The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
1. 7Cs of Learning Design
Terese Bird, Leicester Learning Institute
University of Leicester, United Kingdom
2. • An overview of learning design
• Activities
1. How to ruin a course
2. Course Features
3. Tools to capture, communicate and
collaborate
4. Resource Audit
5. Salmon’s 5-stage model of online
activities
6. Course Map
7. Story board
8. Evaluation plan for your course
• Evaluation of the day
3. Learning outcomes
• Conceptualise the learning design process from
different perspectives
• Apply a range of learning design resources, tools
and methods to a learning intervention
• Critique a range of pedagogical approaches and
the role played by different technologies in
supporting these
• Review and debate the theoretical underpinnings
of learning design
• Develop an innovative storyboard, learning
activities and a structure for implementation
4. Learning Design
Key reference
Prof Diana Laurillard (2012)Teaching as a Design Science:
Building Pedagogical Patterns for Learning and Technology.
11. 1 2 3 4 5 …
Assessment1
Tutorial
1stmeeting
Gets learners
geared up for
Reminds
MCQ MCQMCQ MCQ MCQMCQMCQ
E-tivity 1 E-tivity 2
Pod-1 Pod-2 Pod-3 Pod-4
Representation of a learning design:
Incorporating podcasts to support campus-based students’ online learning
12. Why designing for learning?
• ‘maintains the focus on the learner.’
• Learning design … implies we can design
learning. But we can’t!
• ‘But we can do our best to design for learning’
• We can ‘create the environment and
conditions within which the students find
themselves motivated and enabled to learn.’
(Laurillard, 2012, p. 67)
13. Laurillard (2012)
‘[Teaching is] closer to the kind of science, like
engineering, computer science, or
architecture, whose imperative it is to make
the world a better place: a design science’ (p.
1).
14. Laurillard (2012)
‘Teaching is more like a design science
because it uses what is known about teaching
to attain the goal of student learning, and uses
the implementation of its design to keep
improving them’ (p. 1).
15. Laurillard (2012)
‘Teaching is not rocket science. It is much
harder than that. Rocket science is about
moving atoms from a to b; teaching is about
moving minds. And the whole point is to
change those minds into independent thinkers
… .’ (p. 5).
16. ‘If teaching, like engineering and architecture, were
to be treated as a design science, then the
practitioners themselves would be building the
knowledge base’ (Laurillard, 2012, p. 5).
17. Course aims
Intended learning
outcomes
Topics Learners’ personal goals
and needs
Actual
learning
outcomes
Learning activitiesTeaching activities
and assessment
The principal contextual factors influencing the design of teaching and learning (Laurillard, 2012, p. 65)
TEACHERS LEARNERS
19. How do students (we) learn?
• Learning through acquisition
• Learning through inquiry
• Learning through discussion
• Learning through practice
• Learning through collaboration
(Laurillard, 2012)
20. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills
22. Learning Design
Shift from belief-based, implicit
approaches to design-based, explicit
approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
Learning Design
A design-based approach to
creation and support of courses
http://olds.ac.uk
23. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate/Capture ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
24. Conceptualise
• Vision for the course,
including:
– Why, who and what you want to
design
– The key principles and
pedagogical approaches
– The nature of the learners
Conceptualise
Course Features
Personas
25. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
26. Principles
Theory based Practice based Cultural
Aesthetics
Political
International Serendipitous Community based
Sustainable
Professional
28. Guidance &
Support
Learning pathway Mentoring Peer support
Scaffolded
Study skills
Tutor directed Help desk Remedial support
Library support
Step by step
31. Communication &
Collaboration
Structured debate Flash debate Group project
Group
aggregation
Group
presentation
Pair debate For/Against debate
Question &
Answer
Group project
Peer critique
32. Create/Capture
• Finding and creating
interactive materials
– Undertaking a resource audit of
existing OER
– Planning for creation of
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content
Capture
Resource Audit
Learner Generate
Content
33. Communicate
• Designing activities that foster
communication, such as:
– Looking at the affordances of
the use of different tools to
promote communication
– Designing for effective online
moderating
Communicate
Affordances
E-moderating
34. Collaborate
• Designing activities that foster
collaboration, such as:
– Looking at the affordances of
the use of different tools to
promote collaboration
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.
