The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.

1. The 7Cs of learning design
Gráinne Conole, Leicester University
14th May 2012
Masterclass, Dublin City University
Dublin

2. Outline
• New media
• Paradoxes
• A new approach to
design
• Reflections and
implications

3. Activity
• What are the
characteristics of new
technologies?
• What are their
implications for
learning, teaching and
research?

4. New media
Characteristics Implications
Conole and Alevizou, 2010

6. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
Social media revolution
The machine is us/ing us

7. Learner experience
• Technology immersed
• Learning approaches: task-
orientated, experiential,
just in time, cumulative,
social
• Personalised digital
learning environment
• Mix of institutional systems
and Cloud-based tools and
services
• Use of course materials
with free resources
7
Sharpe, Beetham and De Freitas, 2010

8. EDUCAUSE study
• Students drawn
to new
technologies but
rely on more
traditional ones
• Consider
technologies
offer major
educational
benefits
• Mixed views of
VLEs
8 http://www.educause.edu/studentsAndTechnologyInfographic

9. Game changers
• Harness the power of new
media
• Need to rethink education
• How can we reach more
learners, more effectively?
• Impact of free resources,
tools and expertise?
• New business models?
• New digital literacies?
http://www.educause.edu/game-changers

10. Activity: What’s your digital
network?
http://www.flickr.com/photos/factoryjoe/195492568/

11. My network

12. Activity: fb love it or hate it?
Pros Cons

13. Activity: fb love it or hate it?
Pros Cons
• Can see families photos • Privacy
• Know sons still alive! ;-) • Adverts
• Everyone is on it! • Waste of time!
• Keeping in contact with • Increases the five mins of fame!
people don’t see everyday • Encourages look at me!
• Good if you don’t like f-t-f • Doesn’t give you time to feel,
• Opportunity to present think and do
yourself to the world • Huge audience – making a fool of
yourself!

14. 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

15. 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/

16. Conceptualise
What do we want to design,
who for and why?
Carpe Diem:
7Cs of learning Design
Consolidate
Evaluate and embed your design
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

17. MSc in Learning Innovation
Dissertation
Case Studies of Innovation
Research Design and Methods
Learning Design
Technology-Enhanced Learning

18. Course team work
Plenary work
(e-tivities)
Session 1
•Overview of learning design
•Mini-pres: background to E-tivity: How to ruin a course
workshop
•Intro to e-tivity 1
E-tivity: Course Features
Session 2
•Review of Course Features
•Intro to e-tivity 2
E-tivity: Course Map
Session 3
• Review completed course E-tivity: A Learning Design
maps Resource Audit
• Intro to e-tivity 3
http://cloudworks.ac.uk/cloudscape/view/2379

19. Course team work
Plenary work
(e-tivities)
Session 4
• Review of completed resource
audit
• Intro to e-tivity 4
Session 5 E-tivity: Activity Profile
•Review of Activity Profiles
•Intro to e-tivity 5
E-tivity: Storyboard
Session 6
•Review of Storyboards
•Task Swimlane
•Intro to e-tivity 6
•Stock-taking and target-setting
E-tivity: E-tivities
for next day

20. Background to the workshop
• Useful sites and resources
– OULDI website
– Carpe Diem website
– 7Cs OER page
– Cloudworks cloudscape

21. How to ruin a course

22. The Course Features template
http://linoit.com

23. Course Features resources
• http://tinyurl.com/coursefeatures
• http://tinyurl.com/coursefeatures-Excel
• http://linoit.com

24. Course features
Linoit.com

25. Course Features Key
• Orange = Guidance and support
• Blue = Content and activities
• Green = Communication and collaboration
• Purple = Reflection and demonstration

26. Develop a Course Map
www.tinyurl.com/coursemap-flickr

27. www.tinyurl.com/ouldi-coursemap
The Course Map template

28. Course map view

29. Course Map resources
• www.tinyurl.com/coursemap-cloudworks
• www.tinyurl.com/ouldi-coursemap
• www.tinyurl.com/coursemap-ds
• www.tinyurl.com/coursemap-flickr

30. Learning Design Resource Audit
www.tinyurl.com/resource-audit

31. Develop your Activity Profile
• http://tinyurl.com/ActivityProfileFlash
• http://tinyurl.com/ActivityProfileExcel

33. Activity Profile Resources
• www.cloudworks.ac.uk/cloud/view/3420
• www.tinyurl.com/activity-profile-ds
• www.tinyurl.com/ActivityProfileFlash
• www.tinyurl.com/ActivityProfileExcel

34. Activity:
mapping e-pedagogies to technologies
Pedagogies Technologies
• Problem-Based Learning (PBL) • Virtual Worlds (VW)
• Inquiry-Based Learning (IBL) • Google
• Didactic (Did) • E-Books
• Reflection (Ref) • Blogs, e-Portfolios
• Dialogic Learning (Dial) • Discussion Forums (DF)
• Collaboration (Collab) • Wikis
• Assessment (Ass) • MCQs
• Communities of Practice (CoP) • Google+
• IBL – social • Twitter
• User-Generated Content (UGC) • Youtube

35. Social
Informal Formal
Experience
Individual
Informal Formal
Information

36. IBL/Twitter Social PBL/VW
CoP/Google+ Dial/forum
Dial/Skype Collab/Wiki
Informal Formal
Ref/Blog Ref/e-Portfolio
IBL/Google Did/e-Book
UGC/YouTube Individual Ass/MCQs

37. Ref/Blog Experience PBL/VW
CoP/Google+ Ref/e-Portfolio
Dial/Skype Dial/Forum
Informal Formal
IBL/Twitter Coll/Wiki
IBL/Google Did/e-Book
UGC/YouTube Information Ass/MCQs

38. Mobile learning
E-books
Study calendars
Learning resources
Online modules
Annotation tools
Podcasting
38 Communication mechanisms

39. Inquiry-based learning
My community
The Personal Inquiry project
Inquiry-based learning across
formal and informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
39

40. Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project

41. Learningoutcomes
START END
Assessment

42. Storyboard template
http://linoit.com

43. Story board

44. Task Swimlane: Mapping an activity at
the micro-level
http://cloudworks.ac.uk/cloud/view/3421

45. Develop your e-tivities

46. Conclusion
• Structured guidance to think
about design
• The power of visualisation
• Beyond content to activities
and experience
• Iterative, creative and messy
• Making designs explicit
• Social media to foster
communication and
collaboration

47. Final thoughts
• Participatory and social media enable new forms of
communication and collaboration
• Communities in these spaces are complex and
distributed
• Learners and teachers need to develop new digital
literacy skills to harness their potential
• We need to rethinkhow we design, support and assess
learning
• Open, participatory and social media can provide
mechanisms for us to share and discuss teaching and
research ideas in new ways
• We are seeing a blurring of boundaries:
teachers/learners, teaching/research, real/virtual
spaces, formal/informal modes of communication and

48. http://cloudworks.ac.uk/cloud/view/6305
http://www.ld-grid.org/
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
Chapters available on dropbox
grainne.conole@le.ac.uk