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Usable Representations of Learning Design


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This is the introductory presentation for the workshop at Online Educa Berlin 2010 that was delivered by: (1) Charalambos Vrasidas, CARDET – UNIC, Cyprus (2)
Gráinne Conole, The Open University, UK (3)
Symeon Retalis, University of Piraeus, Greece

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Usable Representations of Learning Design

  1. 1. This project is partially funded with support from the European Commission. This presentation reflects the views of the partners and the Commission cannot be held responsible for any use which may be made of the information contained therein. Charalambos Vrasidas, CARDET – UNIC, Cyprus Gráinne Conole, The Open University, UK Symeon Retalis, University of Piraeus, Greece Usable Representations of Learning Design for Educators and Instructional Designers
  2. 2. • Transfer innovation from Open University UK and global perspectives from the International Council for Educational Media Leonardo Transfer of Innovation 2
  3. 3. • Advance educators’ and trainers lifelong learning skills • Develop educators’ learning design skills • Better prepare them in integrating ICT in teaching and training in innovative ways. • Build a community of educators and trainers for sharing, discussing, debating and improving instructional activities and learning designs. The Project Aims to … 3
  4. 4. Partners 4 CARDET Open University UK University of Piraeus Cyprus Pedagogical Institute International Council for Educational Media Innovade LI Ltd
  5. 5. • Design is an inherent part of educators’ practice • Design’ is embedded in a teacher’s practice and tends to be implicit (not formally articulated). • There is a need to better understand the design process • There is a need to guide teachers in making decisions about the creation of new learning activities. Why care about design? 5
  6. 6. • How do educators/ and instructional designers prepare education content & learning activities? • What decisions do they make? • How do they decide which activities, resource and technologies to incorporate? • Where do they get support on the process? Driving Questions 6
  7. 7. • The process of planning, structuring and sequencing learning activities, • The product of the design process – the documentation, representation(s), plan, or structure) created either during the design phase or later. The term LD refers to … 7
  8. 8. • Specifications: ▫ IMS (2003) – represent design for machine interpretation & execution • Modeling Approaches ▫ Design Patterns ▫ EML ▫ Task Swim Lanes ▫ Scripts • Pedagogy – focus on the learner and learning Approaches 8
  9. 9. program course lesson activity Multiple layers of Learning Design 9
  10. 10. • Emphasis on learning and design, rather than on instruction Learning Design Vs Instructional Design 10
  11. 11. • Encourages reflection and collaboration • Captures good practice ▫ (implicit Vs explicit) • Facilitates idea exchange and feedback Reflection and Collaboration 11
  12. 12. • Emphasis on Design ▫ Visual representation ▫ Creativity ▫ Innovation ▫ Problem solving ▫ Intentional collaborative process Creativity and Design Thinking 12
  13. 13. • Better selection of methods and tools • Alignment of outcomes, with activities, tools, and assessment • Selection of tools according to their affordances Learning Design Facilitates … 13 Outcomes Activities Assessment TOOLS
  14. 14. • Theoretical and methodological challenges - a very complex process • Representations can vary in their form, role, granularity and level of abstractness • Learning design is embedded within established cultural and social practices • Issues that arise have to do with time, ownership, sharing, how to become proficient in skills of notation and representation and how to externalise and articulate practice. Challenges 14
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  16. 16. CONTACT INFO 16 • Charalambos Vrasidas, ▫ CARDET – UNIC, Cyprus ▫ • Gráinne Conole, ▫ The Open University, UK ▫ • Symeon Retalis ▫ University of Piraeus, Greece ▫ • •