Collaborate
Affordances
CSCL Ped.
Patterns
36. Consider
• Designing activities that foster
reflection
• Mapping Learning Outcomes
(LOs) to assessment
• Designing assessment
activities, including
– Diagnostic, formative,
summative assessment and
peer assessment
Collaborate
LOs/Assessment
Assessment
Ped. Patterns
37. Combine
• Combining the learning activities
into the following:
– Course View which provides a
holistic overview of the nature of
the course
– Activity profile showing the
amount of time learners are
spending on different types of
activities
– Storyboard: a temporal sequence
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs
Combine
Course View
Activity Profile
Storyboard
Learning Pathway
38. Course View
E-tivity Rubric: http://tinyurl.com/SPEED-e5
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content and the learner experience, reflection and
demonstration, and communication and collaboration.
39. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment
41. Consolidate
• Putting the completed design
into practice
– Implementation: in the classroom,
through a VLE or using a
specialised Learning Design tool
– Evaluation of the effectiveness of
the design
– Refinement based on the
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks
Combine
Implementation
evaluation
Refinement
Sharing
42. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
43. Activity 1: Course Features
E-tivity Rubric: http://tinyurl.com/SPEED-e4
Purpose: To consider the features you want to include in your
module/course, which will determine not only the look and feel of the
course, but also the nature of the learners’ experience.
Linoit canvas
44. • Complete the Carpe Diem Resource Audit
sheet, indicating which OER you will include
and what resources you need to create
Activity 2: Resource Audit
45. • A range of tools for capturing resources, and
for fostering communication and collaboration
will be introduced.
Activity 3: Tools to capture,
communicate and collaborate
46. Activity 4: Course Map
E-tivity Rubric: http://tinyurl.com/SPEED-e5
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content and the learner experience, reflection and
demonstration, and communication and collaboration.
47. Activity 5: Activity Profile
E-tivity Rubric: http://tinyurl.com/SPEED-e6
Purpose: To consider the balance of activity types that will be
included in your module/course.
Activity Profile Flash Widget
49. Activity 6: Storyboard
E-tivity Rubric: http://tinyurl.com/SPEED-e8
Purpose: To develop a storyboard for your module/course in which
the learning outcomes are aligned with the assessment events, topics
(contents) and e-tivities.
Linoit Canvas
51. Activity 7: Rubrics for evaluation
Purpose: To devise a set of criteria for evaluating the success of the
design in a real learning context
• Brainstorming some criteria to evaluate the
success of the design in a real learning context
• Try and focus on measurable/observable things
• Think about what data collection you might use –
classroom observation, surveys, interviews
• Post its: Things I liked, room for improvement,
etc.
52. Evaluation and Action Plan
• Three words to
describe the workshop
• What I liked
• Suggestions for
improvements
• Action plan
65. Anyone can make iTunes U Courses
https://itunesu.itunes.apple.com/coursemanager
Use Safari, Firefox, or Chrome
66. iTunes U
• Distribute pdf, epub, mp3, and mp4 formats
• Share with the world
• Windows and Mac computers
• Make iTunes U Course as an individual
• iTunes U Course is private to your students
• iTunes U course is iOS only
67. What format for content?
Medium Positives Negatives
Text •Speed
•Pre-existing material
•Flat
•Does not communicate
emotion
Image •Much communicated in a
single simple package
•Can be misleading without
context
Sound •More communicated by
voice than just words
•Convenient for
multitasking
•Smaller file than video
•Not seen as flashy as
video?
