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LSRI Seminar Nottingham

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Seminar to LSRI at Nottingham University

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LSRI Seminar Nottingham

  1. 1. Adopting a learning design approach to creating activities Gráinne Conole LSRI Seminar, Nottingham University 23rd October 2007 e4innovation.com
  2. 2. Innovations in design Learning Outcomes Tasks Assessment Course Student experience design ...through activity
  3. 3. Innovations in design Learning Outcomes Tasks Assessment Course Student experience design ...through activity How can we design learning activities which make effective use of tools and pedagogy?
  4. 4. Innovations in design Represent and share Learning Outcomes Tasks Assessment Course Student experience design ...through activity How can we design learning activities which make effective use of tools and pedagogy?
  5. 5. Innovations in design Represent Create and and share scaffold Learning Outcomes Tasks Assessment Course Student experience design ...through activity How can we design learning activities which make effective use of tools and pedagogy?
  6. 6. THE OU Learning Design project S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
  7. 7. THE OU Learning Design project Adopting a learning design methodology S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
  8. 8. THE OU Learning Design project Formal means of describing activities Adopting a learning design methodology S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
  9. 9. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
  10. 10. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
  11. 11. THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process Enables a shared language & representation S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
  12. 12. Approaches to learning design
  13. 13. From existing practice (case studies) Approaches to learning design
  14. 14. From existing practice (case studies) Approaches to learning design By scaffolding (templates & contextual help)
  15. 15. Select Distribute Define Estimate Define Estimate Define ratio Teaching learner time maximum preparation reuse of presentation of cognitive Methods over TMs group size time materials time activities Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models… Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . . support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what Tutor-marked assignment . . . . . . . . . . . students do with a diagram, Computer-marked assignment . . . . . . . . picture, etc. Additional teaching methods Examples Other?. . . . . This selection will be carried through the Module Plan. You can return to make a new selection, or write in an additional method at any point.
  16. 16. Select Distribute Define Estimate Define Estimate Define ratio Teaching learner time maximum preparation reuse of presentation of cognitive Methods over TMs group size time materials time activities Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models… Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . . support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what Tutor-marked assignment . . . . . . . . . . . students do with a diagram, Computer-marked assignment . . . . . . . . picture, etc. Additional teaching methods Examples Other?. . . . . This selection will be carried through the Module Plan. You can return to make a new selection, or write in an additional method at any point.
  17. 17. Fact finding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops
  18. 18. Fact finding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops Tool and resource development Phase 1: Compendium, LD workshops Phase 2: Compendium LD, +
  19. 19. Fact finding & user requirements Phase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops Tool and resource development Phase 1: Compendium, LD workshops Phase 2: Compendium LD, +
  20. 20. Phase 1: User consultation and case studies Compendium and LD workshops
  21. 21. Design strategies
  22. 22. Design strategies Learning outcomes: What do you want the students to achieve?
  23. 23. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis?
  24. 24. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want the students to do?
  25. 25. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how?
  26. 26. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do you want to use?
  27. 27. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do you want to use?
  28. 28. Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do Problem: you want to use? What specific problem do you want to address?
  29. 29. Issues
  30. 30. Issues Lack of transfer of good practice (case studies or pedagogy)
  31. 31. Issues Lack of transfer of good practice (case studies or pedagogy) Tacit/messy nature of design
  32. 32. Issues Lack of transfer of good practice (case studies or pedagogy) Tacit/messy nature of design Production/ presentation trade off
  33. 33. Issues Lack of transfer of good practice (case studies or pedagogy) Tacit/messy nature of design Production/ presentation trade off Systems don’t reflect new models
  34. 34. Issues Lack of transfer of good practice (case studies or pedagogy) Tacit/messy nature of design Production/ presentation trade off Systems don’t reflect new models Changing skill sets: academics and students
  35. 35. Easy to use Good support/ documentation Towards a learning design tool… using Compendium as a prototype Compendium Easy linking to diagrams, URLs, Flexible and word files etc adaptable
  36. 36. Workspace
  37. 37. Standard Compendium icon set Workspace
  38. 38. Standard Compendium icon set Tailored icon set for learning design Workspace
  39. 39. Examples
  40. 40. Examples Templates
  41. 41. Examples Help Templates
