The document discusses learning design as a new approach to curriculum design that makes the design process more explicit and shareable. It outlines the Open University Learning Design Initiative which developed tools like CompendiumLD for visualizing designs and the Cloudworks site for sharing them. Evidence from trials showed these tools helped teachers design more effective learning activities that integrated technologies and pedagogical approaches. The initiative aims to foster more open and collaborative design through these online communities and representations.

1. Harnessing learning design as a new approach to rethinking curriculum Gráinne Conole, Open University, UK AECT conference, Louisville, Kentucky 30 th October 2009 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2581

6. Improving the design process How can we design learning activities that make effective use of technology and that are pedagogical informed? How can we represent and share designs? What kind of help and support can we provide? Assessment Learning outcomes Tasks Aspects of design

9. Design strategies Design process creative, messy, iterative Sharing and reuse difficult, but valuable Serendipitous routes to support Every teacher does it differently Different aspects to design - focus and level of granularity No one perfect design tool or approach Different aspects – resources, tools, outcomes, support, etc.

10. Design creativity vs. design practice The vision… Open plan, with creative spaces, “quiet rooms”, hot desking areas, technology-enhanced, lots of social space The Jennie Lee Building, The Open University, UK

11. OU Learning Design Initiative Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing

12. Facets of OULDI work

13. Understanding the design process Evidence base (interviews, surveys, observation, web stats, expert panels, focus groups) Development (resources, methods, tools, session types, interventions) Trialing (within the OU, workshops & conferences, project partners) An evolving empirical evidence base

14. Facets of OULDI work

15. Collaboration: events Design challenge Cloudfests & Design summits Blurring real & virtual Workshops

16. Facets of OULDI work

19. CompendiumLD Core icon set Design icon set

20. A simple design Learning activity Output Learning outcome Resource Role End of activity Task Tool

23. Facets of OULDI work

24. Harnessing web 2.0 practices Teachers/design want examples , want to share/discuss ! Many repositories of good practice , but little impact Can we change practices through use of web 2.0 ideas? Blogging Facebook Twitter Slideshare Flckr Youtube Commenting Live commentary Tagging RSS feeds Embedding Following

25. Open design: Social and collective

26. Key concepts: Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems

28. Key concepts: Cloudscapes Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project

31. Key concepts: Activity streams Clouds Cloudscapes Comments Links References Extra content

33. Theoretical perspectives “ Social objects” Social networking makes little sense if we leave out the objects that mediate the ties between people Engeström Design framework for sociality Enabling practice Mimicking reality Building identity Actualising self Bouman et al .

39. Some stats…. 1360 registered users Aspect Everyone Team Non-team Cloudscapes 117 49 68 Clouds 1386 935 451 Comments 1882 613 1269 Links 1581 1165 416 Added Sept.

42. Facets of OULDI work

47. Course map/At a glance representation Guidance and support “ Learning pathway” Course structure and timetable Course calendar, study guide, tutorials Information and experience “ Content and activities” Could include course materials, prior experience or student generated content Readings, DVDs, podcasts, lab or field work, placements Communication and interaction “ Dialogue” Social dimensions of the course, interaction with other students and tutors Course forum, email Thinking and reflection “ Meta-cognition” Internalisation and reflection on learning In-text questions, notebook, blog, e-portfolio, Evidence and demonstration “ Assessment” Diagnostic, formative and summative Multiple choice quizzes, TMAs, ECA

49. Bringing together: Learning design, OER, and pedagogical patterns research

50. Towards “open design” Characteristics of good pedagogy Personalised Situative Social Experiential Reflective Affordances of new technologies Adaptive Contextual Networked Immersive Collective “ Open Design” Explicit Shareable Cross boundary Collective Cummulative

53. Open Design: Visualising and sharing

54. Explicit design

55. Design, use, reuse Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits

56. Process design Prior designs & resources New designs Content: (OER repositories, etc) Designs: (Pedagogical Patterns, CompendiumLD designs) New OER & designs

58. Harnessing learning design as a new approach to rethinking curriculum Gráinne Conole, Open University, UK AECT conference, Louisville, Kentucky 30 th October 2009 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2581