Video •Most info communicated
•Great for demonstrating
skills
•Bulky and padded
•Demands attention
68. Handy guide to ebooks
File format What device positives negatives
pdf Everything Runs on everything Does not flow so
hard to read on
small screens
epub Everything but
Kindle
•Best for phones
•Flows, takes
advantage of the
devices’s power
•Open source,
somewhat
futureproof
Cannot view on a
computer unless
install a reader
(Calibre)
mobi Kindle Kindle is big Kindle only
.ibooks Apple iBooks only •Pretty & easy
•iPad is market
leader for now
•Apple iBooks only
•Notation a
problem
69. Longer documents: what format?
Student
device
Best file
format
App or
program to
create
App or
program to
read
Notes
Smartphones .epub Calibre
Or Mac Pages
iOS – iBooks
Android -
Aldiko
Also need
Dropbox on
the phone
Tablets .pdf Save as pdf iOS –
Notability
Android –
Adobe Reader
Annotations
important
BYOD mixed Epub and pdf
Only Apple .pdf
.ibooks
iBooks Author Notability
iBooks
iBooks – takes
time but can
add
multimedia
70. Calibre
• Easy to do:
– Take a Word doc
– Make sure images are inline
– Save as web page
– Import into Calibre
– Save as epub (or mobi for Kindle)
• Pdf to epub doesn’t really work
• Also try epubbud.com
73. Other facts about ebooks
• Embedded multimedia ebooks is iOS only for
now
• Android app for epub ebooks: Aldiko
• Kindle app on any device
• If you have a production department, buy
inDesign
• If you are an individual producer, buy a Mac
and get Pages
74. PDF books on mobile
• Just use simple pdf
• Can be edited with apps – Notability,
Goodreader
75. Sound
• Why sound?
– Copyright is easier – recorded lectures
– File size is smaller
– Listeners can do something else at the same time
– No bad hair days – staff like it!
– Voice communicates more than the printed word
– Excellent, easy way to close distance
76. Creating and working with sound
• Record with mobile devices/phones
• Audacity
• Garageband
• Quicktime Pro
• Window Sound Recorder
• But please save as mp3 (wma and wav are
dead)
• And apps!!!...
77. Audioboo and SoundCloud
• Like YouTube for sound
• Record in browser
• Audioboo app allows recording on mobile
• SoundCloud website allows you to download
mp3
• Limited length of recordings
79. Examples of use
• Audio feedback – increased marks & retention
http://www.le.ac.uk/duckling
• Voice discussions
• Audioboo – Field use – listen to teacher’s
description of a flower, student audio-records
her own comments and findings
• Student can record, using Audioboo for
iPhone
82. YouTube facts
• Time limit at first
• Great to embed into LMS
• Comments are a mixed blessing
• Good statistics
• Use branding
• Not too easy to download the video
85. Other screencast options
• CamStudio – free Windows application
• Quicktime Pro – free on Macs, built into Mac
operating system
Not free:
Camtasia, Captivate, Articulate – all very good
and can include interactivity
86. Recorded lectures
• Record the face or just the slides?
• Streaming or download?
• Automatic enterprise, or one-by-one?
• Huge server space required, very expensive
• Screen capture software: QuickTime,
Camtasia, iShowU
• Just do a narrated Powerpoint, screen capture
change to mp4
87. Editing movies – keep it simple
• iMovie – free with Mac – saves as .mov, .mp4
• Windows MovieMaker – but doesn’t save as
mp4
• Only go to Final Cut Express if you have to!
– Bleeped out sounds
– Fuzzed out faces
– A cut-out logo floating over the image
88. Easy interactive
• ‘Clever’ Powerpoint with internal links, save as
pdf – for an example, try this:
http://tinyurl.com/corahapp
• Prezi
89. Thank you!!!
• tmb10@le.ac.uk - Willing to help!
• These slides are on Slideshare:
• http://www.slideshare.net/tbirdcymru
• (Make an account and log in, to download
slides)