This slide show describes how to get started using CompendiumLD, a tool for creating visual representations of learning activities.
Teachers and media developers go through a complex decision making process when designing new learning experiences – working towards an effective pedagogical mix, combining resources, tools, student and tutor support.
For an individual media developer or teacher, the process of creating a visual map of a learning activity clarifies their own understanding of the mix. For teams comprised of individuals focused on different aspects, a visual representation supports communication about issues that need to be resolved before the activity is delivered to students.
This slideshow describes some features of CompendiumLD which can help you lay out and manage your learning designs.
It shows how you can
- Add timing information
- Drag and drop files
- Lay out maps
- Save and share designs
- Hide/show menu options
- Manage maps & designs using workspaces and the outline view
How to Create a Presentation Using Google SlidesAngie Lee
This step-by-step document teaches you how to create a presentation using Google Slides. It was originally created for Angie Lee's Introduction to Engineering class.
This slideshow describes some features of CompendiumLD which can help you lay out and manage your learning designs.
It shows how you can
- Add timing information
- Drag and drop files
- Lay out maps
- Save and share designs
- Hide/show menu options
- Manage maps & designs using workspaces and the outline view
How to Create a Presentation Using Google SlidesAngie Lee
This step-by-step document teaches you how to create a presentation using Google Slides. It was originally created for Angie Lee's Introduction to Engineering class.
The Terrific Composer is a Frontend Development Framework – based on Symfony2 – that aims to make your life easier. It takes the modularization approach of Terrific and provides you a project structure that enables you to start right away.
The slides are part of the Terrific Composer Workshop and includes tips & tricks for working with the Composer.
Design Patterns - The Ultimate Blueprint for SoftwareEdureka!
In software engineering, a design pattern is a general reusable solution to a commonly occurring problem within a given context in software design. A design pattern is not a finished design that can be transformed directly into source or machine code. It is a description or template for how to solve a problem that can be used in many different situations. Patterns are formalized best practices that the programmer can use to solve common problems when designing an application or system.
The topics covered in the presentation are :
1. Understand the need of design patterns
2.Build Flexible patterns using design patterns
3.Design UML Diagrams
4. Code with Abstract Factory Patterns
5.Use Observer patterns & mediator patterns
Activity level Learning Design representations to enhance curriculum designAndrew Brasher
This exploratory study builds on existing approaches in using Learning Design representations in order to enhance curriculum design processes. Our lightning presentation reports on the first stage of the project, which aims to develop and test paper and software-based tools. These tools are envisaged to enable teams to design students’ learning journeys in detail, at activity level, with clear links to assessment and learning outcomes. In the lightning presentation we will showcase a first draft of the prototype tools, and discuss the strategies developed in order to iteratively design and evaluate these tools.
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The Terrific Composer is a Frontend Development Framework – based on Symfony2 – that aims to make your life easier. It takes the modularization approach of Terrific and provides you a project structure that enables you to start right away.
The slides are part of the Terrific Composer Workshop and includes tips & tricks for working with the Composer.
Design Patterns - The Ultimate Blueprint for SoftwareEdureka!
In software engineering, a design pattern is a general reusable solution to a commonly occurring problem within a given context in software design. A design pattern is not a finished design that can be transformed directly into source or machine code. It is a description or template for how to solve a problem that can be used in many different situations. Patterns are formalized best practices that the programmer can use to solve common problems when designing an application or system.
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2.Build Flexible patterns using design patterns
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Activity level Learning Design representations to enhance curriculum designAndrew Brasher
This exploratory study builds on existing approaches in using Learning Design representations in order to enhance curriculum design processes. Our lightning presentation reports on the first stage of the project, which aims to develop and test paper and software-based tools. These tools are envisaged to enable teams to design students’ learning journeys in detail, at activity level, with clear links to assessment and learning outcomes. In the lightning presentation we will showcase a first draft of the prototype tools, and discuss the strategies developed in order to iteratively design and evaluate these tools.