  42. 42. Examples Help Templates
  43. 43. Examples Help Choices Templates
  44. 44. Examples Help Learning activity Choices Templates
  45. 45. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  46. 46. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  47. 47. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  48. 48. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  49. 49. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  50. 50. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
  51. 51. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
  52. 52. Providing structured guidance
  53. 53. Activity versus course
  54. 54. Activity versus course Individual learning activities
  55. 55. Activity versus course Individual learning activities
  56. 56. Activity versus course Individual learning activities Course level information
  57. 57. Workshop Evaluation Easy to use and groups quickly generated activities Using tool in a group helped them reach consensus Different granularities of use The process helped surface hither to hidden complexity LD icon set worked well Process helped users understand different aspects of design Focus on activity rather than content
  58. 58. Phase 2: Interviews and focus groups/workshops Compendium LD, +
  59. 59. Current focus VLE team: Integration with Moodle Adaptation of Compendium Inclusion of tailored and adaptive help Identification of appropriate help - tools and examples Fact finding interviews & focus groups/workshop
  60. 60. Fact finding 10 - 15 interviews Focus groups/workshops Support: external resources and case studies Tools comparison (Compendium, LAMs, JISC, etc) Innovation: Focus on other approaches to design and technology innovation - web 2.0 In-depth course team evaluations
  61. 61. Interviews
  62. 62. Interviews Process
  63. 63. Interviews Process Support
  64. 64. Interviews Process Support Representation
  65. 65. Interviews Process Support Representation Barriers
  66. 66. Interviews Process Support Representation Barriers Evaluation
  67. 67. Interviews Process Constraints ‘From the heart’ Tacit nature Support The ‘big’ idea Representation Sum greater than parts Interactive design Barriers Shared vision Evaluation Serendipity Link to assessment
  68. 68. Complementary studies
  69. 69. Complementary studies PB-LXP project Work-based learning Thorpe, Conole, Edmunds, DeLaat
  70. 70. Complementary studies PB-LXP project Work-based learning Learning across Thorpe, Conole, formal and Edmunds, DeLaat informal settings Sharples and Scanlon, Ainsworth, Benford, Conole, Crook, Jones, Littleton, Mulholland, O’Malley
  71. 71. Educational view Overview, Pedagogical model, assessment, constraints
  72. 72. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory
  73. 73. 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
  74. 74. Teacher poses an open questions to prompt debate Students use handheld devices linked to projector to generate initial responses, which are clustered and displayed along different dimensions Software selects teams, whose answers differ along dimensions and sets them the challenge to move closer in agreement through inquiry and debate Each team chooses methods of inquiry (‘debate with expert’, ‘run experiment outdoors’) Software on mobiles provides tools and materials to structure their investigation as they move between locations and to transmit results to team website
  75. 75. Teacher poses an open questions to prompt debate Students use handheld devices linked to projector to generate initial responses, which are clustered and displayed along different dimensions Software selects teams, whose answers differ along dimensions and sets them the challenge to move closer in agreement through inquiry and debate Each team chooses methods of inquiry (‘debate with expert’, ‘run experiment outdoors’) Software on mobiles provides tools and materials to structure their investigation as they move between locations and to transmit results to team website
  76. 76. Why is it useful?
  77. 77. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities
  78. 78. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs
  79. 79. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities
  80. 80. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail of design decisions
  81. 81. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail Highlights policy of design decisions implications
  82. 82. Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail Highlights policy of design decisions implications Could also guide learners through activities
  83. 83. Issues
  84. 84. Issues Adopting a Learning Design mindset
  85. 85. Issues Adopting a Learning Design mindset Degree of control between tool and user
  86. 86. Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level
  87. 87. Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation and levels of granularity
  88. 88. Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation Sustainable user-generated and levels of granularity activities
  89. 89. Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation Sustainable user-generated and levels of granularity activities Roll out and support: research vs. practice
  90. 90. Learning Design Conole, G. and Weller, M. (forthcoming), Using learning design as a framework for the design and reuse of OER, OpenLearning Conference, Milton Keynes Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design methodology to foster adn support creativity in design Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography – software tools and mapping techniques Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference, July 2007, Greenwich Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and scaffolding learning design, EDEN conference, June 2007, Naples

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