This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.

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Learning Design Workshop
Professor Gráinne Conole
gconole@gmail.com
e4innovation.co.uk
Learning objectives
This is an intensivedesign workshop to help participants makepedagogically informed design decisionsthat
make appropriateuseof digital technologies.This mightincludethe design or re-design of face-to-face,
blended or onlinecourses. A ‘course’ could be an individual moduleor a whole course. It is suggested that
participantshavea coursein mind, for which to design and storyboard the teaching and learning,in this
workshop. By the end of the workshop, participants will beableto:
 conceptualisethe learningdesign process fromdifferent perspectives
 apply a range of learningdesign resources,tools and methods to a learningintervention
 critiquea range of pedagogical approaches and therole played by different technologies ,in
supportingthese
 review and debate the theoretical underpinnings of learning design
 develop a storyboard,with associated learningactivities and assessmentelements.
The workshop’s activities arepartof the 7Cs of learningdesign framework, which consists of seven
components:
1. Conceptualise– which initiates the design process and consists of imagine,design and prepare.
2. Create – which covers the ways in which search engines, Open Educational Resource(OER)
repositories and social bookmarkingcan beused to find and collaterelevantresources and activities,
as well as strategies for creating resources.
3. Communicate – which covers the different ways in which communication can be fostered, this
includes howto moderate asynchronous and synchronous forums,as well as useof social media.
4. Collaborate– which considers how collaboration can befostered and a review of the different tools

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that can be used to support collaboration.
5. Consider – which considers howreflection can be fosters and how students can demonstrate
achievement of the learning outcomes, i.e. the assessmentelements.
6. Combine – which enables the designer to step back and look at the design from different
perspectives, this includes creatingan activity profileof how much time students will spend on
different types of activities, as well as creatinga storyboard of the course.
7. Consolidate– implement the coursein a real learningcontext and evaluate how effective itis.
Course Description
The participants will engage with a range of learningdesign conceptual tools .They will work in groups and will
periodically shareback their discussionswith the rest of the participants. They will benefitfrom havinga
laptop by which to join in activities. Artefacts produced will becaptured and made availableonline.The
workshop can be run face-to-face or online.Ideally itshould berun as a one-day workshop, but a condensed
half-day workshop is also possible.Longer two- or three-day workshops,allowfor flexibility and customization
of material to meet participants needs.

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Activities
Components
of the 7Cs
framework
Title Purpose and Description
Overview Overviewof 7Cs
of Learning
Designworkshop
To provide anoverview of the 7Csof LearningDesignframework.
Participantswill alsohave the opportunityto share whattheyhope
to getout of the workshop.
Conceptualise How to ruina
course
To considertenwaysinwhichtechnologiescanruina course and
thento identifystrategiestoavoidthese.
Conceptualise Course Features To considerthe featuresyouwanttoinclude in yourcourse,which
will affectnotonlythe lookandfeel of the course,butalsothe
nature of the learners’experience.
Conceptualise StudentPersonas To imagine the type of studentswhoare likelytotake yourcourse.
Studentsona first-yearundergraduatecourse willbe verydifferent
fromthose doinga post-graduate certificateinteachingfor
example.The nature of yourstudentswillinfluence how youdesign
and supportthe course.
Create Resource Audit To decide how youwill source the contentforyourmodule/course,
includingthe possibilityof incorporating existingcontent.Think
aboutthe time andexpertiseneededtodothis.
Combine Course Map To start mappingoutyour module/course,includingyourplansfor
studentsupport,assessment,communicationandcollaboration.
Thisprovidesmore detail tothe designfollowingonfromyouruse
of the course featurescards.
Communicate Toolsfor
Communication
Three typical toolsavailablein Virtual LearningEnvironments
(VLEs)/LearningManagementSystems(LMSs) are considered:
forums,blogsandwikis.
Combine ActivityProfile To considerthe balance of activitytypesthat will be includedin your
course.
Combine Storyboard To developastoryboardforyour course inwhichthe learning
outcomesare alignedwiththe assessmentevents,topics(contents)
and studentactivities.
Consolidate Evaluate To developanevaluationrubrictoevaluate the effectivenessof the
course and how it mightbe improved.

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Activity: How to ruin a course
Image source
Purpose
To identify tenwaysinwhichtechnologiesmightruinacourse andthento identifystrategiesto
avoidthese.
Task
 Withyour groupor team,list tenswaysinwhichtechnologiescould ruinacourse for
learners.
 Nowthinkaboutstrategiestoavoidthese.
 Take a picture of your flipboardsandloadto the sharedspace for your course.
Template
Ten ways technologiescan ruina course Strategiesto avoid them

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Activity: Course Features
Purpose
To considerthe featuresyouwant toinclude inyourcourse,whichwill determinenotonlythe look
and feel of the course,butalsothe nature of the learners’experience.
Task
1. Thinkaboutthe course youare goingto design.Whatwouldyoulike the experience tobe
like foryourlearners?Thinkof thisintermsof the following:
 Principles
 Pedagogical approaches
 Guidance andsupport
 Contentandactivities
 Communicationandcollaboration
 Reflectionanddemonstration
2. Work withyourteam members. Create the followingthree columns:
 Thiswill be a keyfeature inourcourse
 Thiswill feature butina minorway
 Thiswon't feature inourcourse
3. Addthe cut upcourse featurescards tothe three columns.Askif afeature isunclear.There
are blankcards foryou to addyour ownideas.
4. Once you have finishedtake apicture anduploadto the sharedspace for your course.

