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Conole workshop ascilite_final
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
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Conole workshop ascilite_final
- 1. National Teaching Fellow 2012 The 7Cs of Learning Design Gráinne Conole University of Leicester 25th November 2012 Pre-Conference workshop ASCILITE, Wellington
- 3. Introductions • Say whoyou are and what you hope to get out of the workshop • During the day add comments to the reflection sheet
- 4. Outline • An overviewof learning design • Activity: How to ruin a course • Theoretical perspectives • Activities – Course Features – Affordances – Course Map – Activity Profile – Comparing forums, blogs and wikis – Pedagogical Patterns – Resource Audit – Story board – Evaluation Rubric • Open Educational Resources • Evaluation
- 5. Learning outcomes • Conceptualisethe learning design process from different perspectives • Apply a range of learning design resources, tools and methods to a learning intervention • Critique a range of pedagogical approaches and the role played by different technologies in supporting these • Review and debate the theoretical underpinnings of learning design • Develop an innovative storyboard, learning activities and a structure for implementation
- 6. Promise and reality Socialand 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
- 7. 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
- 9. The Larnaca Declaration,Sept 2012
- 10. How to ruin Conceptualise What do we want to design, who for and why? Course features A course Resource audit Learning outcomes Course map map Assessment Activity profile Pedagogical Patterns The 7Cs Storyboard Framework Collaborative Affordances Pedagogical Patterns Rubrics for evaluation Consolidate Refine LD views Evaluate and embed your design
- 11. Gabi Witthaus Ming Nie
- 12. Activity: How toruin a course Purpose: To consider the ways in which technologies can ruin a course and creation of strategies to avoid these problems • List the ten ways in which technologies can ruin a course • Consider strategies to avoid these issues
- 13. Discussion • Institutional issues ID seen as a threat • Lack of training of faculty to move from print to online – just pdf • Too many communication method • Log in problems – no single sign in • No change in pedagogy! We teach how we were taught – focus on transmission • Lack of design • No sense of belonging or community • Not good technological or pedagogical instruction • Inclusivity or accessibility • Reliability • Too technology focused or dumping content • Choosing the right tool
- 14. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherent Research questions What Mediating Artefacts do teachers use? Other teachers and learners What Mediating Artefacts can we create to can use or repurpose guide the design process? Vygotsky, Activity Theory
- 15. Analysis: Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division of Rules Community labour Design and learning occur within a context
- 16. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration
- 17. Theory based Practice based Cultural Aesthetics Professional Principles Political Sustainable International Serendipitous Community based
- 18. Inquiry based Problem based Case based Dialogic Collaborative Pedagogical approaches Situative Constructivist Vicarious Didactic Authentic
- 19. Learning pathway Mentoring Peer support Scaffolded Step by step Guidance & Support Study skills Library support Tutor directed Help desk Remedial support
- 20. Brainstorming Concept mapping Annotation Assimilative Modeling Content & Activities Jigsaw Pyramid Aggregating Learner generated Information resources content handling
- 21. Diagnostic E-Assessment E-Portfolio Formative Feed forward Reflection & Demonstration Summative Reflective Peer feedback Vicarious Presentation
- 22. Structured debate Flash debate Group project Group Peer critique aggregation Communication & Collaboration Group presentation Group project Question & Flash debate For/Against debate Answer
- 23. Activity: Course Features 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. Linoitcanvas E-tivityRubric: http://tinyurl.com/SPEED-e4
- 24. Activity: Forums, blogsand wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis Collaboration Discussion on a topic Longer pieces of reflection Co-construction of shared Help students understand Changing perceptions over understanding of concepts the assessment time Student created content Sense of inclusion Resource documentation Collaborative creation of a Tutor giving updates Annotated resources piece of work Introductions and then Discipline /profession use Broadening of concepts conversations in the workplace Can see who made FAQs contributions – good for Reflection group assessment and can Peer teaching and support see how its developed Collaborative activities Discipline /profession use Discipline /profession use in the workplace in the workplace
- 25. Co-evolution of toolsand practice Characteristics of Characteristics of tools people Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity Context
- 26. Affordances Affordances (Gibson) All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Gibson, 1979
- 27. Tools Tasks Forum, wiki, Read, search, blog, etc. critique, etc. Affordances Reflection Collaboration Dialogue Interaction Inquiry Learning Activity
- 28. Technology affordances Affordances, Constraints, promotes… think about… Collaboration A blog for reflective practice Time consuming (development) Reflection Difficult to use Interaction Affordances (Gibson) Costly to produce All "action possibilities" latent in an environment… Dialogue Time consuming (support) but always in relation to the actor and therefore Creativity dependent on their Assessment issues capabilities. Organisation For instance, a tall tree Lack of interactivity offers the affordances of food for a Giraffe but not a Inquiry Difficult to navigate sheep. Authenticity New literacy skills
- 29. Activity: Mapping affordances •Think of a learning activity, e.g. – Aggregating a set of class resources – Collaborating on a group report – Presenting evidence of learning • Choose three technologies • Identify their affordances to support the learning activity • Decide which technology to use
- 30. Activity: Course Map 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. E-tivityRubric: http://tinyurl.com/SPEED-e5
- 31. Activity profile • Typesof learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
- 32. Activity: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. ActivityProfile Flash Widget E-tivityRubric: http://tinyurl.com/SPEED-e6
- 33. Pedagogical Patterns • Derivedfrom Alexander’s work • “Solutions to problems” – Introduction – Context – Problem headline – Solution – Picture – Similar patters Alexander, 1977 Goodyear, 2005
- 34. Activity: Pedagogical Patterns •Look at the Pedagogical Patterns handouts • Choose one or more pattern and use it to create a collaborative learning activity • You can combine or adapt patterns if you want • Useful links – http://tinyurl.com/ascilite1 – http://tinyurl.com/ascilite2
- 35. Activity: Resource Audit •Using the JIGSAW pattern approach to look at the following repositories – Http://learningdesigns.uow.edu.au – Http://enrole.uow.edu.au – Http://cloudworks.ac,uk – Http://www.globe-info.org/ • Complete the Carpe Diem Resource Audit sheet, indicating which OER you will include and what resources you need to create
- 36. Learning Outcomes Start End Assessment
- 37. Activity: Storyboard 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. LinoitCanvas E-tivityRubric: http://tinyurl.com/SPEED-e8
- 38.
