Set of slides outlining current work under the OU learning design initiative

1. OULDI
Overview of the
Open University Student Student Tutor
Tasks Resources Tasks
Learning Design
Initiative
Each student selects three
countries
Check resource ok
for Level 1 students
LO – skills: how to
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
Find and retrieve data
Andrew Brasher, Paul Clark, Gráinne Conole,
LO – skills:
about these three countries
searching of data
and assessing
Internet
quality of data
Simon Cross, Juliette Culver, Martin Weller Post research to group wiki What method
used to post?
Written / audio etc.
Wiki
DONE: What if they
Learn about fair
need more help?
21st January 2009
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Tutor reads comments and
Reflect on tutor feedback
gives feedback to group

2. Vision of enhancing the learner
experience through pedagogically
informed, innovative use of technologies
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

3. Bridge between Capture &
pedagogy & represent designs
technology
Vision of enhancing the learner
experience through pedagogically
informed, innovative use of technologies
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

4. Bridge between Capture &
pedagogy & represent designs
technology
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

5. Bridge between Capture &
pedagogy & represent designs
technology
Empirical
evidence
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

6. Bridge between Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

7. Bridge between Resources and events Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Workshops Schema
Scaffold the Promote
Cloudfests Summits
design process sharing and reuse
Design challenges
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

8. Focus

9. New forms
of creativity
Focus
New forms New forms
of delivery of sharing

10. New forms
of creativity
Events &
CompendiumLD
schema
Focus
New forms New forms
of delivery of sharing
Cloudworks

11. New forms
of creativity
Events & Guidance
CompendiumLD
schema
Focus
New forms New forms
of delivery of sharing
Cloudworks

12. New forms
of creativity
Events & Guidance
CompendiumLD
schema
Focus
Workshops
New forms New forms
of delivery of sharing
Cloudworks

13. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops
New forms New forms
of delivery of sharing
Cloudworks

14. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops Representation
New forms New forms
of delivery of sharing
Cloudworks

15. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops Representation
New forms New forms
Dialogue
of delivery of sharing
Cloudworks

16. New forms
of creativity
Events & Guidance Visualisation
CompendiumLD
schema
Focus
Workshops Representation
New forms New forms
Dialogue Digital traces
of delivery of sharing
Cloudworks

17. Evidence based

18. Evidence based
Expert
brainstorming

19. Evidence based
Expert
brainstorming
Development of
support resources

20. Evidence based
Expert
brainstorming
Development of
support resources
Testing the tools!

21. Evidence based
Expert
brainstorming
Development of
support resources
Testing the tools!
Feedback, feedback,
feedback

22. Evidence base

23. Evidence base
Case studies

24. Evidence base
Case studies Use of tools

25. Evidence base
Case studies Use of tools
Interviews

26. Evidence base
Case studies Use of tools
Interviews The design process

27. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course
evaluation

28. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation

29. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
workshops

30. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
Tools development
workshops

31. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
Tools development
workshops
Workshops

32. Evidence base
Case studies Use of tools
Interviews The design process
In-depth course The design lifecycle
evaluation
Futures visioning
Tools development
workshops
Workshops Trialling & evaluation

33. Case studies

34. Case studies

35. Case studies
Use of tools
in context
Ideas generation
& support mechanisms
Pedagogical
approaches
Representation
Barriers & enablers

36. Interviews

37. Interviews
Process Representation
Support

38. Interviews
Barriers
Process Representation
Support
Evaluation

39. Interviews
Expertise Existing
Barriers
& time processes
Shared vision
‘From the heart’
Process Representation
The ‘big’ idea Interactive
design
Support
Tacit nature Serendipity
Link to
Constraints
assessment
Evaluation

40. In-depth evaluation

41. In-depth evaluation
Design cycle

42. In-depth evaluation
Granularity
Design cycle
of designs

43. In-depth evaluation
Granularity
Design cycle
of designs
Team dynamics

44. In-depth evaluation
Granularity
Design cycle
of designs
Barriers &
Team dynamics
enablers

45. In-depth evaluation
Granularity
Design cycle
of designs
Barriers &
Team dynamics
enablers
Multi-faceted

46. Interview snapshots

47. Interview snapshots
Scrapbooks &
doodle maps
Holistic Mapping &
& atomistic connections

48. Interview snapshots
I tend to sit and doodle a map
[Scrapbook] It’s in words, not will draw the logic and flow of
diagrams a dumping ground the course on paper and then
for thoughts – [to] capture thoughts go to compendium.
Scrapbooks & Then the problem is sharing it
doodle maps
Holistic Mapping &
& atomistic connections

