This document discusses new approaches to designing for learning. It begins by outlining some technology paradoxes, such as technologies not being fully exploited and little evidence of using free resources. Some reasons for this are discussed, including technical, pedagogical, and organizational barriers. The document then explores some potential solutions, such as case studies and support networks. It also discusses aspects of learning design, including foundations, collaboration, and representation. Finally, it provides examples of learning design activities and tools.
Heather Pritchard of The Home Depot Foundation (THDF) talks about the foundation's commitment of $80 million over five years to support veterans in need.
PRACTICANTES VUELVEN AL IPEN DESPUÉS DE 6 AÑOSZuniga Agustin
Los jovenes universitarios son la continuación de todo desarrollo científico en un país. Confiar en ellos es asegurar el futuro de la ciencia nacional. Los países "mediocres" en CYT desestiman darles ese apoyo. Ahora en el IPEN se avizoran tiempos de progreso.
Heather Pritchard of The Home Depot Foundation (THDF) talks about the foundation's commitment of $80 million over five years to support veterans in need.
PRACTICANTES VUELVEN AL IPEN DESPUÉS DE 6 AÑOSZuniga Agustin
Los jovenes universitarios son la continuación de todo desarrollo científico en un país. Confiar en ellos es asegurar el futuro de la ciencia nacional. Los países "mediocres" en CYT desestiman darles ese apoyo. Ahora en el IPEN se avizoran tiempos de progreso.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Workshop presentation given at the BALEAP biennial conference (The Janus Moment in EAP: Revisiting the Past and Building the Future) in Nottingham on April 20, 2013 by Martin Barge, Alannah Fitzgerald and William Tweddle. http://baleap.org.uk/events/event-6/
1. New approaches to designing for learning
Gráinne Conole,
cloudworks.ac.uk/cloudscape/view/2296 The Open University, UK
Estonian elearning conference
7th April 2011
3. Technology paradoxes
Paradoxes
Technologies not fully exploited
Little evidence of use of free resources
Blogs & wikis Media sharing
Virtual worlds &
online games Social networking
4. Technology paradoxes
Paradoxes
Technologies not fully exploited
Little evidence of use of free resources
Blogs & wikis Media sharing
Reasons
Technical, pedagogical, organisational…
“Lack of time, research vs. teaching, lack of
skills, no rewards, no support….”
Virtual worlds &
online games Social networking
5. Technology paradoxes
Paradoxes
Technologies not fully exploited
Little evidence of use of free resources
Blogs & wikis Media sharing
Reasons
Technical, pedagogical, organisational…
“Lack of time, research vs. teaching, lack of
skills, no rewards, no support….”
Solutions?
Virtual worlds & Case studies, support networks
online games Learning Design Social networking
6. The OU Learning Design Initiative
Learning Design
A design-based approach to
creation and support of courses
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca Gall
Richard Lovelock, Paul Mundin
7. The OU Learning Design Initiative
Shift from belief-based, implicit approaches
to design-based, explicit approaches
Learning Design
A design-based approach to
creation and support of courses
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca Gall
Richard Lovelock, Paul Mundin
8. The OU Learning Design Initiative
Shift from belief-based, implicit approaches
to design-based, explicit approaches
Learning Design
A design-based approach to
creation and support of courses
Encourages reflective, scholarly practices
Promotes sharing and discussion
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca Gall
Richard Lovelock, Paul Mundin
11. Aspects of learning design
s Too
tie ls
tivi
Ac
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation
l
Acti
s
Ac ls
tiv o
itie
s To
Resources
12. Aspects of learning design
s Too
tie ls
tivi
Mediating artefacts Ac
Affordances
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation
l
Acti
s
Ac ls
tiv o
itie
s To
Resources
13. Aspects of learning design
s Too
tie ls
tivi
Mediating artefacts Ac
Affordances
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation
l
Acti
s
Ac ls
tiv o
itie
s To
Resources
Excel template
CompendiumLD
Course views
14. Aspects of learning design
Cloudworks
s Too
tie ls
tivi
Mediating artefacts Ac
Affordances
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation ’Design
l
Acti
s
Challenge’
Ac ls
tiv o
itie
s To
Resources
Excel template
CompendiumLD
Course views
19. Foundations: Mediating Artefacts
Creates Learning activity
Teacher or Resource Has an Design
inherent
Other teachers and learners
can use or repurpose
Vygotsky, Activity Theory
20. Foundations: Mediating Artefacts
Mediating
Design Mediating Artefacts
Artefacts (MA) 1. Concepts
2. Tools
3. Dialogues
4. Activities
Creates Learning activity
Teacher or Resource Has an Design
inherent
Other teachers and learners
can use or repurpose
Vygotsky, Activity Theory
21. Foundations: Mediating Artefacts
Mediating
Design Mediating Artefacts
Artefacts (MA) 1. Concepts
2. Tools
3. Dialogues
4. Activities
Creates Learning activity
Teacher or Resource Has an Design
inherent
Research focus
What Mediating Artefacts do teachers use?
