1. Design thinking,
learning design
and creativity
Gráinne Conole
University of Leicester
28th September 2012
62nd ICEM conference, Nicosia
National Teaching
Fellow 2012
2. Outline
• Technologies trends
• Technologies for learning
• Teacher practice and paradoxes
• Learning Design
– The 7Cs of Learning Design
– Learning Design timeline
– Mapping the field
– Socio-cultural perspectives
• Design-Based Research
• E-Pedagogies
• Resource Based Learning
– OPAL
– POERUP
• Conclusion
4. Gutenberg to Zuckerberg
• Take the long view
• The web is not the net
• Disruption is a feature
• Ecologies not economics
• Complexity is the new reality
• The network is now the computer
• The web is evolving
• Copyright or copywrong
http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/
5. Technological trends
• Mobiles and e-books
• Games-based learning
• Learning analytics
• Gesture-based learning
• The Internet of things
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
6. The Internet of things
• People, resources, things
• Semantic connectivity
7. Google glasses project
• Can ‘see’ the Internet on
glasses
• Context sensitive
information
• Context lenses planned
8. Technologies for learning
• Audio-graphics • Podcasts
• Blogs • RSS feeds
• E-Books • Second life
• E-Portfolios • Social bookmarking
• Games • Twitter
• Instant Messaging • Video Mesaging
• Mashups • Wikis
• Mobile learning • Video clips and YouTube
• Photo sharing • Video chat
Rennie and Morrison, 2012
9.
10. Teacher practices: paradoxes
• Technologiesnot
extensively used
(Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopters (Rogers) Pandora’s box
• Despite rhetoric and
funding little evidence of
transformation (Cuban,
10
11. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
12. Learning Design
Shift frombelief-based, implicit
approaches todesign-
based,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
http://www.open.ac.uk/blogs/OULDI/
13. OULDI + Carpe Diem
Open University Learning
Carpe Diem at Leicester
Design Initiative (OULDI)
The 7Cs of design and
delivery framework
Cascading institutions: Wider dissemination:
Leicester, SAIDE, SPEED conferences, events
14. Conceptualise
What do we want to design, who for and why?
The 7Cs
Framework
Consolidate
Evaluate and embed your design
15. Course Features
http://linoit.com
Orange = Guidance and support
Blue = Content and activities
Purple = Reflection and demonstration
Green = Communication and collaboration
19. Resource Audit
Format
Content (under
the appropriate Other (e.g.
Text & Slides (e.g.
licences) Audio Video Adobe
graphics PowerPoint)
Presenter)
What I find and
reuse as is
What I find, tweak
and use
What I find,
repurpose and use
What I create for
this module
20. SPEED
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed
• JISC-funded, Transformation
• Embed benefits from DUCKLING and
7Cs to:
– Liverpool John Moores
– London South Bank
– Northampton
– Derby
• Repackage resources into 3 categories:
– Course Design
– Activity Design
Free image courtesy of
– Moderating Online FreeDigitalPhotos.net
• Resources available as OERs
24. Socio-cultural perspectives
Mediating
Design Mediating Artefacts
Concepts
Artefacts (MA)
Tools
Dialogues
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 can use or repurpose
guide the design process?
Vygotsky, Activity Theory
25. Activity Theory
Mediating
Artefacts (MA)
Creates Learning activity
or Resource
Teacher
Division of
Rules Community labour
26. Design-Based Research
A systematic, but flexible methodology aimed to
improve educational practice through iterative
analysis, design, development and implementation,
based on collaboration between researchers and
practitioners in real-world settings, and leading to
contextually-sensitive design principles and theories.
Wang and Hannafin, 2005
27. • Means of dealing with real learning contexts
• Iterative: design, implementation, evaluation, refine
• Gives rich insights into complex dynamics
28. Facets
• Make assumptions and
theoretical bases explicit
• Collect multipletypes of data
• Conduct ongoing data analysis
• Invite multiple voices to
critique
• Have multiple accountability
structures
• Engage in dialecticamong
theory, design and extant
literature
Barab, 2006
29. DBR and
Learning Design
• Builds on theory & prior • Builds on ID, OER, Ped Patterns
research research etc.
• Pragmatic • Practical tools & resources
• Collaborative • Work with practitioners
• Contextual • Real, authentic contexts
• Integrative • Mixed-method approach
• Iterative – problem, • Problem, implementation,
solution, evaluation evaluation and refinement
• Adaptive and flexible • Agile, based on practice
• Generalisation • Coherent LD framework
30. Problem and solution
• Teachers want
– Examples of good
practice
– Others to talk to
• Solution
– Social networking site
– Best of web 2.0
– Iterative design and
evaluation http://cloudworks.ac.uk
31. Mayes & De Freitas, 2004
Pedagogies of e-learning Conole 2010
E-Assessment Inquiry learning
Drill & practice Collective intelligence
Resource-based
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative Connectivist
Learning through Learning in a
social interaction networked
Learning in context environment Reflective &
Experiential,
Problem-based dialogic learning,
Role play Personalised
learning
35. Situated learning and role play
Archeological digs
Medical wards
Art exhibitions
Cyber-law
Virtual language exchange
Beyond formal schooling
36. Resource-based learning
• Over ten years of the OER
movement
• Hundreds of OER repositories
worldwide
• Evaluation shows lack of
uptake by teachers and
learners
• Shift from development to
community building and
articulation of OER practice
Open Educational Resources
38. Outputs
• Inventory of more than 100 OER initiatives
• 11 country reports and 13 mini-reports
• 7 in-depth case studies
• 3 EU-wide policy papers
• 7 options brief packs for EU nations/regions
39. Country reports: key themes
• Diversity of educational contexts and maturity
of internet provision and use of e-learning
• Differences in policy support and funding for
OER initiatives
• Diversity from basic OER awareness to OER
maturity and embedding
• Few national OER initiatives
40. UK Country Report
• Funding mainly from government – top-down
• Funding mainly on production/producers, little
on end-users or impact on learning
• Mainly HE/FE, little school-based
• Most institutions don’t have an OER strategy
• Lots on cascading and transferring of experience
• Most institutions have an OER repository
• Related work: iTunesU and MOOCs Ming Nie
41. Massive
Open
Online
Course
http://www.olds.ac.uk/
http://www.youtube.com/watch?v=eW3gMGqcZQc
43. Conclusion
• Disaggregation:
resources, support,
learning pathways and
accreditation
• What is the role of
traditional institutions?
• How can we harness
the power of new
media?
http://www.flickr.com/photos/ssoosay/6738302627/
Free-tuition institutions are growing. These non-profit institutions are using OER. However, credible solutions for providing assessment and credentialisation services are neededhttp://www.onlineschools.org/inside-online-schools/wp-content/uploads/2012/07/Free.jpg