49. Interview snapshots
I tend to sit and doodle a map
[Scrapbook] It’s in words, not will draw the logic and flow of
diagrams a dumping ground the course on paper and then
for thoughts – [to] capture thoughts go to compendium.
Scrapbooks & Then the problem is sharing it
doodle maps
I was building a sense of what the
new course might be … we must
remember to do x, or a url of relevance
Holistic Mapping &
& atomistic connections
One of the difficulties is mapping the
whole process I have tried to approach
course design using a holistic approach

50. Interview snapshots
I tend to sit and doodle a map
[Scrapbook] It’s in words, not will draw the logic and flow of
diagrams a dumping ground the course on paper and then
for thoughts – [to] capture thoughts go to compendium.
Scrapbooks & Then the problem is sharing it
doodle maps
Start from assessment
strategies and learning
I was building a sense of what the
outcomes and get an alignment
new course might be … we must
remember to do x, or a url of relevance
Holistic Mapping &
& atomistic connections
One of the difficulties is mapping the List of words clustered into blocks,
whole process I have tried to approach arrows...can you have clusters
course design using a holistic approach link to TMAs [Assignments]

51. Contradictions

52. Contradictions
Process

53. Contradictions
Process
Process Product

54. Contradictions
Process
Process Product
Capture

55. Contradictions
Process
Process Product
Capture
Implicit Explicit

56. Contradictions
Process
Process Product
Capture
Implicit Explicit
Representation

57. Contradictions
Process
Process Product
Capture
Implicit Explicit
Representation
Text Visual

58. Contradictions
Process
Process Product
Capture
Implicit Explicit
Representation
Text Visual
Lifecycle

59. Contradictions
Process
Process Product
Capture
Implicit Explicit
Representation
Text Visual
Lifecycle
Static Dynamic

60. Findings to date

61. Findings to date
Design process creative,
messy, iterative
Serendipitous routes
to support Sharing and reuse difficult,
but valuable
No one perfect design tool
or approach
Different aspects to design -
focus and level of granularity
Visualisation helps makes
design more explicit
Text, visual, models of
designs all have pros and cons

62. Schema
Rethinking design through
events and schema to
meet a range of needs
Events

63. Schema
Events

64. Schema
Course
Design Challenge
Events

65. Schema
Course
Design Challenge
Design summits
Events

66. Schema
Course
Design Challenge
Design summits
Events Cloudfests

67. Schema
Course
Design Challenge
Design summits
Events Cloudfests

68. Schema
Course
Design Challenge
Design summits
Events Cloudfests

69. 18th September2008
Design challenge:
design a short course
in a day are you up to it???

76. Stalls really useful
Amazed at how
much we achieved

77. Research focus

78. Research focus
Visualising
design
Understanding
design
Guiding Sharing
design design

79. Research focus
Visualising
design
Understanding
design
Guiding Sharing
design design
Design lifecycle

80. Research focus
Visualising
Barriers & design
enablers
Multiple tools
& approaches
Understanding
design
Guiding Sharing
design design
Design lifecycle

81. Research focus
Complexity of
representation
Visualising
Barriers & design
enablers Support:
level and time
Multiple tools
& approaches Sharing valued
but difficult
Understanding
design
Guiding Sharing
design design
Design lifecycle

82. Design lifecycle

83. Design lifecycle
Vision

84. Design lifecycle
Gather
Vision

85. Design lifecycle
Gather Assemble
Vision

86. Design lifecycle
Gather Assemble
Vision Run

87. Design lifecycle
Gather Assemble
Vision Run
Evaluate

88. Design lifecycle
Gather Assemble
Vision Run
Adapt Evaluate

89. Design lifecycle
Gather Assemble
Vision Run
Adapt Evaluate

90. Design lifecycle
Gather Assemble
Vision Run
Adapt Evaluate
Course Course Course
conception delivery refinement

91. Design lifecycle
Gather Assemble
Vision Run
Adapt Evaluate
Course Course Course
conception delivery refinement
Learning
Block Course
activity

92. CompendiumLD

93. CompendiumLD

94. CompendiumLD

95. CompendiumLD
Core icon set

96. CompendiumLD
Core icon set
Design icon set

97. Guiding and visualising designs
The CompendiumLD tool

98. Guiding and visualising designs
The CompendiumLD tool

99. Guiding and visualising designs
Activity
Assignment
Outcome
Resource
Role
Stop
Task
Tool
The CompendiumLD tool

100. Guiding and visualising designs
Activity
Assignment
Outcome
Resource Time
Role
Stop
Task
Tool
The CompendiumLD tool

101. Guiding and visualising designs
Student
Tasks
Activity
Each student selects three
countries
Assignment Find and retrieve data
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

102. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

103. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Time
Wiki
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

104. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource Time
Wiki
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

105. Guiding and visualising designs
Student
Student
Tasks
Resources
Activity
Each student selects three
List of countries
countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource Time
DONE: What if they
need more help? Wiki
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