Other teachers and learners
What Mediating Artefacts can we create to guide
the design process? can use or repurpose
Vygotsky, Activity Theory
22. Activities
How to ruin a course
Sharing and discussing L&T ideas in Cloudworks
What tools should I use?
Tools in use
Course views
Course map
Pedagogy profile
Course dimensions
Learning outcomes map
Learning activities
23. How to ruin a course
Issues
and strategies important for the success of a
course
Check list for design and evaluation of a course
Activity:
List10 ways that technologies can make your course fail
Compare and discuss
Look at other examples: http://cloudworks.ac.uk/
cloud/view/2597
25. Cloudworks
Socialnetworking site
for sharing and
discussing learning
and teaching ideas
Boundary crossing
Bestof web 2.0
functionality and
practices
Dothe Cloudquest
challenge!
29. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people
30. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
31. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
Follow:
Cloudscapes, Clouds
or people
32. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
Follow: RSS feeds:
Cloudscapes, Clouds For Cloudscapes, Clouds
or people & people
33. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
Follow: RSS feeds: Attend:
Cloudscapes, Clouds For Cloudscapes, Clouds
Conferences &
or people & people workshops
34. Take the Cloudquest challenge!
http://cloudworks.ac.uk/cloud/view/4891
Useful, far-reaching, intuitive
Uncluttered, navigatable, logical
open, networked, immediate
35. What tools should I use? 12
Confusing array of tools which should you use and when?
Number of things to consider:
Nature of your students and context, your expertise and
preferences, time to learn the tool, time to develop, etc.
Aim of the next exercise
Explore some tools and consider relevance
Brainstorm how you might use them
Map in terms of communication and interactivity
Consider other factors to take into consideration
Strategies to make quick pragmatic judgements about which tools
to use before investing time in exploring further
38. Co-evolution of tools and practice
Basic Symbolic
communications representations
& gestures (words, numbers)
39. Co-evolution of tools and practice
Basic Symbolic 1st wave technologies
communications representations (phone, radio, fax,
& gestures (words, numbers) TV, CD/DVDs)
40. Co-evolution of tools and practice
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)
41. Co-evolution of tools and practice
Affordances (Gibson)
‘All "action possibilities" latent in
an environmentt…
but always in relation to the actor
and therefore dependent on
their capabilities.’
For instance, a tall tree offers the
affordances of food for a Giraffe
but not a sheep.
