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Designing the next generation of HSC courses

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Designing the next generation of HSC courses

  1. 1. Designing the next generation of HSC courses new and innovative approaches to thinking Gráinne Conole and Adrian Kirkwood Accentura, Kents Hill 5th-6th June 2008
  2. 2. Introductions & Aspirations What you said you wanted from the workshop?
  3. 3. Workshop outcomes The context of HSC course development Overview of different approaches to design Awareness of the range of tools and resources for design and how they can be used Hands on exploration of some tools and resources Reflection on relevance to your context & the constraints Action plans for next steps
  4. 4. The HSC context Context of course design in HSC Reflecting on the nature of courses
  5. 5. T1 - context - past What impact were technologies predicted to have - on life generally, on education? What has happened which wasn’t predicted? How do you think students’ use of technology has changed in recent years? How has OUproduction/presentation systems adapted to these changes?
  6. 6. Technology trends
  7. 7. Technology trends Web 1.0 Information, critical mass Institutional web sites Email for communication Information strategies Integrated institutional systems
  8. 8. Technology trends Web 1.0 Information, critical mass Institutional web sites Email for communication Information strategies Integrated institutional systems Web 2.0 Interactive, “openness” User generated Wisdom of crowds Distributed, large-scale data Architecture of participation
  9. 9. An inter-connected world
  10. 10. Society Work patterns Culture Boundaries Economy An inter-connected world
  11. 11. Society Work patterns Culture Boundaries Economy An inter-connected world Technology Pervasive Social tools Personalised Mobile/Smart
  12. 12. Society Work patterns Culture Boundaries Economy An inter-connected world Education Technology Lifelong Pervasive Individual Social tools Social Personalised Purposeful Mobile/Smart
  13. 13. Changes in society Technology Economy Work Culture Education Globalisation
  14. 14. Changes in society Technology Policy Lifelong & initiatives learning Economy Work Culture Education Personalisation Globalisation
  15. 15. Changes in society Technology Policy Lifelong & initiatives learning Economy Work Practice Culture Education Personalisation Globalisation
  16. 16. context - present Adapt the diagram to your own context What are the key factors impacting on your course design? What are the characteristics of your students, your courses?
  17. 17. Mapping the OU context External Content Activities Resources Tools Assessment Support context Work Values Technology Culture Economy
  18. 18. T2: The teacher perspective
  19. 19. T2: The teacher perspective Four inter-connected facets of learning
  20. 20. T2: The teacher perspective Thinking & reflection Four inter-connected facets of learning
  21. 21. T2: The teacher perspective Thinking & reflection Four inter-connected facets of learning ommunication & interaction
  22. 22. T2: The teacher perspective Thinking & reflection Four inter-connected facets of learning ommunication Experience & interaction & activity
  23. 23. T2: The teacher perspective Thinking & reflection Four inter-connected facets of learning ommunication Experience & interaction & activity Evidence & demonstration
  24. 24. T2: The teacher perspective Thinking & reflection Four inter-connected facets of learning Can we use this as a framework for mapping tools and activities? ommunication Experience & interaction & activity Evidence & demonstration
  25. 25. media use How are media used and how might they be used to engage students in learning? Think about current media you use and describe the nature of the activity and to what extent it promotes the four types of meta-learning? List new tools or ways of using tools and consider how they map to these types of learning (you can change the tool or way it is used or both)
  26. 26. Mapping tools to learning Thinking Conversation Experience Demonstration Tools Use and and interaction and activity and evidence reflection Forums Podcasts Wikis Blogs DVDs
  27. 27. The HSC context Workload issues Resources constraints
  28. 28. T3: The student perspective What are your students doing with technologies? How has student use of technologies changed in recent years What are the core tools and technologies they are using? How are they using them?