106. Targeted search

108. Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Check resource ok
for Level 1 students
LO – skills: how to
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
Find and retrieve data
LO – skills:
about these three countries
searching of data
and assessing
Internet
quality of data
Post research to group wiki What method
used to post?
Written / audio etc.
Wiki
DONE: What if they
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Tutor reads comments and
Reflect on tutor feedback
gives feedback to group

109. Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Check resource ok
for Level 1 students
LO – skills: how to
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
Find and retrieve data
LO – skills:
about these three countries
searching of data
and assessing
Internet
quality of data
Post research to group wiki What method
used to post?
Written / audio etc.
Wiki
DONE: What if they
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Tutor reads comments and
Reflect on tutor feedback
gives feedback to group

110. Time allocation
At task level,
aggregated
by role

111. Representing pedagogy

112. Representing pedagogy

113. Representing pedagogy

114. Representing pedagogy

115. Representing pedagogy

116. Cloudworks

117. Cloudworks
Many repositories of good practice,
but how do you develop the community???

118. Cloudworks
RSS feeds Playlists
Follow and
be followed
Friends
APIs
Many repositories of good practice,
but how do you develop the community???
Share
Embed
Comment
Aggregate

119. Vision & principles
• •
Enable people to find, share & Low barrier to entry
discuss learning & teaching ideas
• People-orientated
• •
Connect people with similar Open site, open content
interests
• Target particular communities
• Showcase work
• The site acting as a conduit
• Provide a place for different
communities
• Encourage sharing

121. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström

122. ‘Social networking makes little
sense if we leave out the objects
that mediate the ties between people
Engeström
Design framework for sociality
Enabling practice
Mimicking reality
Building identity
Actualising self
Bouman et al.

123. Clouds and Cloudscapes

124. Clouds and Cloudscapes

125. Clouds and Cloudscapes

126. Clouds and Cloudscapes
Learning &
teaching ideas

127. Clouds and Cloudscapes
Designs or
case studies
Learning &
teaching ideas

128. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas

129. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools

130. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems

131. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems

132. Clouds and Cloudscapes
Designs or
Conference
case studies
Resources Workshop
Learning & Course
teaching ideas team
Research
Tools
area
Questions
Project
or problems

133. Cloudworks v0.2
Social networking site for finding, sharing & discussing
learning and teaching ideas and designs

134. All clouds

135. Ascilite conference Cloudscape

136. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite

137. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite

138. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day

139. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife

140. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning

141. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
OULDI
site

142. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria

143. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD

144. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Workshop on
Secondlife
Paper on mobile
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS

145. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
Workshop on
Clouds
Secondlife
New clouds
added
Paper on mobile
by delegates
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS

146. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
New clouds
Workshop on
Clouds
Secondlife
New clouds
added
Paper on mobile
by delegates
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS

147. Ascilite conference Cloudscape
Overview of the cloudscape:
a space to post and discuss
ideas seen at Ascilite
Design a short
course in a day
Import
existing
New clouds
Workshop on
Clouds
Secondlife
New clouds
added
Paper on mobile
by delegates
learning
Peer
OULDI
assessment
site
criteria
CompendiumLD LAMS
Web Peer Assessment webparesearch.blogspot.com/
Information literacy webparesearch.blogspot.com/

149. Who and what I am
following, who’s
following me

150. Who and what I am
following, who’s
following me

151. Who and what I am
following, who’s
following me
My cloudstream
dynamically
updates

152. Cloudscapes

153. Cloudscapes
Workshop
Course
Research topic
Conference
Design team
Topic
Tool
Project

157. It’s not a repository
it’s a conversation

158. It’s not a repository
it’s a conversation
Success stories
Visual designs
Quality control
Concrete vs. abstract
Transferable designs
Barriers to contribution
Changing practice
Ownership
Comments make it
come alive
Openness

160. Design
schema

161. Guiding design
Design
schema

162. Guiding design
Design
Mapping
schema

163. Guiding design
Design
Mapping
schema
Validating

164. Guiding design
Design
Deconstructing Mapping
schema
Validating

165. A schema for mapping tools and
activities to dimensions of learning
Conole, Dyke et al. (2004), related framework Warburton (2007)

166. A schema for mapping tools and
activities to dimensions of learning
Individual
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

167. A schema for mapping tools and
activities to dimensions of learning
Individual
Passive Active
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

168. A schema for mapping tools and
activities to dimensions of learning
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

169. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

170. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

171. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

172. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

173. A schema for mapping tools and
activities to dimensions of learning
Blog as
reflective diary Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

174. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

175. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

176. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

177. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

178. A schema for mapping tools and
activities to dimensions of learning
Blog as Blog collective
reflective diary class resource
Individual
Information
Passive Active
Experience
Social
Conole, Dyke et al. (2004), related framework Warburton (2007)

