Learning design: an overviewGráinne Conole,Leicester University, grainne.conole@le.ac.ukASLD workshop, London, 13th Octobe...
A new learning design methodology                                                     2                               A Re...
A new learning design methodology                                                     2                 Shift from belief-...
A new learning design methodology                                                     2                 Shift from belief-...
Definition                                             3 A methodology for enabling teachers/designers to   make more info...
Learning design: defining the field                             Open Learning Design MethodologyConole, G. (forthcoming), De...
Learning design: defining the field                             Open Learning Design Methodology     Theory and             ...
Learning design: defining the field     Mediating               Open Learning Design Methodology             Affordances    ...
Learning design: defining the field       Design representations                                      Communities and       ...
Co-evolution of tools and practice             Affordances (Gibson)            All "action possibilities"            laten...
Co-evolution of tools and practice
Co-evolution of tools and practice      RepresentationCommunication     Connection      Interactivity     Affordances of  ...
Co-evolution of tools and practice      Representation   PreferencesCommunication                Interests     Connection ...
Co-evolution of tools and practice      Representation               PreferencesCommunication                            I...
Foundations: Mediating Artefacts                            Vygotsky, Activity Theory
Foundations: Mediating Artefacts   Teacher                            Vygotsky, Activity Theory
Foundations: Mediating Artefacts             Creates   Learning activity   Teacher             or Resource                ...
Foundations: Mediating Artefacts             Creates   Learning activity   Teacher             or Resource         Has an ...
Foundations: Mediating Artefacts             Creates   Learning activity   Teacher             or Resource         Has an ...
Foundations: Mediating Artefacts             Mediating                              Design Mediating Artefacts            ...
Foundations: Mediating Artefacts                     Mediating                                              Design Mediati...
Visualisations - making design explicit
Visualisations - making design explicit                   Course map
Visualisations - making design explicit                                Learning outcomes                   Course map
Visualisations - making design explicit                                 Learning outcomes                    Course mapPed...
Visualisations - making design explicit                                 Learning outcomes                    Course mapPed...
Visualisations - making design explicit                                 Learning outcomes                    Course mapPed...
Collaboration
Collaboration                Design challenge                Create a course in a day!                Carpe diem          ...
Collaboration                                Design challenge                                Create a course in a day!    ...
But does it work? Evaluation data9
But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey...
But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey...
But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey...
Questions    What would a coherent learning design language     look like and how might it be shared?    What other Medi...
Questions    What are the implications and likely impact of social     and participatory media for education and how can ...
Questions    How will the processes of supporting learning     (design, delivery, support and assessment) change     as a...
Questions    What digital literacy skills do learners and teachers     need to make effective use of these technologies  ...
    What kinds of policy directives are in place to     promote social inclusion through the use of OER and     how effec...
Next steps    A map of current learning design research    A refined set of research questions    Development of visual...
URLs•   http://robwall.ca/2009/03/10/creativity-is-the-new-technology/•   http://www.youtube.com/watch?v=nvIQP-EBPqc•   ht...
Upcoming SlideShare
Loading in …5
×

Conole ld

1,507 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,507
On SlideShare
0
From Embeds
0
Number of Embeds
385
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Conole ld