  29. 29. Learner voices JISC Learner Experience programme and publication ’in their own words’
  30. 30. Learner voices Learning in the digital age JISC Learner Experience programme and publication ’in their own words’
  31. 31. Learner voices Learning in the digital age Communication & networking JISC Learner Experience programme and publication ’in their own words’
  32. 32. Learner voices Learning in the digital age Communication & networking JISC Learner Experience programme and publication ’in their own words’
  33. 33. Learner voices Learning in the digital age Concerns Expectations Benefits Communication & networking JISC Learner Experience programme and publication ’in their own words’
  34. 34. Changing student/ institutional relationship
  35. 35. Changing student/ institutional relationship I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university
  36. 36. Changing student/ institutional relationship I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university Almost all our communications .... are though email…invaluable because we’re ... all off site so much… Laura: Technology immersed
  37. 37. Core tools for learning
  38. 38. Core tools for learning It basically opens up a whole world of learning for everybody, you know. You can find, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you don’t have to flick through a big file, you can type, search your computer for what you’re looking for
  39. 39. Core tools for learning It basically opens up a whole world of learning for everybody, you know. You can find, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you don’t have to flick through a big file, you can type, search your computer for what you’re looking for I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers
  40. 40. Jenny and Emma: ePortfolio Using technology for practice-based learning
  41. 41. Today’s learners
  42. 42. Today’s learners Core toolset Word, email, Web Information Communication Google first, peer Mix-mode, approval personalised
  43. 43. Today’s learners Core toolset Word, email, Web Information Communication The 8-part Google first, peer Mix-mode, approval personalised LXP framework
  44. 44. Today’s learners Core toolset Word, email, Web Personalised Adaptive Digitised Skills Information Communication The 8-part Google first, peer Mix-mode, approval personalised LXP framework
  45. 45. Today’s learners Core toolset Word, email, Web Pervasive Personalised Adaptive Integrated Time/space Digitised Skills Learning patterns Information Communication The 8-part Google first, peer Mix-mode, approval personalised LXP framework
  46. 46. Learning processes
  47. 47. Learning processes Task orientated Experiential Cumulative
  48. 48. Learning processes Task orientated Experiential Cumulative
  49. 49. Learning Attitudes & processes approaches Task orientated Experiential Cumulative
  50. 50. Learning Attitudes & processes approaches Engaging & relevant Task orientated Multi-faceted Experiential Social aspects Cumulative
  51. 51. Changing student expectations What do you think is on the horizon? What impact do you think increasing ubiquitous access will have? Influence of gaming, virtual worlds, mobile devices, etc.? Reflection on course evaluations - why are some course components used less and rated less favourably than others?
  52. 52. The HSC context What messages are we getting from our students? Impact of K101?
  53. 53. T4: Strategies for design What is learning design?
  54. 54. T4: Strategies for design Shift of focus from content to activity What is learning design?
  55. 55. T4: Strategies for design Shift of focus from content to activity What is learning design? A means of describing and representing learning activities
  56. 56. T4: Strategies for design Shift of focus from content to activity What is learning design? A means of describing Provides a means and representing of sharing learning learning activities activities
  57. 57. Key questions
  58. 58. Key questions How can we design learning activities which make effective use of tools and pedagogy?
  59. 59. Key questions How can we design learning activities which make effective use of tools and pedagogy? How can we capture and share practice? scaffold and support the design process?
  60. 60. Learning connections
  61. 61. Learning connections Design
  62. 62. Learning connections Learning activities Outcomes Design Tasks Assessment
  63. 63. Learning connections Learning activities Outcomes Support Design Tasks Assessment
  64. 64. Learning connections Learning activities Outcomes Support Design Tasks Assessment Student experience
  65. 65. The OU Learning Design project Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  66. 66. The OU Learning Design project Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops Tool and resource development Phase 1: Compendium, external resources Phase 2: CompendiumLD, LD toolbox Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  67. 67. The OU Learning Design project 44 case 8 faculty studies workshops Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops 15 design Tool and resource development interviews & 2 Workshops & Phase 1: Compendium, external resources in-depth course focus groups Phase 2: CompendiumLD, LD toolbox evaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  68. 68. The OU Learning Design project 44 case 8 faculty studies workshops Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops Tool Resource development: identification: tools, Compendium methods, case studies 15 design Tool and resource development interviews & 2 Workshops & Phase 1: Compendium, external resources in-depth course focus groups Phase 2: CompendiumLD, LD toolbox evaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  69. 69. Why is it useful?
  70. 70. Why is it useful? Means of eliciting design - common language/ understanding of learning activities
  71. 71. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more explicit, aids reflection
  72. 72. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content
  73. 73. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process
  74. 74. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process Creates an audit trail
  75. 75. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process Creates an Highlights policy audit trail implications
  76. 76. Why is it useful? Means of eliciting design - common language/ understanding of learning activities Makes process more Sharing/reuse of designs explicit, aids reflection not just content Provides guidance on the design process Creates an Highlights policy audit trail implications Guides learner through activities sequences
  77. 77. Your design strategies How do you currently design your courses? How do you get new ideas? What resources and support do you use? What issues do new technologies raise?