- 39. Activity: 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.
- 40. Resource-based learning • Overten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU
- 41. The OPAL metromap Evaluationshows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice http://www.oer-quality.org/
- 42. POERUP outputs • Aninventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives • 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries • 7 in-depth case studies • 3 EU-wide policy papers
- 43. Differences in education,internet, e-learning • Diversity of educational contexts • Diversity of internet provision Country Internet (in 2011) Broadband (in 2011) Australia 87% 83% UK 73% 71% Italy 62% 52% Hungary 66% 61% • Diversity of use of e-learning – Distance Learning is a feature of educational system, Canada and Australia – State of e-learning below EU average, Hungary
- 44. Emergent themes • Shiftfrom development to OER practices • Shift from basic OER awareness to OER maturity and embedding • Broader notion of open practices – open learning, teaching and research • Use of social and participatory media to foster OER communities
- 45. Statement 1: OERwill have a major impact on students' learning in the next five years. • I agree • I disagree 14 1 agree 6 Undecided • Undecided
- 46. Statement 2: OERare better quality than commercially published textbooks. • I agree 1 Agree • I disagree 4 Not yet 2 Disagree • Undecided 9 Undecided
- 47. Statement 3: Iwill use more OER in my teaching/learning in the future. • I agree 18 Agree • I disagree 1 Undecided • Undecided
- 48. • Challenges • Opportunities • Copyright/IP • Possibilities for many viewpoints being seen • Quality control • Communities • Proliferation of tools • Reuse • Selection • Workloads • Job loses at pub. Houses • Cost effectiveness • Student sense of belonging/community • Reflection • Searching for OER • Reuse existing materials and invigorate • Trustworthiness course • Troubleshooting • Flexibility • Boundaries of knowledge • Curation of resources • Depersonalised • Increased availability • Generic content • Cost effect for students • Information overload • Collaboration • Quality literacies • Content sharing • Global connections and spread of learning • Students can engage in a way that suits their learning
- 49. Evaluation • Three wordsto describe the workshop • What I liked • Suggestions for improvements • Action plan
- 50. Three words… • Challenging, full on, great wide coverage • Inspiring, thought provoking, reflective • Creative, problem solving and beneficial • Well structured with plenty of sharing and plenty of supporting resources • Exciting, exhausting, extending • Thought provoking, inspiring, creative • Thought provoking, nice pace and flow, academic rigorous • Creative, thought provoking, very useful • Inspiring, thought provoking, very useful tools • Thought provoking, deep • Active, accessible, relevant, NOT tiring • Useful, timely, resourceful • Thought provoking, challenging, lots to take home • Thought provoking, useful, collaborative • Useful and fun, lots to think about, need to read • Relevant, engaging, fun • Dynamic, useful, creative • Interactive, lots of information, not enough time • Dynamic, collaborative, mind stretching
- 51. Things I liked… • Wide range of coverage • Sound pedagogical progressions • Contextualisation of courses • Pedagogy focused, overview of process • See bigger picture of elearning and course design • Lots of food for thought • Templates so helpful! • Links to articles etc • Ideas to improve my teaching in a sound and pedagogical way • Reinforcing what is already happening by giving name/theory • Meeting other educational developers • Great ideas, practical examples, choice of tools, hearing ideas
- 52. Suggestions for improvement •More theory on 7Cs • More attention to the Cs clearer definition of final task • More theory • More time • Delete OER as rushed • Would have liked more theoretical explanation and perhaps a little less group work • One link to all resources • Short videos of some of the stuff done in practice
- 53. Action plan… • Introduceideas to different groups in college • Consult learning designs for my institution • Read more and discuss with colleagues • Buy Gráinne a drink ;-) • Share models and plans with colleagues • Share learning with colleagues • Buy book and get the theory • Work out what I can implement in 2013 • Do tailored workshop for our institution • Create more opportunities for student/teacher evaluation and course in light of aspects of today • I have redesigned a course! • Share information with colleagues • Apply the principle to new courses
- 54. http://www.slideshare.net/GrainneConole http://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com
- 55. Useful sites andresources • OULDI website http://www.open.ac.uk/blogs/OULDI/ • Carpe Diem website http://www.le.ac.uk/carpediem • 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyond- distance-research-alliance/7cs-workshop-resources • Cloudworkshttp://cloudworks.ac.uk/