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Conole Wolverhampton Keynote
1. Teaching excellence
Innovation, efficiency Student
Tasks
Student
Resources
Tutor
Tasks
and good pedagogy Each student selects three
countries
Check resource ok
LO – skills: how to for Level 1 students
Gráinne Conole,
collaborate with Group nominate person to
others eliminate multiple entries
and agree dispute process
Library key skills support
pack: internet
The Open University UK LO – skills:
searching of data
and assessing
quality of data
Find and retrieve data
about these three countries
Internet
University of Wolverhampton DONE: What if they
Post research to group wiki
Wiki
What method
used to post?
Written / audio etc.
Rewarding Excellence Ceremony
need more help?
Forum
19th January 2009
What else could
DONE: Could Rest of group tutor be doing?
nominated person Check summary and
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
3. Novel activities
Peer recognition
Use of technology
Student inspired
Increased
recruitment What do we mean by
teaching excellence? Improved systems
& process
Increased
retention
Positive Time saving
feedback approaches
Improved grades
4. Novel activities
Peer recognition
Innovation
Use of technology
Student inspired
Increased
recruitment What do we mean by
teaching excellence? Improved systems
& process
Increased
retention
Positive Time saving
feedback approaches
Improved grades
5. Novel activities
Peer recognition
Innovation
Use of technology
Student inspired
Increased
recruitment What do we mean by
teaching excellence? Improved systems
& process
Increased
retention
Good
pedagogy
Positive Time saving
feedback approaches
Improved grades
6. Novel activities
Peer recognition
Innovation
Use of technology
Student inspired
Increased
recruitment What do we mean by
teaching excellence? Improved systems
& process
Increased
retention
Good Efficient &
pedagogy effective
Positive Time saving
feedback approaches
Improved grades
20. Changing students
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),
Ecar reports, Kennedy survey, Chris Jones, Personal Inquiry project
21. 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
22. Changing content & design
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
23. Changing content & design
Content, tools &
designs free
New tools for
sense-making &
dialogue
Student Student Tutor
Tasks Resources Tasks
Each student selects three
countries
Value but barrie
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
24. 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
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
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. Design process
I tend to sit and doodle a map will draw the logic and
flow of the course on paper and then
go to compendium. Then the problem is sharing it
One of the difficulties is mapping the
whole process I have tried to approach
course design using a holistic approach
Start from assessment strategies and learning
outcomes and get an alignment
[Scrapbook] It’s in words, not diagrams a dumping
ground for thoughts – [to] capture thoughts
I was building a sense of what the
new course might be … we must
List of words clustered into blocks,
remember to do x, or a url of relevance
arrows...can you have clusters
link to TMAs [Assignments]
42. Schema
Rethinking design through
events and schema to
meet a range of needs
Events
64. Guiding and visualising designs
Activity
Assignment
Outcome
Resource
Role
Stop
Task
Tool
The CompendiumLD tool
65. Guiding and visualising designs
Activity
Assignment
Outcome
Resource Time
Role
Stop
Task
Tool
The CompendiumLD tool
66. 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
67. 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
68. 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
69. 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
70. 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
77. 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
79. Cloudworks
Many repositories of good practice,
but how do you develop the community???
80. 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
81. 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
cloudworks.ac.uk
85. 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!
cloudworks.ac.uk
86. 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!
cloudworks.ac.uk
87. 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.
cloudworks.ac.uk
88. 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.
cloudworks.ac.uk
95. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
96. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems
97. Clouds and Cloudscapes
Designs or
case studies
Resources
Learning &
teaching ideas
Tools
Questions
or problems
98. Clouds and Cloudscapes
Designs or
Conference
case studies
Resources Workshop
Learning & Course
teaching ideas team
Research
Tools
area
Questions
Project
or problems
99. Cloudworks v0.2
Social networking site for finding, sharing & discussing
learning and teaching ideas and designs
105. 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
107. Thinking &
reflection
A pedagogy schema
Communication Experience
& interaction & activity
Evidence &
Dyke, Conole et al., (2007) demonstration
108. Thinking &
reflection
A pedagogy schema
... to provide guidance on
mapping pedagogy principles
to aspects of learning
Communication Experience
& interaction & activity
Evidence &
Dyke, Conole et al., (2007) demonstration
109. Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
110. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
111. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
112. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
113. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
experience and
show
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
114. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
Mapping learning activities
experience and
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
115. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on
Mapping learning activities
experience and
show against goals
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
116. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Aggregation of
Mapping learning activities
experience and learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
117. Thinking & Experience & Conversation & Evidence &
Principles reflection activity interaction demonstration
Reflect on Aggregation of
Mapping learning activities
experience and learning
show against goals achievements
understanding
Frequent
interactive
exercises &
feedback
Provides support
for independent
learning
Supports
collaborative
activities
Conole, 2008, New Schema for mapping pedagogies and technologies, Ariadne article
119. 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
140. Towards a network...
People/networks
Meta-analysis/
synthesis
Tools, methods,
approaches
Designs, evaluations,
case studies
141. 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
142. Key questions
• Students and teachers - personalised environment of
tools vs. institutional tools?
• Implications of immersive 3D-worlds such as
SecondLife?
• Students increasingly digital – demands on
institutions?
• Digital divide smaller, but deeper for those who
can’t or won’t use technologies?
• What is the evidence that the students can use these
technologies for academic purposes?
• Many argue that to ‘get’ web 2.0 you need to do it -
is there a widening chasm within our institutional of
those who ‘get’ it and those who don’t?
143. 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
