The document summarizes an 8-part workshop on learning design for course teams. The workshop guides participants through a series of "e-tivities" to develop key course design documents, including a course mission statement, learning outcomes, course map, activity profile, storyboard, and implementation on a virtual learning environment. The workshop is structured to help course teams align all aspects of their course design and ensure consistency across documents. Participants reflect on their work at each stage and receive feedback from peers. The overall goal is to help course teams create well-designed online courses through a collaborative design process.

1. The 7Cs of Learning Design:
A Pilot Workshop
Slides by Gabi Witthaus, based on two Carpe Diem-OULDI workshops:
one with SAIDE (South African Institute for Distance Education), and one
with the Beyond Distance Research Alliance, March-April 2012.
Background info and more resources available from
http://cloudworks.ac.uk/cloudscape/view/2409
Picture by mckaysavage on flickr

2. In course teams, before the workshop:
• Create your own Course Mission Statement
• Write+-6 high-level outcome statements for your course
• Commit to whole process, including putting your hands on VLE
E-tivity 8: E-tivity 1: Consider
Action Planning your Course Features
E-tivity 7: Put it all E-tivity 2: Develop
together on the VLE/ your Course Map
LMS Reality check by
learner/ peer
E-tivity 6: Develop E-tivity 3: Develop your
your e-tivities Activity Profile
E-tivity 4: Develop
E-tivity 5: Do a Learning your Storyboard (including
Design Resource Audit assessment plans)
Note: This workshop is structured around eight e-tivities, which are done in course teams. This diagram gives an overview of the e-tivities. Each e-
tivity will require frequent cross-checking and updating of outputs of earlier e-tivities, especially those within same-colour groups. E-tivity 8 may lead
back to any or all of the outputs of previous e-tivities. The whole flow can be done in a face-to-face workshop (2-3 full days) or online (over 2-3
weeks). If done online, the e-tivities are done by course teams asynchronously, and there is a synchronous session in between each e-tivity to reflect
on the previous e-tivity and prepare for the next one. Whether conducted face-to-face or online, all e-tivities are done in a Wiki, which is created for
participants before the workshop begins.

3. Background to the workshop: a brief web tour
• Carpe Diem website: www.le.ac.uk/carpediem
• OULDI website: http://www.open.ac.uk/blogs/OULDI/
• 7Cs OER page: http://tinyurl.com/uol-7Cs-oers
• Cloudworks cloudscape:
http://cloudworks.ac.uk/cloudscape/view/2409
• More about Cloudworks (from Cambridge blog):
http://tinyurl.com/cloudworks-cam
• VLE for this workshop [Facilitator to provide]

4. Silent brainstorm: How to ruin a course
[Participants to fill this space ]
When you are finished, you might want to add your points to http://cloudworks.ac.uk/cloud/view/2597

5. E-tivity 1: Consider
your Course Features

6. Intro to E-tivity 1: Consider your Course Features
Course Features E-tivity Rubric: http://tinyurl.com/coursefeatures-uol

7. Course Features viewed on Linoit.com (unsorted)
This canvas is available (read-only) at http://tinyurl.com/linoit-coursefeatures . You
can create your own canvases by opening a free account at www.linoit.com .

8. Course Features – additional resources
• Course features explanation in JISC DesignStudio:
http://tinyurl.com/coursefeatures
• Course features instructions on Cloudworks:
http://cloudworks.ac.uk/cloud/view/5950
• Course Features resources (Leicester), including cut-
out cards in Excel: http://tinyurl.com/coursefea-uol
Note: in some resources, “Course Features” are referred to as “Pedagogical Features”.

9. Reflection on Course Features e-tivity
• Did individuals in the teams have different views on
any of these key aspects? If so, what were these?
• Did you understand any of the terms in different
ways? If so, what were these?
• Did you have any ideas as to what the colours
represented? See next slide ;-)
• Did you have significantly more or fewer of any
colour? What might be the implications for learners
of this?

10. Course Features Key
• Green = collaboration and communication
• Blue = content and student experience
• Purple = reflection and demonstration
• Orange = guidance and support

11. E-tivity 2: Develop
your Course Map

12. Brainstorm: What are discussion forums, blogs and wikis good for?
[Participants to fill this space ]
Discussion forums Blogs Wikis

13. Intro to E-tivity 2: Develop your Course Map
Course Map E-tivity Rubric: http://tinyurl.com/coursemap-uol

14. Course Map Template
Course Map template in Word format: http://tinyurl.com/coursemap-uol

15. Course Map – the Categories Explained
http://tinyurl.com/coursemap-flickr

16. Course map – additional resources
• Course map explanation in JISC DesignStudio:
www.tinyurl.com/coursemap-ds
• Course map instructions on Cloudworks:
www.tinyurl.com/coursemap-cloudworks
• Cambridge blog on Course Map:
http://tinyurl.com/coursemap-cam
• Course Map resources (Leicester):
http://tinyurl.com/coursemap-uol

17. Reflection on Course Map E-tivity
• Which quadrants were easier to fill in? Which were
more difficult?
• Did you make any changes to your Course Features
lists as a result of your Course Map?
• Is your Course Map aligned with your course mission
statement and overarching outcomes?
• Are there aspects of the Course Map that you would
like to return to later in the workshop?

18. Silent brainstorm – How’s the course going so far? Add your comments:
[Participants to fill this space ]
Surprises Great Discoveries
Frustrations Highlights

19. E-tivity 3: Develop your
Activity Profile

20. Intro to E-tivity 3: Develop your Activity Profile
E-tivity 3 rubric: http://tinyurl.com/activityprofile-uol

21. Activity Profile – key

22. Activity Profile – additional resources
• Flash version (saves as JPEG and cannot be edited
afterwards): http://tinyurl.com/ActivityProfileFlash
• Excel version: http://tinyurl.com/ActivityProfileExcel
• Activity profile explanation in JISC DesignStudio:
www.tinyurl.com/activity-profile-ds
• Activity profile instructions on Cloudworks:
www.cloudworks.ac.uk/cloud/view/3420
• Cambridge blog on activity profile:
http://tinyurl.com/activityprofile-cam
• Activity profile resources (Leicester):
http://tinyurl.com/activityprofile-uol
Note: in some resources the Activity Profile is referred to as the Pedagogy Profile.

23. Salmon’s five-stage model
Gilly Salmon, 2009: http://tinyurl.com/Salmon-five-stage-model

24. Reflection on Activity Profile E-tivity
• Were there any surprises for your group in the way
your profile turned out?
• Did you feel that different activity types were needed
at different stages in your course (in terms of
Salmon’s 5-stage model)?
• Is your Activity Profile aligned with your course
mission statement, overarching outcomes and
Course Map?
• Are there aspects of the Activity Profile that you
would like to return to later in the workshop?

25. E-tivity 4: Develop
your Storyboard (including
assessment plans)

26. Brainstorm: Learning Outcomes
[Participants to add to these columns]
“Soft” outcome verbs “Hard” outcome verbs
Appreciate Argue
Understand Create

27. Assessment plans (to be discussed in course teams)
1. WHAT must be assessed?
2. We would like to assess in THESE WAYS (e.g. through an
exam, assignment, etc):
3. We would rather NOT assess in these ways:
4. We will exploit technology for formative and summative assessment by…
(e.g. by setting up a multiple-choice exam on our VLE; by providing
formative feedback on e-tivities):
5. The work done during the course will contribute to formative and
summative assessment in these ways:
6. Formative feedback will be offered by tutors and peers in these ways and
using these technologies:
7. Peer-assessment will be built into our course as follows:

28. Intro to E-tivity 4: Develop your Storyboard
Storyboard E-tivity rubric: http://tinyurl.com/storyboard-uol

29. Storyboard Template Viewed on Linoit.com
This canvas is available (read-only) at http://tinyurl.com/linoit-storyboardview . You
can create your own canvases by opening a free account at www.linoit.com .

30. Storyboard – Additional Resources
• Outcomes verbs selection – CogenT toolkit
(University of Gloucestershire) :
http://tinyurl.com/outcomes-verbs
• Learning Outcomes view activity (OULDI):
http://cloudworks.ac.uk/cloud/view/4036
• Storyboard resources (Leicester):
www.tinyurl.com/storyboard-uol

31. Reflection on Storyboard e-tivity
• Does your Storyboard reflect the alignment of your
outcomes, assessment, content and learning
activities?
• Did you make any changes to your Course
Features, Course Map and Activity Profile while
developing the Storyboard?
• Are there aspects of the Storyboard that you would
like to return to later in the workshop?

32. E-tivity 5: Do a Learning
Design Resource Audit

33. Discuss: How are you reusing OERs?
Design
Low-cost Strategic
Curriculum
Enhancement Enhancement
Delivery
Rapid Planned
Enhancement Enhancement
Used as is Repurposed
(Just-in-time) (Structured)
OER
Armellini and Nie, 2012 (http://tinyurl.com/LDRA-uol )

34. Intro to E-tivity 5: Learning Design Resource Audit
Learning Design Resource Audit E-tivity Rubric: http://tinyurl.com/ldra-uol

35. Example of a Completed LD Resource Audit
Format
Content (under the Text & graphics Audio Video Slides (e.g. Other (e.g. Adobe
appropriate licences) PowerPoint) Presenter)
OER for section 1.
Reflective task from
What I find and reuse iTunesU resources for Slideshare resource for Organisation X’s
source Z. Podcast for section 3.
as is sections 1 and 7. section 5. website.
Guidelines on
assignment writing.
OER for section 2.
What I find, tweak and
Assessment rubric from
use
W.
What I find, repurpose New podcast based on Slides adapted from
OER for section 3.
and use X. resource Y.
What I create for this Introduction to all 5 to 8-minute A 5-minute talking Support slides for Detailed presentations
module sections of the module. summaries of key head to introduce the sections 4, 7 and 8. for sections 2, 3 and 6.
5 e-tivities. Summaries. points per section. programme and the
Assessment rubrics. Advice and guidance academic team.
for assessment.
Feedback on draft
assignments.

