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Conole learning design
The document outlines strategies for designing and evaluating effective learning activities. It introduces the 7Cs framework for learning design, which involves conceptualizing a course vision, capturing resources, communicating activities, collaborating, considering outcomes and assessment, combining elements, and consolidating the design. Each step of the 7Cs process is described in detail. The document emphasizes the importance of aligning learning outcomes, teaching activities, and assessment. A variety of learning design tools and approaches are also presented, such as course mapping, activity profiling, storyboarding, and rubrics for evaluation.
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Conole learning design
- 1. Strategies for designingand evaluating effective learning activities Gráinne Conole National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
- 2. Outline • The importanceof e-learning • E-learning timeline and emergent technologies • E-Pedagogies • Social media • What is good learning? • The 7Cs of Learning Design – Designing Courses – Evaluating Courses
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- 4. E-Learning timeline Multimediaresources 80s TheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 0708 LearningDesign 99 Learningobjects 94 LearningAnalytics 10
- 5. Barriers to adoption •Lack of digital literacy skills • No reward for teaching • Competition from other providers • Scaling innovation • Democratisation
- 6. The importance ofe-learning • For learning – Potential to support interaction, communication and collaboration – Developing digital literacy skills – Promoting different pedagogical approaches – Fostering creativity and innovation – Connecting students beyond the formal course • For life – Preparing students for an uncertain future – Improving employability opportunities – Increased importance of technology in society
- 7. Digital landscapes Open Social Distributed Participatory Massscale Networked Complex Dynamic
- 8. Facilitating learning • Guidanceand support • Content and activities • Communication and collaboration • Reflection and demonstration Learner centred
- 9. Formal Informal Individual Social Blended courses DL+social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges Formal/informal landscape
- 10. A Constructivist Building on prior knowledge Task-orientated Situative Learningthrough social interaction Learning in context Connectivist Learning in a networked environment E-pedagogies Mayes & De Freitas, 2004 Conole 2010 E-training Drill & practice Inquiry learning Collective intelligence Resource-based Experiential, Problem-based Role play Reflective & dialogic learning, Personalised learning Associative Focus on individual Learning through association and reinforcement
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- 12. Pedagogical approaches Socialmedia tools and approaches Personalised learning The ability to adapt, customised and personalise. Mix and match of tools, use of RSS feeds and filters Situated learning, experiential learning, problem-based learning, scenario-based learning, role play Use of location-aware functionality, immersive 3D-worlds,connection with peers and experts via social networking tools, scenario-based and authentic tasks in virtual worlds, application of gaming technologies for educational purposes Inquiry-based learning, resource-based learning Tools to support user-generated content and facilitating easy sharing/discussion, media repositories (Flickr, YouTube, and SlideShare), social bookmarking sites (Delicious), digital repositories and tools for content generation, use of search engines, participation in distributed virtual communities, use of folksonomies and social book marking as mechanisms for finding and organising resources
- 13. Pedagogical approaches Socialmedia tools and approaches Reflective and dialogic learning, peer learning Tools for fostering peer reflection such as blogs and e-portfolios, commenting on other learners’ blog posts, co-creation of learning artefacts in wikis Communities of Practice Use of social networking tools to participate in communities of learning and/or teaching Scholarly practice and the sharing of designs and good practice Use of Web 2.0 technologies to participate in a distributed network of educators and researchers. Use of blogs, Twitter and wikis to co- create knowledge and understanding, to critique practice, and to share professional practice and resources
- 14. Activity: What’s yourdigital network? http://www.flickr.com/photos/factoryjoe/195492568/
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- 16. Useful sites • Youmight like to explore the following sites – The EDUCAUSE 7 Things you should know about… (pick on technology and list the main things you like) – The AUTC Learning Design site (pick one design and list the main things you like) – The CommonCraft videos (pick one technology and list the main things you like) http://cloudworks.ac.uk/cloud/view/8805
- 17. Outline • An overviewof Learning Design • Activities – A1: How to ruin a course – A2: Course Features – A3: Resource audit – A4: Course Map – A5: Activity Profile – A6 Constructive alignment – A7: Story board – A8: Evaluation Rubric • Evaluation
- 18. The promise andthe reality New forms of interaction, communication and collaboration. Lots of free resources Not fully exploited Bad pedagogies Teachers don’t have the time or the skills https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