179. A pedagogy schema
Dyke, Conole et al., (2007)

180. Thinking &
reflection
A pedagogy schema
Dyke, Conole et al., (2007)

181. Thinking &
reflection
A pedagogy schema
Communication
& interaction
Dyke, Conole et al., (2007)

182. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Dyke, Conole et al., (2007)

183. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Dyke, Conole et al., (2007)

184. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Evidence &
demonstration
Dyke, Conole et al., (2007)

185. Thinking &
reflection
A pedagogy schema
... to provide guidance on
mapping pedagogy principles
to aspects of learning
Communication Experience
& interaction & activity
Evidence &
demonstration
Dyke, Conole et al., (2007)

186. Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

187. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

188. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

189. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

190. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

191. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning
activities
experience and
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

192. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning
activities
experience and
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

193. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

194. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

195. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

196. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

197. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

198. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

199. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

200. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

201. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Mapping learning Aggregation of
activities
experience and learning
show achievements
against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article

202. Design schema

203. Design schema
Add comments to the two design
schema clouds in the Ascilite cloudscape

204. Design schema
Add comments to the two design
schema clouds in the Ascilite cloudscape
Explore the 8LEM cloud and add comments

205. Design schema
Add comments to the two design
schema clouds in the Ascilite cloudscape
Explore the 8LEM cloud and add comments
Do you know of other useful schema?
If so add as clouds

206. JISC Curriculum Design
• 4-year project, focus on whole curriculum design
• Internally
• Link to Course Business Models
• Curriculum delivery project
• Online global programme
• HSC, FELS..
• Externally
• Brunel, Cambridge, Reading, South Bank
• LAMS and Moodle communities

208. OL-NET
A vision for a participatory
network of producers, users and
researchers of OERs...

209. OER cycle

210. OER cycle
Select

211. OER cycle
Design
Select

212. OER cycle
Design
Select Use

213. OER cycle
Design
Select Use
Evaluate

214. Generic tool
Specialised tool
Resource
OER cycle Schema
Design
Select Use
Evaluate

215. Generic tool
Specialised tool
Resource
OER cycle Schema
Design
Openlearn
Select Use
Google
Evaluate
Cloudworks

216. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
Openlearn
Select Use
Google
Evaluate
Cloudworks

217. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Evaluate
Cloudworks

218. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
OER cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Evaluate
Cloudworks
Analysis tools Student survey

219. OER cycle

220. Generic tool
Specialised tool
Resource
Schema
OER cycle

221. Generic tool
Specialised tool
Resource
Schema
OER cycle

222. OER network

223. OER network

224. OER network

225. OER network

226. OER network

227. OER network
People/networks
Meta-analysis/
synthesis
Tools, methods,
approaches
Designs, evaluations,
case studies

228. OL-NET

229. Challenges
Representation: forms and purpose
Visualisation: what and why
Schema: format and use
Support: real and virtual
Guidance: type and form
Evidence: what and value
Development: research vs. practice
Practice: current and changing
Sharing: how and why

230. Issues
• Explaining what is it and what it can/can’t do!
• Managing expectations: balance of research vs.
practice
• Mapping current and emergent OU
Curriculum processes
• Scaling up and embedding
• Appropriate evaluation mechanisms

231. Evaluation
• Design: process, support, representation, barriers, evaluation
• Lifecycle: levels, stages, barriers, connections
• Value & impact: academics, support staff, systems, students
• Uptake: community build, sharing, representation

232. Further information
• OU Learning design initiative
• http://ouldi.open.ac.uk
• Visualizing design - CompendiumLD
• http://compendiumld.open.ac.uk
• Paul Clark - slidecast on using CompendiumLD
• http://www.slideshare.net/PerryW/using-compendiumld-to-
design-a-learning-activity-435001/
• Sharing designs - Cloudworks
• http://cloudworks.ac.uk

233. Further info
• OU Learning design initiative - http://ouldi.open.ac.uk
• Slidecast on using CompendiumLD - www.slideshare.net/PerryW/using-compendiumld-to-
design-a-learning-activity-435001/
• Cloudworks: Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A.
(2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov
– 3rd Dec 2008, Melbourne, www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf
• CompendiumLD: Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J.
(2008), Visualising learning design to foster and support good practice and creativity,
Educational Media International,Volume 54, Issue 3, 177-194.
• Design schema: Conole, G. (2008), New schema for mapping pedagogies and
technologies, Ariadne magazine, www.ariadne.ac.uk/issue56/conole/
• Technology trends: Conole, G. (forthcoming), Stepping over the edge: the implications of
new technologies for education in M. Lee and C. McLouglin, Web 2.0-based e-learning:
applying social informatics for tertiary teaching, Hersey, PA: ICI Global
• OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research
Report 2006-2008, Open University: Milton Keynes

234. OULDI: OULDI.OPEN.AC.UK