  78. 78. Design strategies
  79. 79. Design strategies Learning outcomes: What do you want the students to achieve?
  80. 80. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis?
  81. 81. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want the students to do?
  82. 82. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how?
  83. 83. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how? Tools: What tools do you want to use?
  84. 84. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how? Tools: What tools do Resources: you want to use? What resources do you want to use?
  85. 85. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how? Tools: What tools do Resources: you want to use? What resources do Problem: you want to use? What specific problem do you want to address?
  86. 86. Interviews
  87. 87. Interviews Process Support Representation Barriers Evaluation
  88. 88. Interviews Process Constraints ‘From the heart’ Tacit nature Support Representation Sum greater than parts The ‘big’ idea Interactive Barriers design Shared vision Evaluation Serendipity Link to assessment
  89. 89. findings to date
  90. 90. findings to date Design process creative, messy, iterative Serendipitous routes to support Sharing and reuse difficult No one perfect design tool or approach Different aspects to design - focus and level of granularity Compendium easy to use and makes design more explicit Text, visual, models of designs all have pros and cons
  91. 91. findings from interviews
  92. 92. findings from interviews Value in sharing and communicating designs
  93. 93. findings from interviews Value in sharing and communicating designs Informed by practice rather than theories
  94. 94. findings from interviews Value in sharing and communicating designs It’s about making networks faster to get hold of, into, and getting the right people for help and advice...having the opportunity to talk to somebody might cut through a lot of digging around whether there is anything that you want and understanding it [Interviewee] Informed by practice rather than theories
  95. 95. findings from interviews Value in sharing and communicating designs It’s about making networks faster to get hold of, into, and getting the right people for help Case studies are of an historical and advice...having the opportunity to talk to moment and many change over somebody might cut through a lot of digging production and presentation. Case around whether there is anything that you studies don’t record this change want and understanding it [Focus group] [Interviewee] Informed by practice rather than theories
  96. 96. T5: Different ways of thinking Will introduce a range of different ways of thinking about design
  97. 97. Types of media format Consider the location of a range of media (video, audio, podcasts, forums, etc) in the following table Synchronous Asynchronous Presentation Interaction Dialogue Generative activity
  98. 98. pedagogy dimensions Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33
  99. 99. pedagogy dimensions Individual Social Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33
  100. 100. pedagogy dimensions Individual Passive Active Social Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33
  101. 101. pedagogy dimensions Individual Information Passive Active Experience Social Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33
  102. 102. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary class resource
  103. 103. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Social
  104. 104. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Passive Active Social
  105. 105. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Information Passive Active Experience Social
  106. 106. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Information Passive Active Experience Social
  107. 107. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Information Passive Active Experience Social
  108. 108. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Information Passive Active Experience Social
  109. 109. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Information Passive Active Experience Social
  110. 110. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Information Passive Active Experience Social
  111. 111. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary Individual class resource Information Passive Active Experience Social
  112. 112. Mapping exercise Locate each on a pedagogy framework: Web search: students search the web and collate resources against a given set of criteria Drill and practice: students work through a set of resource and then complete a formative self-assessment Debate: for and against debate, students choose a side, post their views and read other postings Portfolio: students gather evidence against learning outcomes into a portfolio
  113. 113. Mapping tools to pedagogy warburton.typepad.com/liquidlearning/2007/11/how-do-we-inter.html
  114. 114. Mapping tools to pedagogy warburton.typepad.com/liquidlearning/2007/11/how-do-we-inter.html
  115. 115. A learner-centred view 8LEM flashcards - focusing on the student activities View the LEM demonstration http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8 Create a design using the mapping grid http://cetl.ulster.ac.uk/elearning/documents/grid.pdf