36. OER search mini-workshop
1. Search for one key phrase for your course in:
a) OER Commons: www.oercommons.org
b) JorumOpen: http://open.jorum.ac.uk
c) Xpert: http://xpert.nottingham.ac.uk
d) Open Courseware Consortium: www.ocwconsortium.org
e) OU LabSpace: http://labspace.open.ac.uk/
f) Google with usage rights filter (“Free to use share or modify”):
http://www.google.com/advanced_search
g) Or any repository listed at
http://wikieducator.org/OER_Handbook/educator/Find/General_repositories
2. Then compare search results with your colleagues.

37. Learning Design Resource Audit: additional resources
• JISC OER Infokit: http://tinyurl.com/jisc-oer-infokit
• For guidance and resources on attribution of OERs
and CC-licensed images, see:
http://www.scoop.it/t/baked-in-licences/
• Learning Design Resource Audit resources
(Leicester): www.tinyurl.com/ldra-uol

38. Reflection on Learning Design Resource Audit
• How has the resource audit contributed to the
development of your course?
• Did you identify any gaps that could be filled by OERs? If
yes, how do you intend to use OERs in terms of the 4
quadrants: rapid, strategic, low-cost or planned
enhancement?
• Did you make any changes to your Course Map, Activity
Profile or Storyboard while doing the resource audit?
• What further work remains to be done on the resource
audit?

39. Brainstorm: What progress have you made on your course so far?
[Participants to add to the relevant columns]
Course Team 1 [Name of course] Course Team 2 [Name of course] Course Team 3 [Name of course]

40. E-tivity 6: Develop
your e-tivities

41. Intro to E-tivity 6: Develop your e-tivities
“Develop your E-tivities” E-tivity Rubric: http://tinyurl.com/etivity-uol

42. E-tivities development – additional resources
• “Develop your E-tivities” resources
(Leicester), including “How to create e-tivities” and
Reality Checker’s Form: http://tinyurl.com/etivity-uol
• Task swimlane activity (another way of designing at
the learning activity level):
http://cloudworks.ac.uk/cloud/view/3421
• Information literacy cards on JISC DesignStudio (for
embedding information literacy in e-tivities):
http://tinyurl.com/infolit-cards

43. Questions for reflection on E-tivities development
• Have you clearly articulated the main assessment tasks
for this course?
• Do the e-tivities reflect clear alignment with the
outcomes and the assessment tasks?
• Do you need to make any changes to your Course Map,
Activity Profile, Storyboard or Learning Design Resource
Audit to ensure better alignment with the e-tivities?
• What did you learn from your Reality Checker? (E-
tivities Reality Checker’s Form available at
www.tinyurl.com/etivity-uol)

44. E-tivity 7: Put it all
together on the VLE/
LMS

45. Intro to E-tivity 7: “Put it all together on the VLE”
“Put it all together on the VLE” E-tivity Rubric: http://tinyurl.com/vle-uol

46. An example VLE (LMS) design

47. “Put it all together on the VLE”: additional resources
•Slide presentation on using VLEs effectively from
Goldsmiths’, University of London:
http://tinyurl.com/using-vle-effectively
•And for some creative inspiration:
http://tinyurl.com/warwick-vledesign-idea
•“Put it all together on the VLE” resources (Leicester):
http://tinyurl.com/vle-uol

48. Reflection on “Put it all together on the VLE” e-tivity
• What did you learn from your reality checker(s)
about your VLE design?
• What decisions have you made about the way you
will structure your materials and e-tivities on the
VLE?
• What work remains to be done to make the VLE
student-ready?

49. E-tivity 8:
Action Planning

50. A quick SWOT analysis on the courses being developed
Strengths Weaknesses
Opportunities Threats

51. Intro to E-tivity 8: Action Planning
Action Planning E-tivity Rubric: http://tinyurl.com/actionplan-uol

52. And… off we go!
Image by audi-insperation on Flickr

53. Many thanks to the following
people, whose helping hands
may not always have been visible:
•The OULDI and Carpe Diem projects for all the resources
•Rebecca Galley for help with the planning
•Prof. Grainne Conole for her input
•Dr Ale Armellini for his input
•Dr Ming Nie for the evaluation and support
•SAIDE and BDRA workshop participants for their enthusiastic participation and
constructive feedback
•JISC and the HEA for the funding that enabled the project
Image by audi-insperation on Flickr