    1. 1. Learning design: an overviewGráinne Conole,Leicester University, grainne.conole@le.ac.ukASLD workshop, London, 13th October 2011
    2. 2. A new learning design methodology 2 A Research-Based Design approach to creation and support of coursesSimon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
    3. 3. A new learning design methodology 2 Shift from belief-based, implicit approaches to design-based, explicit approaches A Research-Based Design approach to creation and support of coursesSimon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
    4. 4. A new learning design methodology 2 Shift from belief-based, implicit approaches to design-based, explicit approaches A Research-Based Design approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussionSimon Cross, Juliette Culver, Nick Freear, Rebecca Galley, Richard Lovelace, Paul Mundin
    5. 5. Definition 3 A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities andinterventions, which is pedagogically informed and makes effective use of appropriate resources andtechnologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of researchand development includes both gathering empiricalevidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.
    6. 6. Learning design: defining the field Open Learning Design MethodologyConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
    7. 7. Learning design: defining the field Open Learning Design Methodology Theory and Related Social and methodology fields participatory mediaConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
    8. 8. Learning design: defining the field Mediating Open Learning Design Methodology Affordances Artefacts Theory and Related Social and methodology fields participatory mediaConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
    9. 9. Learning design: defining the field Design representations Communities and Openness and tools interactions Mediating Open Learning Design Methodology Affordances Artefacts Theory and Related Social and methodology fields participatory mediaConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
    10. 10. Co-evolution of tools and practice Affordances (Gibson) All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
    11. 11. Co-evolution of tools and practice
    12. 12. Co-evolution of tools and practice RepresentationCommunication Connection Interactivity Affordances of technologies
    13. 13. Co-evolution of tools and practice Representation PreferencesCommunication Interests Connection Skills Interactivity Context Affordances of Characteristics technologies of users
    14. 14. Co-evolution of tools and practice Representation PreferencesCommunication Interests Evolving practices Connection Skills Interactivity Context Affordances of Characteristics technologies of users
    15. 15. Foundations: Mediating Artefacts Vygotsky, Activity Theory
    16. 16. Foundations: Mediating Artefacts Teacher Vygotsky, Activity Theory
    17. 17. Foundations: Mediating Artefacts Creates Learning activity Teacher or Resource Vygotsky, Activity Theory
    18. 18. Foundations: Mediating Artefacts Creates Learning activity Teacher or Resource Has an Design inherent Vygotsky, Activity Theory
    19. 19. Foundations: Mediating Artefacts Creates Learning activity Teacher or Resource Has an Design inherent Other teachers and learners can use or repurpose Vygotsky, Activity Theory
    20. 20. Foundations: Mediating Artefacts Mediating Design Mediating Artefacts Artefacts (MA) 1. Concepts 2. Tools 3. Dialogues 4. Activities Creates Learning activity Teacher or Resource Has an Design inherent Other teachers and learners can use or repurpose Vygotsky, Activity Theory
    21. 21. Foundations: Mediating Artefacts Mediating Design Mediating Artefacts Artefacts (MA) 1. Concepts 2. Tools 3. Dialogues 4. Activities Creates Learning activity Teacher or Resource Has an Design inherent Research focus What Mediating Artefacts do teachers use? Other teachers and learners What Mediating Artefacts can we create to guide the design process? can use or repurpose Vygotsky, Activity Theory
    22. 22. Visualisations - making design explicit
    23. 23. Visualisations - making design explicit Course map
    24. 24. Visualisations - making design explicit Learning outcomes Course map
    25. 25. Visualisations - making design explicit Learning outcomes Course mapPedagogy profile
    26. 26. Visualisations - making design explicit Learning outcomes Course mapPedagogy profile Course dimensions
    27. 27. Visualisations - making design explicit Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
    28. 28. Collaboration
    29. 29. Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshop
    30. 30. Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshop Cloudworks Space to share and discuss
    31. 31. But does it work? Evaluation data9
    32. 32. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings9
    33. 33. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues9
    34. 34. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues I could understand the learning design process and would feel able to use this when designing some learning activities9
    35. 35. Questions What would a coherent learning design language look like and how might it be shared? What other Mediating Artefacts do we need to develop to enable learners and teachers make more effective use of technologies to support learning? What are the different ways in which learning interventions can be represented? How can we foster a global network and Community of Practice to enable learners and teachers to share and discuss learning and teaching ideas? What tools do we need to guide design practice, visualise designs and provide a digital environment for learners and teachers to share and discuss? 10
    36. 36. Questions What are the implications and likely impact of social and participatory media for education and how can they be harnessed more effectively to support learning? What will be the impact of new emergent technologies on the stakeholders involved in education? What new pedagogies are emerging as a result of these new technologies?What are the implications for learners, teachers and institutions of new social and participatory media? 11
    37. 37. Questions How will the processes of supporting learning (design, delivery, support and assessment) change as a result of new technologies? What social exclusion issues are arising with the increased use of new technologies? How can we promote more socially inclusive practices? How are Open Educational Resources being design, used and repurposed? What are the implications for formal institutions of the increasingly availability of free resources, tools and even total educational offerings, such as Massive Online Open Courses 12
    38. 38. Questions What digital literacy skills do learners and teachers need to make effective use of these technologies and resources? To what extent are they evident and how can they be developed? How are the ways in which learners and teachers communicate and collaborate changing with the use of these technologies? How can we create effective new digital learning environments to promote the use of social and participatory media and OER? How can informal learning using OER be assessed and accredited? 13
    39. 39.  What kinds of policy directives are in place to promote social inclusion through the use of OER and how effective are they? What new methodologies and theoretical perspectives will be needed to address these research questions and to interpret the findings? 14
    40. 40. Next steps A map of current learning design research A refined set of research questions Development of visualisations and tools Consolidate existing resources and activities DesignNet: towards a global network of learning design researchers 15
    41. 41. URLs• http://robwall.ca/2009/03/10/creativity-is-the-new-technology/• http://www.youtube.com/watch?v=nvIQP-EBPqc• http://vimeo.com/3365942• http://blogs.hbr.org/video/2010/05/andrew-klavan-on- how-21st-cent.html• Questionmark http://www.flickr.com/photos/crystaljingsr/ 3914729343/

    ×