  116. 116. Thinking About Affordances Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  117. 117. Thinking About Affordances +ve and -ve affordances Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  118. 118. Thinking About Affordances Organisation Creativity Dialogue +ve and -ve Collaboration affordances Reflection Interaction Inquiry Authenticity Positives Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  119. 119. Thinking About Affordances Organisation Time consuming Creativity Support issues Dialogue Assessment issues +ve and -ve Collaboration Expensive affordances Reflection Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Negatives Positives Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  120. 120. Thinking About Affordances Organisation Time consuming Creativity Support issues Dialogue Assessment issues +ve and -ve Collaboration Expensive affordances Reflection Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Map affordances for Negatives Positives the following tools Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  121. 121. Thinking About Affordances Organisation Time consuming Creativity Support issues Dialogue Assessment issues +ve and -ve Collaboration Expensive affordances Reflection Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Map affordances for Negatives Positives the following tools Wiki Forum Chat Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  122. 122. Thinking About Affordances Organisation Time consuming Creativity Support issues Dialogue Assessment issues +ve and -ve Collaboration Expensive affordances Reflection Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Map affordances for Negatives Positives the following tools Wiki Blog Forum E-Portfolio Chat Search engine Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  123. 123. Thinking About Affordances Organisation Time consuming Creativity Support issues Dialogue Assessment issues +ve and -ve Collaboration Expensive affordances Reflection Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Map affordances for Negatives Positives the following tools Wiki Blog Word Forum E-Portfolio DVD Chat Search engine Video conference Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  124. 124. Thinking About Affordances Organisation Time consuming Creativity Support issues Dialogue Assessment issues +ve and -ve Collaboration Expensive affordances Reflection Lack of interaction Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Map affordances for Negatives Positives the following tools Wiki Blog Word Powerpoint Forum E-Portfolio DVD Spreadsheet Chat Search engine Video conference Simulation Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.
  125. 125. Tools E-portofolio, blog, wiki, RSS Tasks feed, etc... Search, discuss, collate, present, etc
  126. 126. Organisation Tools E-portofolio, Creativity blog, wiki, RSS Dialogue Tasks feed, etc... Search, discuss, Collaboration collate, present, Reflection etc Interaction Inquiry Authenticity Positives
  127. 127. Organisation Time consuming Tools E-portofolio, Creativity Support issues blog, wiki, RSS Dialogue Assessment issues Tasks feed, etc... Search, discuss, Collaboration Expensive collate, present, Reflection Lack of interaction etc Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Positives Negatives
  128. 128. Organisation Time consuming Tools E-portofolio, Creativity Support issues blog, wiki, RSS Dialogue Assessment issues Tasks feed, etc... Search, discuss, Collaboration Expensive collate, present, Reflection Lack of interaction etc Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Positives Negatives Assessment Blog by portfolio reflection on practice Group Group report in a resources via wiki RSS
  129. 129. Designing the next generation of HSC courses new and innovative approaches to thinking DAY TWO Gráinne Conole and Adrian Kirkwood Accentura, Kents Hill 5th-6th June 2008
  130. 130. T6: Forms of representation Brainstorm different ways designs can be represented and shared Compare the pros and cons of text and visual representations Discussion of existing HSC representations Introduction to the HSC Grid
  131. 131. Abstracting practice
  132. 132. Abstracting practice U316 The Environmental Web studied by Thorpe and Godwin
  133. 133. Forms of representation
  134. 134. Categorizing design representations Forms of representation
  135. 135. Categorizing design representations Forms of List different representation purposes
  136. 136. Categorizing design representations Forms of List different representation purposes Moving between representations
  137. 137. Categorizing design representations Visualization Forms of List different tools representation purposes Moving between representations
  138. 138. An Inquiry activity
  139. 139. An Inquiry activity Educational scenario to use technology across formal and informal contexts to promote an inquiry- based approach
  140. 140. An Inquiry activity Teacher poses question, prompts debate Handhelds linked to projector, initial results displayed Teams based on differences, challenge is to Educational scenario move to agreement through inquiry & to use technology debate across formal and Choice of methods of inquiry (‘debate with informal contexts to expert’, ‘experiment’) promote an inquiry- Software provides resources & tools to based approach support to guide between locations and store/share results Results presented in class and discussed
  141. 141. The HSC context Current ways of representing HSC designs Course models Study guides for students
  142. 142. Representations Brainstorm the different ways in which designs/ learning activities can be represented and shared. Pros and cons of each? What representations would be most useful for? others on the course team colleagues in LTS a professional accreditation body Which would you find useful in terms of taking and adapting other peoples’ designs?
  143. 143. HSC GRID Mapping of HSC courses against production and support models
  144. 144. Interview snapshots
  145. 145. Interview snapshots Holistic I was building a sense of what the One of the difficulties is mapping the new course might be … we must whole process I have tried to approach approach remember to do x, or a url of relevance course design using a holistic approach
  146. 146. Interview snapshots Holistic I was building a sense of what the One of the difficulties is mapping the new course might be … we must whole process I have tried to approach approach remember to do x, or a url of relevance course design using a holistic approach Scrapbooks & Its in words, not diagrams a List of words clustered into blocks, dumping ground for thoughts – arrows...can you have clusters doodle maps [to] capture thoughts link to TMAs [Assignments]
  147. 147. Interview snapshots Holistic I was building a sense of what the One of the difficulties is mapping the new course might be … we must whole process I have tried to approach approach remember to do x, or a url of relevance course design using a holistic approach Scrapbooks & Its in words, not diagrams a List of words clustered into blocks, dumping ground for thoughts – arrows...can you have clusters doodle maps [to] capture thoughts link to TMAs [Assignments] I tend to sit and doodle a map - Mapping Start from assessment will draw the logic and flow of strategies and learning the course on paper and then elements outcomes and get an alignment go to compendium. Then the problem is sharing it
  148. 148. Contradictions
  149. 149. Contradictions Process
  150. 150. Contradictions Design as Capturing the Process process vs. implicit artifact
  151. 151. Contradictions Design as Capturing the Process process vs. implicit artifact Representations
  152. 152. Contradictions Design as Capturing the Process process vs. implicit artifact Demand for Variety of Representations case studies influences but underused
  153. 153. Contradictions Design as Capturing the Process process vs. implicit artifact Demand for Variety of Representations case studies influences but underused Support
  154. 154. Contradictions Design as Capturing the Process process vs. implicit artifact Demand for Variety of Representations case studies influences but underused Variety: text, Changing Support visual,, etc representations
  155. 155. Forms of representation
  156. 156. Forms of representation Learning Activities
  157. 157. Forms of representation Case Pedagogical Lesson study pattern plan Learning UML Model Activities diagram Schema Vocabulary Mind map
  158. 158. Forms of representation Case Pedagogical Lesson study pattern plan Learning Design UML Model Activities diagram Schema Vocabulary “Designer view” Mind map
  159. 159. Forms of representation Case Pedagogical Lesson study pattern plan Learning Design Narrative UML Model Activities diagram Schema Vocabulary “Designer view” “Learner view” Mind map
  160. 160. Educational view Overview, Pedagogical model, assessment, constraints
  161. 161. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory
  162. 162. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory Technical view Technical blueprint, rule-based and runtime of data flow
  163. 163. The HSC context New models of works Teams plus consultants
  164. 164. T7: Representation in action Hands on of tools for design London pedagogical planner Pheobe planner CompendiumLD Cloudworks
  165. 165. The OU LD project tools
  166. 166. The OU LD project tools Visualizing design Understanding design Guiding Sharing design design
  167. 167. The OU LD project tools Visualizing design CompendiumLD Understanding design Guiding Sharing design design
  168. 168. The OU LD project tools Visualizing design CompendiumLD CLouDworks Understanding design Guiding Sharing design design
  169. 169. JISC Design planners Create a design in either Phoebe or LPP Phoebe phoebe-app.conted.ox.ac.uk LPP www.wle.org.uk/d4l/ Note down what you like and dislike about the tool
  170. 170. CompendiumLD Demonstration Using at the micro-activity level Using at the course level
  171. 171. CompendiumLD
  172. 172. CompendiumLD Main workspace for creating visual maps and designs
  173. 173. CompendiumLD Standard Compendium icon set Main workspace for creating visual maps and designs
  174. 174. CompendiumLD Standard Compendium icon set Main workspace for creating Customised Learning Design visual maps and designs icon set
  175. 175. Visualising designs
  176. 176. Visualising designs
  177. 177. Visualising designs Activity
  178. 178. Visualising designs Activity Role
  179. 179. Visualising designs Activity Role Task
  180. 180. Visualising designs Activity Role Task Tool
  181. 181. Visualising designs Activity Resource Role Task Tool
  182. 182. Visualising designs Activity Assignment Output Resource Role Stop Task Tool
  183. 183. Visualising designs Activity Assignment Output Resource Role Stop Task Tool
  184. 184. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  185. 185. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  186. 186. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  187. 187. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  188. 188. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  189. 189. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
  190. 190. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
  191. 191. Scaffolding & support
  192. 192. Scaffolding & support
  193. 193. Scaffolding & support
  194. 194. Scaffolding & support
  195. 195. Providing structured guidance
  196. 196. In-depth course evaluation
  197. 197. In-depth course evaluation
  198. 198. In-depth course evaluation
  199. 199. In-depth course evaluation
  200. 200. Exploring CompendiumLD Visualising the design process Work in pairs represent a learning activity you have developed Explore the in-situ help Keep a note of what you like and dislike Think about how you might use this individually or as a team
  201. 201. Comparing tools Pros and cons of the tools Alternative tools and approaches The design lifecycle and different granularities of design - how do the tools and approaches map?
