layers and branching
  17. 17. + The power of visualisation  Captures design at a glance  Makes structures and relationships explicit  Collaboration, group activities and communication of ideas  Organising thoughts, including mind-mapping and brainstorming  Sharing the visual design or ‘learning plan’ with students
  18. 18. + Evaluation  Communication Getting involved in course design discussion Communication with course team at very early stage  Process & Planning Initial drafts/spec of course material/Note taking Identifying gaps (or unnecessary activities in material  Clarification and mapping Simplification of potentially complex problems Big picture Mapping course items/Mapping online activities  Benefits  Aspects of their work would benefit from using visual representations (80.6%)  Want to improve knowledge of visualisation (80.6%)  Visualisation helped them more quickly see structure and components of the course (51.6%) Simon Cross
  19. 19. GC + The value of representations  Guidelines for curriculum design  Comparing between courses  Deconstruction of existing learning activities  Checklist of good practice  Reflective evaluation 19
  20. 20. +Cloudworks: social networking for learning & teaching Blogging Youtube Live commentary RSS feeds Facebook Flckr Changing practices through use of social networking Tagging Commenting Following Many repositories of good practice, but little impact Embedding Twitter Slideshare
  21. 21. + Core concepts Clouds: Learning & teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
  22. 22. + A cloud
  23. 23. + Cloudscape
  24. 24. + Examples of use Aggregation of student generated course resources and course twitter stream Conference collective blogging and backroom chat Workshops: workshop material, live blogs of sessions and plenary discussions, aggregate of group discussions
  25. 25. + User profile
  26. 26. + Features  Dynamic list of clouds + new comments  Comments on clouds + cloudscapes  Can “follow” people + cloudscapes  RSS feeds of cloudscapes + people  Embedding: pictures, video, presentations  Twitter feeds for people +cloudscapes
  27. 27. + Adding in abstracted good practice Pedagogical Patterns  Derived from Alexander’s work  “Solutions to problems”  Introduction  Context  Problem headline  Solution  Picture  Similar patters Andrew Brasher, Yannis Demistriadis, Patrick McAndrew, Tina Wilson
  28. 28. + Putting it all together: “Open Design” Sharing and discussing: Harnessing Web 2.0 practice, Cloudworks Tools for design: Good practice: Templates, Pedagogical planners, principles, CompendiumLD Pedagogical patterns
  29. 29. + Mediating artefacts A mediating layer Pedagogical planner tools Mediating Templates and patterns artefacts Resource sites Repositories of designs Dialogic channels OER Designer Creates Has an Design inherent User Can we develop new innovative mediating artifacts? How can we make the design more explicit and sharable? Vygotsky
  30. 30. Open Design in practice
  31. 31. + Explicit design  Shows tasks and associated tools and resources  Lists learning outcomes  Begins with a diagnostic test  Includes branching  Uses the jigsaw pedagogical pattern
  32. 32. Design, use, reuse Deposits OER Creates Designer Design Deposits Quiz + beginners route Uses Learner A OER Quiz + advanced route Chooses Learner B Uses Design New OER Repurposes Tutor New Design
  33. 33. Prior designs Process design New designs & resources Content: (OER repositories, etc) New OER Designs: & designs (Pedagogical Patterns, CompendiumLD designs)
  34. 34. + Questions/issues  Paradox: “I want to share/give me examples” vs. “lack of time”  Cloudworks good for “live” events (conferences, workshops), how do we shift to use to support ongoing communities?  How do we shift attitudes and practice towards more open and web 2.0 approaches?  Which communities should we work with across the sector?  What is the right balance of technical development with real use?
  35. 35. + References & Acknowledgements Acknowledgements  Funding:  http://ouldi.open.ac.uk  The OU, JISC and  http://compendium.open.ac.uk Hewlett foundation  http://cloudworks.ac.uk  People:  Andrew Brasher, Simon  http://olnet.org Cross, Paul Clark, Juliette Culver, Yannis Demitriadia, Patrick McAndrew, Tina Wilson

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