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![Evaluation (from SPEED pilot)
• We made a big breakthrough. We have achieved insight about the need to
structure it as … an online course, and not just simply as a set of learning
activities plus integrated resources.
• The visual nature of the tools and the quick and easy way that one could
use it... They help stimulate us to look at the course in a different way, in a
natural and creative way even if we didn’t see all the little links right
upfront.
• I wanted to have my thinking challenged with regard to course design and
development and I definitely left reflecting and questioning our unit's
current approach and have some good tools and approaches to pilot...
• It’s a way of freeing your mind and putting all the ideas of all the people in
the course team down somewhere, not having to be so prescriptive. It was
just a much freer and [more] creative experience than getting the learning
outcomes and writing them as active verbs, and getting in at a granular
level. It was quite sort of a liberating thing to just have everybody move
components around and say, ‘Do you know I really like all these features.
I’d like to do some problem-based learning. I’d like to do peer-review.’](https://image.slidesharecdn.com/conolelearningdesignworkshop-141103105308-conversion-gate02/85/Conole-learning-design_workshop-24-320.jpg)
Uploaded byGrainne Conole
Conole learning design_workshop
The document outlines Gráinne Conole's workshop on the 7Cs learning design framework. The 7Cs framework involves conceptual representations of courses to encourage reflective practice and promote sharing. It includes activities for workshop participants to conceptualize a course by considering features, resources, communication tools, and mapping learning outcomes. The goal is to help teachers rethink course design to create more engaging learning experiences for students. Evaluation of the framework found it welcomed and useful for conceptualizing course design.
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Conole learning design_workshop
- 1. The 7Cs ofLearning Design Gráinne Conole University of Leicester 4th November 2014 Hobarth, Australia National Teaching Fellow 2012
- 2. Introductions • Say whoyou are and what you hope to get out of the workshop
- 3. 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: Story board – A7: Evaluation Rubric • Evaluation
- 4. Promise and reality Socialmedia offer new ways to communicate and collaborate. Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack the time and skills https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
- 5. What is learningdesign? (1) Guidance https://www.flickr.com/photos/anonymouscollective/1899303123
- 6. What is learningdesign? (2) https://www.flickr.com/photos/frawemedia/5187769740
- 7. What is learningdesign? (3) https://www.flickr.com/photos/10075621@N06/3810402230 Sharing
- 8. 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
- 9. 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
- 10. 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
- 11. Course features • Pedagogicalapproaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
- 12. Principles Theory based Practicebased Cultural Aesthetics Political International Serendipitous Community based Sustainable Professional
- 13. Pedagogical approaches Inquiry based Problembased Case based Dialogic Situative Vicarious Didactic Authentic Constructivist Collaborative
- 14. Guidance & Support Learning pathwayMentoring Peer support Scaffolded Study skills Tutor directed Help desk Remedial support Library support Step by step
- 15. Content & Activities Brainstorming Conceptmapping Annotation Assimilative Jigsaw Aggregating resources Learner generated content Information handling Pyramid Modeling
- 16. Reflection & Demonstration Diagnostic E-AssessmentE-Portfolio Formative Summative Peer feedback Vicarious Presentation Reflective Feed forward
- 17. Communication & Collaboration Structured debateFlash debate Group project Group aggregation Group presentation Pair debate For/Against debate Question & Answer Group project Peer critique
- 18. 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
- 19. 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
- 20. 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
- 21. 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
- 22. 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
- 23. 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
- 24. Evaluation (from SPEEDpilot) • We made a big breakthrough. We have achieved insight about the need to structure it as … an online course, and not just simply as a set of learning activities plus integrated resources. • The visual nature of the tools and the quick and easy way that one could use it... They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront. • I wanted to have my thinking challenged with regard to course design and development and I definitely left reflecting and questioning our unit's current approach and have some good tools and approaches to pilot... • It’s a way of freeing your mind and putting all the ideas of all the people in the course team down somewhere, not having to be so prescriptive. It was just a much freer and [more] creative experience than getting the learning outcomes and writing them as active verbs, and getting in at a granular level. It was quite sort of a liberating thing to just have everybody move components around and say, ‘Do you know I really like all these features. I’d like to do some problem-based learning. I’d like to do peer-review.’
- 25. The broader context: TheLarnaca Declaration http://larnacadeclaration.org
- 26. The broader context:Integrated Learning Design Environment (ILDE) http://ilde.upf.edu/
- 27. 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
- 28. 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
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- 30. 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.
- 31. A2a: Forums, blogsand wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis
- 32. A2a: Forums, blogsand wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis Reflection Collaboration Feedback Problem solving Encouraging participation Ice breaker Observation opportunity Idea generation Are they really good for all? Diversity of students Expression Communicating successes and pitfalls Dissemination of information Facilitates in the moment thought! Audience and affirmation and reaction Collaboration Idea development Project collaboration Students and self esteem Using existing wikis as a critical resource
- 33. 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.
- 34. 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.
- 35. 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
- 36. 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
- 37. A6: 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.
- 38. A7: 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.
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- 45. • 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