- 19. What is learningdesign? (1) Guidance https://www.flickr.com/photos/anonymouscollective/1899303123
- 20. What is learningdesign? (2) https://www.flickr.com/photos/frawemedia/5187769740
- 21. What is learningdesign? (3) https://www.flickr.com/photos/10075621@N06/3810402230 Sharing
- 22. Learning Design Shift frombelief-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. http://www.larnacadeclaration.org/ • What isLearning Design? • Teachers need help with making effective design decisions that are pedagogically based and make appropriate use of digital technologoies
- 24. The 7Cs ofLearning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 25. Conceptualise • Vision forthe 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
- 26. Course features • Pedagogicalapproaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
- 27. Principles Theory based Practicebased Cultural Aesthetics Political International Serendipitous Community based Sustainable Professional
- 28. Pedagogical approaches Inquiry based Problembased Case based Dialogic Situative Vicarious Didactic Authentic Constructivist Collaborative
- 29. Guidance & Support Learning pathwayMentoring Peer support Scaffolded Study skills Tutor directed Help desk Remedial support Library support Step by step
- 30. Content & Activities Brainstorming Conceptmapping Annotation Assimilative Jigsaw Aggregating resources Learner generated content Information handling Pyramid Modeling
- 31. Reflection & Demonstration Diagnostic E-AssessmentE-Portfolio Formative Summative Peer feedback Vicarious Presentation Reflective Feed forward
- 32. Communication & Collaboration Structured debateFlash debate Group project Group aggregation Group presentation Pair debate For/Against debate Question & Answer Group project Peer critique
- 33. Capture • Finding andcreating 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
- 34. Communicate • Designing activitiesthat 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
- 35. Collaborate • Designing activitiesthat 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 activitiesthat 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 thelearning 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. Consolidate • Putting thecompleted 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
- 39. The broader context: TheLarnaca Declaration http://larnacadeclaration.org
- 40. The broader context:Integrated Learning Design Environment (ILDE) http://ilde.upf.edu/
- 41. Summary • 7Cs –a new learning design framework. – involves a range of conceptual representations of courses – evaluation indicates that the framework is welcomed and that the conceptual designs enable teachers to rethink their design practice to create more engaging learning interventions for their learners – can also be used with learners, to give them an indication of the nature of the courses they are undertaking
- 42. A1: How toruin a course • List the ten ways in which technologies can ruin a course • Consider strategies to avoid these issues Purpose: To consider the ways in which technologies can ruin a course and creation of strategies to avoid these problems E-tivity Rubric: hhttp://tinyurl.com/m3x32se
- 43. A2: Course Features E-tivityRubric: http://goo.gl/CRpc5 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.
- 44. A3: Resource audit •E-tivity Rubric: http://goo.gl/C31yv Purpose: To identify which free resources (Open Educational Resources) to include in your course/module, how much they need adapting and which new resources you need to create.
- 45. A4: Course Map E-tivityRubric:http://goo.gl/Z5eu7 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.
- 46. A5: Activity Profile •E-tivity Rubric: http://goo.gl/WMIzu Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash Widget
- 47. A6: Constructive alignment Purpose:To consider the balance of activity types that will be included in your module/course. • Three aspects: – Define the learning outcomes – Select learning and teaching activities likely to enable the students to attain the outcomes – Assess the students' outcomes and grade the students learning
- 48. Constructive alignment • Learnersconstruct meaning from what they do • The teacher aligns the planned learning activities with the learning outcomes Biggs, 1999
- 50. Assessment • Key driverfor learning • Four types – Diagnostic – Formative (tutor) – Formative (peer) – Summative
- 51. Viewpoints assessment cards •Clarify good performance • Encourage time and effort on task • Deliver high quality feedback • Provide opportunities to act on feedback
- 52. Viewpoints assessment cards •Encourage interaction and dialogue • Develop self-assessment and reflection • Give assessment choice • Encourage positive motivational beliefs • Inform and shape your teaching
- 53. E-assessment • Computer-marked assessment for Interactivefeedback • Reflective blogs • E-portfolios • Peer dialogue and critique • Personalisation of learning Effective practice with e-assessment
- 54. A7: Storyboard E-tivity Rubric:http://goo.gl/z1VON 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.
- 55. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4
- 56. A8: Rubrics forevaluation 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. • Use the LTDI Evaluation Cookbook – http://www.icbl.hw.ac.uk/ltdi/cookbook/
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- 58. • OULDI website http://www.open.ac.uk/blogs/OULDI/ •Carpe Diem website http://www.le.ac.uk/carpediem • 7Cs OER page http://www2.le.ac.uk/projects/oer/oers/beyond- distance-research-alliance/7cs-workshop-resources • Cloudworks http://cloudworks.ac.uk/ Useful sites and resources