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)
42. Co-evolution of tools and practice
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)
43. Co-evolution of tools and practice
Characteristics of
tools
Reflection
Dialogue
Aggregation
Interactivity
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)
44. Co-evolution of tools and practice
Characteristics of Characteristics
tools of people
Reflection Preferences
Dialogue Interests
Aggregation Skills
Interactivity Context
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)
45. Co-evolution of tools and practice
Characteristics of Characteristics
tools of people
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)
50. The ICT framework
Communication+
Web
pages Media sharing Mash ups
Interactivity
51. The ICT framework
Communication+
Audio & video
conferencing
Forums
Email
Instant
messaging
Web
pages Media sharing Mash ups
Interactivity
52. The ICT framework
Communication+
Audio & video
conferencing
Forums
Email
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity
53. The ICT framework
Communication+
Audio & video
conferencing
Forums
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity
54. The ICT framework
Communication+
Audio & video
conferencing
Forums
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity
55. The ICT framework
Communication+
Audio & video
conferencing
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity
56. The ICT framework
Communication+
Audio & video
conferencing Social
networking
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity
57. The ICT framework
Communication+
Virtual worlds,
online games &
Audio & video immersive environments
conferencing Social
networking
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity
58. Comparing four tools 15
About: this activity will introduce you to 4 tools (Twitter,
Wordpress, Wallwisher and Wordle) and help you think about
their use.
Production: a map
Acitivity
Visit the tool websites
Explore, look at any overviews about them or examples
Map the tools onto the ICT framework
Compare and discuss
Look at other examples - http://cloudworks.ac.uk/cloud/view/3930
59. Tools in use
In this activity you will explore the term ‘affordances’ and decide on tools
based on their positive and negative affordances
Produce a map
Activity
Choose a task and 3 tools
Put the task in centre of paper and tools on the outside
Add positive and negative affordances
Decide which tool to use
Compare and discuss
Look at other examples: http://cloudworks.ac.uk/cloud/view/4042
62. Twitter: the good and the bad
Ejemplos
Posting queries
Commenting
Backchannel
Crowdsourcing
Gathering opinions
Sharing ideas
Brainstorming
Social presence
63. Twitter: the good and the bad
Ejemplos Issues
Posting queries Your ‘a-ha’ moment
Commenting The right network
Backchannel Your digital voice
Crowdsourcing Inappropriateness
Gathering opinions Personal/private
Sharing ideas Too much!
Brainstorming Use with other tools
Social presence A passing fad?
65. Foundations: technology affordances
Affordances (Gibson)
All "action possibilities"
latent in an environmentt…
but always in relation to the
actor and therefore
dependent on their
capabilities.
For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
sheep.
66. Foundations: technology affordances
Positive affordances,
promotes…
Affordances (Gibson)
All "action possibilities"
latent in an environmentt…
but always in relation to the
actor and therefore
dependent on their
capabilities.
For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
sheep.
67. Foundations: technology affordances
Positive affordances,
promotes…
Collaboration
Reflections
Interaction Affordances (Gibson)
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the
actor and therefore
Creativity dependent on their
capabilities.
Organisation For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
Inquiry sheep.
Authenticity
68. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration
Reflections
Interaction Affordances (Gibson)
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the
actor and therefore
Creativity dependent on their
capabilities.
Organisation For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
Inquiry sheep.
Authenticity
69. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills
70. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration A blog for reflective practice
Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills
71. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration A blog for reflective practice
Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills
72. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration A blog for reflective practice
Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills
74. Representation The Open University, UK
How are courses typically represented? KE312
How explicit is the inherent design?
75. Representation The Open University, UK
How are courses typically represented? KE312
How explicit is the inherent design?
What’s the problem?
Text-based/focus
77. Conceptual tools: moving beyond content
The power of visualisation
Shift emphasis away from content
Help articulate designs
Supports effective design
Provides focus at different levels
Acts as a dialogic mediating artefacts
Provides a design record
Encourages reflective practice
Enables sharing of designs
89. Course map
This activity produces an ‘at a glance’ view of a course
Produces a map of a course
Activity:
Use the course map guide, fill in the six boxes for your course
Compare and discuss
Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
90. Course map
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach
91. Course map
Guidance &
Support
Course structure and timetable
e.g. course calendar, study guide,
tutorials
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach
92. Course map
Guidance &
Support
Course structure and timetable
e.g. course calendar, study guide,
tutorials
Content & Communication
Activities & Collaboration
Course materials, prior
experience, learner- Dialogic aspect of the course,
generated content, e.g. interaction between learners
readings, DVDs, podcasts, &tutors - course forum, email, etc.
