Designing for openness

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  • Designing for openness Alejandro ArmelliniCarpe Diem is a well-researched and well-rehearsed workshop for academic course teams to design learner-centred online courses together (www.le.ac.uk/carpediem). Based on earlier work by Professor Gilly Salmon, Carpe Diem has been developed, delivered and evaluated by the Beyond Distance Research Alliance at the University of Leicester over the past 5 years. More than 50 Carpe Diem workshops have been delivered at 16 institutions in the UK and worldwide. The impact and benefits of the approach have been well documented in the literature (Salmon et al, 2008; Armellini and Jones, 2008; Armellini et al, 2009; Armellini and Aiyegbayo, 2010). Carpe Diem shares some features with other interventions, such as Oxford Brookes’ ‘Course Design Intensives’ (Dempster, 2008).The increasingly high profile of open educational resources (OERs) across the sector and the University of Leicester’s participation in three OER projects since 2009 (OTTER, OSTRICH and TIGER) have influenced the design and delivery of Carpe Diem workshops at Leicester and beyond. In particular, the ‘storyboards’ of modules and programmes have seen the incorporation of OERs from multiple sources and in different formats. A resource audit, conducted early on in the design process, helps identify the materials needed for the course and where they can be obtained from as OERs. Course teams’ awareness of the availability of OERs has been raised enormously as a result of this change.Drawing on experiences at Leicester and at other universities in the UK and globally, we show how ‘designing for openness’ informs and enhances Carpe Diem workshops today. By the end of the session, participants will be familiar with this approach to learning design and the pedagogically sound inclusion of OERs in the curriculum. Examples of designs with open resources will be shared and discussed. We will invite reflections on how openness is likely to inform, and perhaps shape, the curricula of the future.
  • Designing for openness

    1. 1. Designing for openness Dr Alejandro Armellini Senior Learning Designer Beyond Distance Research Alliance University of Leicester, UK http://tinyurl.com/bdra-educa2012www.le.ac.uk
    2. 2. ObjectivesTo illustrate how the Carpe Diem learning design process has evolved as a result of the OER agenda over the past 3 yearsTo show how Carpe Diem has become a platform for the dissemination of open practices
    3. 3. The Beyond Distance Research Alliance…• Is a Research and Innovation Unit• Generates evidence that colleagues can relate to through funded research projects• Promotes and disseminates evidence- based, incremental change and embedding• Shapes and informs policy and strategy www.le.ac.uk/beyonddistance
    4. 4. Our mantras• Research to practice• Innovation to mainstream• Low-cost, high-value learning technologies• Design once, deliver many times• Design for learning, e-moderate for participation …to inform, embed, disseminate and sustain change
    5. 5. Design forlearning E-moderate for participation
    6. 6. GoodDelivery Bad Bad Good Design 7
    7. 7. GoodDelivery Bad Bad Good Design 8
    8. 8. Good RECOVERYDelivery Bad Bad Good Design 9
    9. 9. Good RECOVERYDelivery Bad WHAT A WASTE! Bad Good Design 10
    10. 10. Designing together: Carpe Diem Source: http://www.flickr.com/photos/susanvg/
    11. 11. Seize the DayInvest two days of your time and get your course onlineSource: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/
    12. 12. Carpe Diem addresses…• ‘My use of e-learning is bad.’• ‘Help me redesign this.’• ‘The discussion forums are never used.’• ‘What is a wiki?’• ‘Can I run synchronous sessions? How?’• ‘What is Web 2.0 and how can my learners benefit from it?’• ‘Existing resources? What resources? Are they readily available? For free? Really?’ Focus: designing for learning www.le.ac.uk/carpediem
    13. 13. Carpe Diem deliverables • Blueprint for the course • Storyboard • Running e-tivities (peer-reviewed and reality-checked) • Model for further development • Action planwww.le.ac.uk/carpediem 14
    14. 14. www.le.ac.uk/mediazoo
    15. 15. Learning outcomesSTART END Assessment
    16. 16. Review learningoutcomes & assessment StoryboardGather my materials &borrow materials from colleagues Identify gaps Download stuff ‘Write’ the rest (often a lot) to fill gaps Check consistency, alignment & go
    17. 17. Generate a blueprint Storyboard Create a scaffold Gather materials & identify gapsSelect and adapt OERs Design missing bits as per storyboardReality check, review, adjust & go
    18. 18. Resource Audit Format Text & Audio Video Slides (eg Other (eg AdobeContent graphics PowerPoint) Presenter)What I alreadyhaveWhat I find andreuse as isWhat I find,tweak and useWhat I find,repurpose anduseWhat I createfor this module
    19. 19. High OER-enhanced curriculum curriculum Low-cost, high- Strategic, embedded New value enhancement enhancement curriculum >> >> TweakedCurriculum design curriculum Current Opportunistic Timely enhancement enhancement >> Tweaked Used as is OER >> Repurposed Low High OER design
    20. 20. The CORRE quality and evaluation frameworkhttp://tinyurl.com/otter-corre
    21. 21. Taking our materials through CORRE Stage in CORRE Sample challenges Content Are the materials usable out of context (e.g. without seminar input)? Openness Have I copyright cleared all 3rd party content (e.g. images) embedded in my materials? Reuse & Are all authors happy with the CC licence assigned Repurpose to the new version of the materials? Evidence Who is your OER primarily aimed at? Future Leicester students? Academics in other universities? Others?
    22. 22. www.le.ac.uk/ostrich
    23. 23. http://www.flickr.com/photos/wwworks/ Dr Alejandro Armellini aa277@le.ac.uk http://tinyurl.com/bdra-educa2012 December, 2011www.le.ac.uk

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