Designing and evaluating incidental learningAndrew Brasher
Presented at the CALRG Annual Conference, June 2015. http://www.open.ac.uk/research-groups/calrg/conferences/annual-conference
Abstract
Over the past three years we have been developing a framework intended to facilitate both the occurrence and evaluation of incidental learning. This work has been part of the MASELTOV project, supported by the European Commission, eInclusion programme FP7-ICT-7. The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
The goal of the Incidental Learning Framework is to facilitate the creation of technology rich learning opportunities which emanate from incidental learning i.e. learning that is spontaneous and unplanned. As a design tool its use should encourage links and triggers to structured and reflective learning to back up and deepen learning that happens incidentally. The framework is a descriptive mechanism that enhances analysis and evaluation of incidental learning, and a generative tool to support discussions around software system design. It facilitates the communication of learning design ideas both visually and textually.
Initial work was presented at the CALRG conference in 2012, and the framework has been under development since that time (Brasher et al., 2012, Gaved et al., 2013, Kukulska-Hulme et al., in press). Development of the framework has included expert evaluation, and changes in response to data acquired from field trials of a mobile app intended to support language and cultural learning. In this paper we describe the development, use and evaluation of the framework to date, and reflect on lessons learnt.
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A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities in higher education.
In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
This workshop has been created by the Metis Project, and it is one of three workshop structures that have been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project http://metis-project.org/.
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In this workshop you will work in a small team to design a collaborative online learning activity. You will have the opportunity learn about the principles involved, experiment with tools that can help you structure and analyse your ideas and learn from case studies of successful activities tried and tested on Open University modules. At the end of the workshop you will have produced an initial design which you can then develop further to be used in your online teaching activities.
The workshop is being offered as part of the Metis Project (http://www.metis-project.org/), and it is one of three pilot workshops being run across different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE.
Please keep in mind that this is a pilot workshop and the ILDE is a prototype. We look forward to your critical feedback in assisting the project to further improve the production of this prototype into a working system.
Other resources used in this workshop are available from a pilot version of the ILDE: http://ilde.upf.edu/ou/v/b37 .
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Presented by Patrick McAndrew at OER13 http://www.medev.ac.uk/oer13/128/view/ and discussed by the Times Higher http://www.timeshighereducation.co.uk/news/us-mooc-platforms-openness-questioned/2002938.article
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The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
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(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
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Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
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2. Introduction This guide focuses on howto use CompendiumLD to create a visual representation of a learning activity. If you haven't already created a project and logged in, see the 'Getting started ' page on the CompendiumLD web site which will guide you through the process of creating your first CompendiumLD project and logging in.
3. First screen When you first start CompendiumLD and log in, it will look like this
6. Learning design node stencil On the left hand side is the learning design node stencil
7. Basic operation Following this slide is a short video ( < 2 minutes long) showing you how to carry out some basic functions in CompendiumLD. This video shows how to create, edit and link nodes and is best viewed in full screen. It shows version 0.75 of CompendiumLD but the principles remain the same in this version
8. Creating a learning design (1) Now we will look at how CompendiumLD can be used to create maps of learning activities. To begin, look at this example of a learning activity map. This map contains just a few of the types of learning design nodes provided by CompendiumLD.
9. Creating a learning design (2) Role: shows who is to perform the tasks Task: the tasks to be carried out Time Resource: a resource (e.g. a document or movie) to be used in the learning activity Tool: any tool that is used in the learning activity , e.g. forum, blog, wiki Stop: the end of the activity – all the learning outcomes should have been met by now!
10. Creating a learning design The next video shows how to design learning activities using CompendiumLD ( < 4 minutes long)
11. Other roles and relationships This simple example shows how interactions between learners and tutors may be modelled.
12. Doing more with CompendiumLD There is another slideshow which illustrates additional things you can do with CompendiumLD including Adding timing info Including documents and web pages Saving and sharing http://www.slideshare.net/andrew_x/doing-more-with-compendium-ld
13. More information CompendiumLD web sitehttp://compendiumld.open.ac.uk/ Open University Learning Design Initiativehttp://ouldi.open.ac.uk/