  202. 202. THE HSC Context Learning Design specification template
  203. 203. T8: Resources & Case studies Choose a scenario (or outline your own) Choose a resource to explore Find out as much as you can from the resource Write down things you like and don’t like about the resource Note the strategies you are using to search Choose a second resource to explore and repeat
  204. 204. Scenarios
  205. 205. Scenarios Refresher course for returner nurses, providing skills update and outline of latest changes in legislation, etc. Use an e-portfolio as the main vehicle of students demonstrating evidence Beginners social work course, large cohort of students, want to encourage lots of communication and ways of students practicing their interpersonal skills Final year research project in which students need to demonstrate an evidence-based approach
  206. 206. Discussion What strategies did you use for searching the sites? How useful was the information? What was missing?
  207. 207. resources OU Learn about guides epd.open.ac.uk/browseLAG.cfm OU E-learning case studies https://intranet-gw.open.ac.uk/eLearningCaseStudies/ Subject specific: Intute www.intute.ac.uk, LTSN SWAP www.swap.ac.uk, HE Academy www.heacdemy.ac.uk/health Educause www.educause.edu/7ThingsYouShouldKnowAboutSeries AUTC Learning Design site www.learningdesigns.uow.edu.au Globe repository globe.edna.edu.au/globe Phoebe wiki phoebe-app.conted.ox.ac.uk JISC Effective practice guide www.elearning.ac.uk/effprac/ TELL pedagogical patterns cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf
  208. 208. CLouDworks
  209. 209. CLouDworks
  210. 210. CLouDworks Find and share designs
  211. 211. CLouDworks Find and share designs Web 2.0 principles: tagging, profiles, user generated
  212. 212. CLouDworks Find and share designs Cloudlets Web 2.0 principles: tagging, profiles, user generated
  213. 213. CLouDworks Find and share designs Cloudlets Designs Web 2.0 principles: tagging, profiles, user generated
  214. 214. CLouDworks Find and share designs Cloudlets Resources Designs Web 2.0 principles: tagging, profiles, user generated
  215. 215. CLouDworks Find and share designs Cloudlets Resources Designs Tools Web 2.0 principles: tagging, profiles, user generated
  216. 216. create Put in a cloudlet describing an interesting learning activity/teaching innovation Complete your own user profile Browse cloudlets, designs, resources and tools Any of interest? Is the level of detail ok, too little, too much?
  217. 217. T9: Constructing the narrative How do we combine internal and external resources? What are the difficulties with repurposing other peoples’ materials? How do we construct a coherent narrative?
  218. 218. Example approaches The HSC learning guides H809 case study
  219. 219. The OU LD project: “pick and mix”
  220. 220. CompendiumLD The OU LD project: “pick and mix” Design tools
  221. 221. Resources & examples CompendiumLD The OU LD project: “pick and mix” Design tools
  222. 222. Resources & examples CompendiumLD The OU LD project: “pick and mix” Design tools Design methods (thinking differently)
  223. 223. Resources & examples CompendiumLD The OU LD project: “pick and mix” Design tools CLouDworks Tag clouds, social networking, Design methods upload, annotate, download (thinking differently)
  224. 224. Wrap around information: Descriptions, pros and cons, uses, outputs, users Resources & examples CompendiumLD The OU LD project: “pick and mix” Design tools CLouDworks Tag clouds, social networking, Design methods upload, annotate, download (thinking differently)
  225. 225. T10: Action plans and next steps Reflections on the workshop - what was useful and how might you use the tools and resources Identification of areas to work on and teams Indicative timescales Discussion of process and additional support
  226. 226. Evaluation

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