labs
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach
93. Course map
Guidance &
Support
Course structure and timetable
e.g. course calendar, study guide,
tutorials
Content & Communication
Activities & Collaboration
Course materials, prior
experience, learner- Dialogic aspect of the course,
generated content, e.g. Reflection & interaction between learners
&tutors - course forum, email, etc.
readings, DVDs, podcasts,
labs Demonstration
Internalization and reflection, e.g.
in-text questions, blogs, e-
portfolios
Diagnostic, formative or
summative assessment
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach
94. KE312 - Course map
Guidance &
Support
Course guide, study calendar,
study planner, 20 learning guides,
Content & General assessment guidelines
and assignments Communication
Activities Tutor support: 1:20, 21 contact
& Collaboration
3 co-published books, DVDs of 3
F-t-F tutorials near beginning,
practice settings, core questions,
middle and end, Course-wide
thinking points in course books
café forum, Tutor-group forums
Plus own experience and practice
PDFs, e-journal articles & Reflection & with sub-groups for each block
Demonstration
Journal space in an e-portfolio,
6 assignments online (50% of
overall score)
Course summary Key words
KE312 - Working together with Children, Practice-related, aligned to latest professional
60 pt course over 32 weeks, 3 blocks/20 learning framework for multi-agency working, rich case
guides studies,
97. Pedagogy profile
Map of learner tasks to time
periods (weeks, semesters, etc.)
6 types of learner task +
assessment
Assimilative
Information handling
Communication
Productive
Experiential
Adaptive
Assessment
Each cell indicates the amount of
time spent on each type of task
Learning Design Taxonomy - Conole, 2008
105. +Learning outcomes
Mapping learning outcomes to:
Activities
Assessment
Based on Biggs’ work (1999) on
constructive alignment
Maps course and highlights any
gaps
108. Task swimlane
Focus on the tasks learners do
Base on:
Roles (learner, tutor, etc.)
Tasks (read, discuss, etc.)
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level
Use
Mindmapping tools –
CompendiumLD, CMap,
Freemind
Pen, paper and stickers
109. Learning activities
This activity produces a task swimlane of an activity and the tools and
resources used
Produces a swimlane diagram
Activity:
Decide on the learning outcomes, tools, resources and assessment for
this activity
Map out the activity
Use pens and arrows to add explanations
Compare and discuss
Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
117. Modeling with data-derived views
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson
118. Modeling with data-derived views
5 conceptual
course views
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson
119. Modeling with data-derived views
What happens to course performance, if…
Include more collaboration
Decrease the amount of tutor support
Increase use of Web 2.0 tools?
5 conceptual
course views
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson
120. Modeling with data-derived views
What happens to course performance, if…
Include more collaboration
Decrease the amount of tutor support
Increase use of Web 2.0 tools?
5 conceptual
course views
What are the cost implications of…
Including more online assessment
More student-generated content
Introducing use of SecondLife?
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson
121. Evaluation
What three words would you use to describe
this workshop?
What did you like about this workshop?
What could have been better?
Whatthree words would you use to describe
Cloudworks?
What three words would you use to describe
the course views?
What action points will you do as a result?
123. References
Our work
Workshop material: http://prezi.com/ffbp3lwn-m7m/ouldi-toolbox/
Cloudworks: http://cloudworks.ac.uk
My blog: http://www.e4innovation.com
Learning design paper: http://cloudworks.ac.uk/cloud/view/4001
Papers and presentations: http://www.slideshare.net/grainne
Book: contemporary perspectives on e-learning (Conole and Oliver,
2007)
Others
Wills et al. book on role play: http://www.informaworld.com/smpp/
title~db=all~content=t921514000
Imperial collage second life island http://
knowledgecast.wordpress.com/2009/07/10/icl-tour2/
Personal Inquiry project http://www.pi-project.ac.uk/resources/
E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios