1. Learning anywhere, anytime
Is it finally possible: Student
Tasks
Student
Resources
Tutor
Tasks
what are the implications? Each student selects three
countries
Check resource ok
LO – skills: how to for Level 1 students
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Gráinne Conole,
Library key skills support
pack: internet
LO – skills: Find and retrieve data
The Open University UK
searching of data about these three countries
and assessing
quality of data Internet
Post research to group wiki
iLearning Forum, Paris
What method
used to post?
DONE: What if they Wiki Written / audio etc.
need more help?
20th January 2009 DONE: Could
nominated person
Rest of group
Check summary and
Forum
What else could
tutor be doing?
have greater role? post comment
Each student posts at least one
comment on forum about experience
of achieving learning outcomes
Reflect on tutor feedback Tutor reads comments and
gives feedback to group

2. My Personal Digital Environment
(Learning/Work/Research)
What technologies do you use on a daily basis?
What’s your Personal Digital Environment?

3. My Personal Digital Environment
(Learning/Work/Research)

4. My Personal Digital Environment
(Learning/Work/Research)

5. My Personal Digital Environment
(Learning/Work/Research)
Information (content)

6. My Personal Digital Environment
(Learning/Work/Research)
Information (content)
Word
(writing)
Google
(searching)
Wordpress
(blogging)
Keynote
(presentations)
Twitter
(microblogging)

7. My Personal Digital Environment
(Learning/Work/Research)
Information (content) Communication
Word
(writing)
Google
(searching)
Wordpress
(blogging)
Keynote
(presentations)
Twitter
(microblogging)

8. My Personal Digital Environment
(Learning/Work/Research)
Information (content) Communication
Word SMS
(writing) (texting)
Google Audacity
(searching) (audio recording)
Wordpress Email
(blogging) (communicating)
Keynote Lyceum
(presentations) (audio conferencing)
Twitter Eluminate
(microblogging) (video conferencing)

9. My Personal Digital Environment
(Learning/Work/Research)
Information (content) Communication
Word SMS
(writing) (texting)
Google Audacity
(searching) (audio recording)
Wordpress Email
(blogging) (communicating)
Keynote Lyceum
(presentations) (audio conferencing)
Twitter Eluminate
(microblogging) (video conferencing)
Laptop

10. My Personal Digital Environment
(Learning/Work/Research)
Information (content) Communication
Word SMS
(writing) (texting)
Google Audacity
(searching) (audio recording)
Wordpress Email
(blogging) (communicating)
Keynote Lyceum
(presentations) (audio conferencing)
Twitter Eluminate
(microblogging) (video conferencing)
Mobile broadband iPhone Laptop Camera Portable hard disk

11. Changing...

12. Technology... Changing...

13. Technology... Changing...
Content...

14. Technology... Changing...
Students...
Content...

15. Changing technologies

16. Changing technologies

17. Changing technologies

18. Changing technologies

19. Changing technologies

20. Changing content
Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Check resource ok
LO – skills: how to for Level 1 students
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
LO – skills: Find and retrieve data
searching of data about these three countries
and assessing
quality of data Internet
Post research to group wiki What method
used to post?
DONE: What if they Wiki Written / audio etc.
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment

21. Changing content
Content, tools &
designs free
New tools for
sense-making &
dialogue
Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Barriers
LO – skills: how to
collaborate with
others
Group nominate person to
Check resource ok
for Level 1 students
to sharing
& reuse
eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
LO – skills: Find and retrieve data
searching of data about these three countries
and assessing
quality of data Internet
Post research to group wiki What method
used to post?
DONE: What if they Wiki Written / audio etc.
need more help?
Forum
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
have greater role? post comment

22. Changing students
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project

23. Changing students
Learning
Attitudes & approaches
processes
Task orientated Engaging & relevant
Experiential Multi-faceted
Cumulative Social aspects
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project

24. Mediation: co-evolution

25. Mediation: co-evolution
Oral

26. Mediation: co-evolution
abc
+1
=
2
Oral Symbols

27. Mediation: co-evolution
abc
+1
=
2
Oral Symbols
Technology-mediation

28. Issues
• Transformation not as great as hoped
• Echoes of past failures... Electronic page
turning, unused repositories of good practice
• Danger of technological determinism
• Sustainability beyond project funding
• Changing practice is complex
• Need new metaphors and meaning making

29. Thinking differently
• Learning design - OULDI
• Compendium - creating, designing, reflecting
• Cloudworks - finding, communicating,
reflecting
• Pedagogy schema - designing, reflecting
• OL-Net - finding, creating, designing,
communicating, reflecting

30. Vision of enhancing the learner experience
through pedagogically informed, innovative
use of technologies
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

31. Bridge between Capture &
pedagogy & represent designs
technology
Vision of enhancing the learner experience
through pedagogically informed, innovative
use of technologies
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

32. Bridge between Capture &
pedagogy & represent designs
technology
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

33. Bridge between Capture &
pedagogy & represent designs
technology
Empirical
evidence
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

34. Bridge between Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Scaffold the Promote
design process sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

35. Bridge between Resources and events Capture &
pedagogy & represent designs
technology
Tool development
Empirical
evidence
Cloudworks CompendiumLD
Workshops Schema
Scaffold the Cloudfests Summits Promote
design process Design challenges sharing and reuse
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Martin Weller, Perry Williams

36. Focus and findings

37. Focus and findings
Representing
pedagogy
Understanding
design
Guidance Sharing &
& support discussion

38. Focus and findings
Representing
pedagogy
Understanding
design
Guidance Sharing &
& support discussion
Design lifecycle

39. Focus and findings
Representing
Barriers & pedagogy
enablers
Multiple tools
& approaches
Understanding
design
Guidance Sharing &
& support discussion
Design lifecycle

40. Focus and findings
Complexity of
representation
Representing
Barriers & pedagogy
enablers Support:
level and time
Multiple tools
& approaches Sharing valued
but difficult
Understanding
design
Guidance Sharing &
& support discussion
Design lifecycle

41. 18th September2008
Design challenge:
design a short course
in a day are you up to it???

48. Stalls really useful
Amazed at how much
we achieved

49. CompendiumLD

50. CompendiumLD

51. CompendiumLD

52. CompendiumLD
Core icon set

53. CompendiumLD
Core icon set
Design icon set

54. Guiding and visualising designs
The CompendiumLD tool

55. Guiding and visualising designs
The CompendiumLD tool

56. Guiding and visualising designs
Activity
Assignment
Outcome
Resource
Role
Stop
Task
Tool
The CompendiumLD tool

57. Guiding and visualising designs
Activity
Assignment
Outcome
Resource Time
Role
Stop
Task
Tool
The CompendiumLD tool

58. Guiding and visualising designs
Student
Tasks
Activity Each student selects three
countries
Assignment Find and retrieve data
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

59. Guiding and visualising designs
Student
Tasks Student
Resources
Activity Each student selects three
countries List of countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Time
Role Group nominate person to
eliminate multiple entries
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

60. Guiding and visualising designs
Student
Tasks Student
Resources
Activity Each student selects three
countries List of countries
Assignment Find and retrieve data
Internet
about these three countries
Outcome
Post research to group wiki
Resource Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

61. Guiding and visualising designs
Student
Tasks Student
Resources
Activity Each student selects three
countries List of countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

62. Guiding and visualising designs
Student
Tasks Student
Resources
Activity Each student selects three
countries List of countries
Assignment Find & critically assess Find and retrieve data
Internet
relevant resources about these three countries
Outcome
Post research to group wiki
Resource DONE: What if they
need more help? Wiki
Time
Role Group nominate person to
eliminate multiple entries
Forum
Stop Coordinator makes
changes Rest check and
agree
Task
Tool
Each student posts at least one
comment on forum
Student gets feedback from
tutor
The CompendiumLD tool

63. Targeted search

69. CompendiumLD
Practice using the tool -- by using it I was able to engage
with its potential benefits and pitfalls.
The hands-on approach to structuring my
thinking. The sharing HSC/LTS experience.
Hands-on session using Compendium -
making it realistic to go away and use
Opportunity to have a go with Compendium -- very
useful as a way of seeing how alternative ways of
teaching and learning might be developed
Opportunity to put own course activities
into Compendium to see how plotting the
Introduction to Compendium and use for
learning design could help further thinking
learning design. Will be a way of sharing
activities...& show examples of good practice to
course teams without recourse to nitty gritty of
specific activity

70. Cloudworks

71. Cloudworks
Many repositories of good practice,
but how do you develop the community???

72. RSS feeds
Cloudworks Playlists
Follow and
be followed
Friends
APIs
Many repositories of good practice,
but how do you develop the community???
Share
Embed
Comment
Aggregate

73. Vision & principles
• Enable people to find, share & • Low barrier to entry
discuss learning & teaching ideas
• People-orientated
• Connect people with similar
• Open site, open content
interests
• Target particular communities
• Showcase work
• The site acting as a conduit
• Provide a place for different
communities
• Encourage sharing

74. Cloudfests
It would be very interesting to have the person who’s written the piece of teaching
material, see what the people at the coal face are doing with it!
If you notice things that are abstract, you can say: Oh, and how did that
work? or give me an example, I did one like this! ... It didn’t worry me that
it was abstract. What worried me was: how the hell does he make that
work in an OU teaching context!
The ones that started to catch my interest were where I could quite
quickly get a sense of a device or an approach... Within two or three
sentences, I kind of grasped what it was that they had done and it
caught my imagination.
It would be really good to have some sort of perspective from the people who actually
make things, because they’ve got a lot of experience about (what) does and doesn’t
work.

