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Conole workshop


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Conole workshop

  1. 1. New methods to think about design Gráinne Conole, The Open University, UK Online Educa, Berlin, 1/12/10
  2. 2. The OU Learning Design Initiative Shift from belief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
  3. 3. Aspects of learning design Resources Foundations Representation Collaboration Mediating artefacts Affordances Excel template CompendiumLD Course views Cloudworks ’Design Challenge’
  4. 4. Representation The Open University, UK KE312 Working together with children What’s the problem? Text-based/focus on content Doesn’t show what the course is really like or what it consists of How are courses typically represented? How explicit is the inherent design?
  5. 5. Moving beyond content The power of visualisation Shift emphasis away from content Help articulate designs Supports effective design Provides focus at different levels Acts as a dialogic mediating artefacts Provides a design record Encourages reflective practice Enables sharing of designs
  6. 6. Now you! How to ruin a course Tools in use Course views  Course map  Learning activities  Course dimensions  Pedagogy profile  Learning outcomes map
  7. 7. How to ruin a course  Issues and strategies important for the success of a course  Check list for design and evaluation of a course  Activity:  List 10 ways that technologies can make your course fail  Compare and discuss  Look at other examples:
  8. 8. Cloudworks  Social networking site for sharing and discussing learning and teaching ideas  Boundary crossing  Best of web 2.0 functionality and practices  Do the Cloudquest challenge!
  9. 9. Quick language guide Cloud: Anything to do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like RSS feeds: For Cloudscapes, Clouds & people Follow: Cloudscapes, Clouds or people Attend: Conferences & workshops
  10. 10. Tools in use  In this activity you will explore the term ‘affordances’ and decide on tools based on their positive and negative affordances  Produce a map  Activity  Choose a task and 3 tools  Put the task in centre of paper and tools on the outside  Add positive and negative affordances  Decide which tool to use  Compare and discuss  Look at other examples:
  11. 11. Co-evolution of tools and practice Evolving practices Characteristics of people Preferences Skills Interests Context Characteristics of tools Reflection Dialogue Aggregation Interactivity Affordances (Gibson) ‘All "action possibilities" latent in an environmentt… 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. Basic communications & gestures Symbolic representations (words, numbers) 1st wave technologies (phone, radio, fax, TV, CD/DVDs) 2nd wave technologies networks, mobiles, the Internet)
  12. 12. Foundations: technology affordances Positive affordances, promotes… Interaction Collaboration Reflections Dialogue Creativity Organisation Inquiry Authenticity Costly to produce Time consuming (developmen Difficult to use Time consuming (support) Assessment issues Lack of interactivity Difficult to navigate New literacy skills Negative affordances, think about… A blog for reflective practice Affordances (Gibson) All "action possibilities" latent in an environmentt… 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.
  13. 13. Course map  This activity produces an ‘at a glance’ view of a course  Produces a map of a course  Activity:  Use the course map guide, fill in the six boxes for your course  Compare and discuss  Look at other examples:
  14. 14. Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Reflection & Demonstration Internalization and reflection, e.g. in-text questions, blogs, e- portfolios Diagnostic, formative or summative assessment Content & Activities Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication & Collaboration Dialogic aspect of the course, interaction between learners &tutors - course forum, email, etc. Course summary Level, credits, duration, key features Key words Descriptive words indicating pedagogical approach Course map
  15. 15. Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments Tutor support: 1:20, 21 contact hours Reflection & Demonstration Journal space in the Mystuff e- portfolio, 6 assignments online (50% of overall score) Content & Activities 3 co-published books, DVDs of 3 practice settings, core questions, thinking points in course books Plus own experience and practice PDFs, e-journal articles & websites, activities in learning guides, 5 website interactivities Communication & Collaboration F-t-F tutorials near beginning, middle and end, Course-wide café forum, Tutor-group forums with sub-groups for each block Course summary KE312 - Working together with Children, 60 pt course over 32 weeks, 3 blocks/20 learning guides Whole weeks devoted to assignments Consolidation week (week 22) Key words Practice-related, aligned to latest professional framework for multi-agency working, rich case studies, Read-Relate to practice – Reflect - Write KE312 - Course map
  16. 16. Learning activities  This activity produces a task swimlane of an activity and the tools and resources used  Produces a swimlane diagram  Activity:  Decide on the learning outcomes, tools, resources and assessment for this activity  Use the stickers/icons to map out the activity  Use pens and arrows to add explanations  Compare and discuss  Look at other examples:
  17. 17. Task swimlane Focus on the tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mindmapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
  18. 18. Three more! Course Map Pedagogy Profile Learning Outcomes Course Dimensions Task Swimlane
  19. 19. Pedagogy profile Learning Design Taxonomy - Conole, 2008 Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task
  20. 20. Course dimensions Guidance & Support Content & Activities Reflection & demonstration Communication & Collaboration
  21. 21. +Learning outcomes Mapping learning outcomes to: Activities Assessment Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps
  22. 22. Reflection  What three words would you use to describe this workshop?  What did you like about this workshop?  What could have been better?  What three words would you use to describe Cloudworks?  What three words would you use to describe the course views?  What action points will you do as a result?
  23. 23. References Workshop material: m7m/ouldi-toolbox/ Cloudworks: My blog: Learning design paper: Papers and presentations: Book: contemporary perspectives on e-learning (Conole and Oliver, 2007)