75. Clouds and Cloudscapes

76. Clouds and Cloudscapes

77. Clouds and Cloudscapes

78. Clouds and Cloudscapes
Learning &
teaching ideas

79. Clouds and Cloudscapes
Designs or
case studies
Learning &
teaching ideas

80. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas

81. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools

82. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems

83. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems

84. Clouds and Cloudscapes
Designs or
Conference
case studies
Resources Workshop
Learning & Course
teaching ideas team
Research
Tools
area
Questions
Project
or problems

85. Cloudworks v0.2
Social networking site for finding, sharing & discussing
learning and teaching ideas and designs

86. All clouds

90. It’s not a repository
it’s a conversation

91. It’s not a repository
it’s a conversation
Success stories
Visual designs
Concrete vs. abstract Quality control
Transferable designs
Barriers to contribution
Changing practice
Ownership
Comments make it come
alive
Openness

92. Why bother -what’s in it for me?
Support for working through designs
Academics
Reflecting/evaluating courses
Tutors & developers Shared representation of course design
Learning and teaching ideas and designs
Students
Up to date audit of practice
Support staff Guidelines and workshop material
Clearer understanding of technology use
Managers
Implications for practice, policy & strategy
Thinking through the design process

93. T&L cycle

94. T&L cycle
Select

95. T&L cycle
Design
Select

96. T&L cycle
Design
Select Use

97. T&L cycle
Design
Select Use
Evaluate

98. Generic tool
Specialised tool
Resource
T&L cycle Schema
Design
Select Use
Evaluate

99. Generic tool
Specialised tool
Resource
T&L cycle Schema
Design
Select Use
Evaluate
Student

100. Generic tool
Specialised tool
Resource
T&L cycle Schema
Design
Select Use
Evaluate
Student
Teacher

101. Generic tool
Specialised tool
Resource
T&L cycle Schema
Design
Openlearn
Select Use
Google
Cloudworks Evaluate
Student
Teacher

102. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
T&L cycle Schema
Design
Openlearn
Select Use
Google
Cloudworks Evaluate
Student
Teacher

103. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
T&L cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Cloudworks Evaluate
Student
Teacher

104. Generic tool
Mapping schema
Specialised tool
Topic OER CompendiumLD Resource
T&L cycle Schema
Design
VLE
Openlearn
Select Use
Google
Class aggregated
resources
Cloudworks Evaluate
Student
Teacher Analysis tools Student survey

105. T&L cycle

106. Generic tool
Specialised tool
Resource
Schema
T&L cycle

107. Generic tool
Specialised tool
Resource
Schema
T&L cycle

108. Towards a network...

109. Towards a network...

110. Towards a network...

111. Towards a network...

112. Towards a network...

113. Towards a network...
People/networks
Meta-analysis/
synthesis
Tools, methods,
approaches
Designs, evaluations,
case studies

114. Challenges
Representation: forms and purpose
Visualisation: what and why
Schema: format and use
Support: real and virtual
Guidance: type and form
Evidence: what and value
Development: research vs. practice
Practice: current and changing
Sharing: how and why

115. Further info
• OU Learning design initiative - http://ouldi.open.ac.uk
• Slidecast on using CompendiumLD - www.slideshare.net/PerryW/using-compendiumld-to-
design-a-learning-activity-435001/
• Cloudworks: Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A.
(2008), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov
– 3rd Dec 2008, Melbourne, www.ascilite.org.au/conferences/melbourne08/procs/conole.pdf
• CompendiumLD: Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J.
(2008), Visualising learning design to foster and support good practice and creativity,
Educational Media International,Volume 54, Issue 3, 177-194 .
• Design schema: Conole, G. (2008), New schema for mapping pedagogies and
technologies, Ariadne magazine, www.ariadne.ac.uk/issue56/conole/
• Technology trends: Conole, G. (forthcoming), Stepping over the edge: the implications of
new technologies for education in M. Lee and C. McLouglin, Web 2.0-based e-learning:
applying social informatics for tertiary teaching, Hersey, PA: ICI Global
• OpenLearn: McAndrew, P. and Santos, A. (2008), Learning from OpenLearn Research
Report 2006-2008, Open University: Milton Keynes

116. OULDI: OULDI.OPEN.AC.UK
BLOG: WWW.E4INNOVATION.COM