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Activity: Student Personas
Image source
Purpose
To considerthe typesof studentswhoare likelytotake yourcourse.Studentsona first-year
undergraduate course will be verydifferenttothose doingapost-graduate certificate inteaching.
The nature of your studentswill influence how youdesignand supportyourcourse.
Task
1. Thinkaboutthe typesof studentswhoare likelytotake yourcourse.Understandingthe
typesof studentsonyour course andtheirmotivations,alongwiththe challengestheyface
isan importantpart of the designprocess.More informationonpersonascanbe found
here.
2. Fill inthe personatemplate.Anexampleof acompletedtemplate isgiven onthe nextpage.
3. Complete twostudentpersonasforyourcourse.
4. Take a picture of your personasanduploadtothe sharedspace foryour course.

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Student persona
Image source:
https://www.123rf.com/stock-
photo/math_cartoon.html
Name:Daniel James
Age:19
Lives:Birmingham, UKwithhisparents
Likes:ComputergamesandSuduko
Educationand experience Daniel hashad a standard Britisheducationata local
comprehensive source.He securednineGCSEsandthree
A levels(Maths –A, FurtherMaths B, PhysicistB)
Responsibilities His fatherworksfull-time andhismotherworkson
Mondaysand Wednesdayssohe needstopickup his
youngerbrotherfromschool andlookafterhimuntil his
parentget home.
Technical skills He has excellentcomputerskillsandknowsanumberof
computerprograms.He isan active gamerand
particularlyenjoysplayingonlineWorldof Warcraft.
Subjectdomainskillsand
knowledge
He has a goodsecondaryeducationandinparticularan
excellentfoundationinMaths.
Motivationsanddesires He wantsto go to universitytodoMaths andget a
studentexperience.Ultimatelyhe wantstoteachMaths
at secondarylevel.
Goalsand expectations To achieve afirst-classMathsdegree andsecure a good
job.
Obstaclestotheirsuccess His parentscannotsupporthimfinancially,sohe will have
to take out a studentloanandget a part-time jobwhilst
at university.
Unique assets He has excellentlogical skillsandisagood communicator.

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Activity: Resource Audit
Image source
Purpose
To decide howyouwill source the contentforyourmodule/course,includingthe possibilityof
incorporatingexistingcontent.Thinkaboutthe time andexpertise neededtodothis.To decide how
youwill source the contentforyour module/course,includingthe possibilityof incorporating OERs
producedelsewhere.Anexample of acompletedresourceauditisgivenonthe nextpage.
Task
1. Workingwithyourteammembers,openthe LearningDesignResourceAudit.The second
page of the documentcontainsanexample of asemi-completedresource audit.
2. Brainstormyourideasforgatheringor creatingcontentforyour course.
3. Include inbrackets ineachof the sessions,whatequipmentyouwill needandthe
anticipatedtime tocomplete.
4. Once you have filledinyourResource Audit, take apicture andupload itto the sharedarea
for yourcourse.

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Exampleofa completedResourceAudit
Format
Content (under
the appropriate
licences)
Text & graphics Audio Video Slides (e.g.
PowerPoint)
Other (e.g.
Adobe
Presenter)
What I find and
reuse as is
OER for section 1.
Reflective task from
source Z.
Guidelines on
assignment writing.
Podcastfor section
3.
iTunesU resources
for sections 1 and 7.
Slideshare resource
for section5.
Organisation X’s
website.
What I find,
tweak and use
OER for section 2.
Assessmentrubric
from W.
What I find,
repurpose and
use
OER for section 3.
New podcastbased
on X.
Slides adaptedfrom
resourceY.
What I create
for this module
Introductionto all
sections ofthe
module.
5 activity
summaries.
Assessmentrubrics.
5 to 8-minute
summaries ofkey
points per section.
Advice and
guidancefor
assessment.
Feedback on draft
assignments.
[Record using
iPhone, 2 hours to
preparescript and
record]
A 5-minutetalking
head to introduce
the programmeand
the academicteam.
[Get a member ofIT
to record, 2 hours
to preparescript
and record]
Support slides for
sections 4, 7 and8.
Detailed
presentations for
sections 2, 3 and6.
What I get
students to find
and collate

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Activity: Tools for Communication
Image source
Purpose
Virtual LearningEnvironments(VLEs)/LearningManagementTools(LMSs) have anumberof toolsfor
fosteringcommunication.Thisactivityexploresthisandgetsyouto brainstormhow these mightbe
used.
Task
1. In yourgroupsbrainstorm the differentwaysinwhichthe followingVLE/LMStoolscanbe
usedto fostercommunication:forums,blogs,andwikis.
Forums Blogs Wikis

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Activity: Course Map
Purpose
To start mappingoutyour course,includingyourplansforguidance and support,contentandthe
learnerexperience,reflectionanddemonstration,andcommunicationandcollaboration.
Task
1. Workingwithyourteammembers,openthe Course Mapdocument.Youcan transferitems
fromthe Course Featuresactivitytostartfillinginthe boxesfor:
● Guidance andsupport(orange)
● Contentandlearnerexperience(blue)
● Reflectionanddemonstration(purple)
● Communicationandcollaboration(green)
2. The colour codingof the Course Featurescardswill helpyou.
3. An example of acompletedCourse Mapisprovidedonthe nextpage.
4. Reflectonthe balance of featuresin yourcourse,fromthe students'pointof view,andadd
or modifyanythingyouthinkwouldhelptomake the learningexperiencemore engaging.
For helpindecidingwhethertouse blogs,wikis,discussionforumsorothertools,see "What

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technologycanI use for...?" (fromthe Universityof Oxford'sPhoebe project).Youmightalso
findthe 7 thingsyoushouldknow about guidesfromEDUCAUSEuseful.
5. As youare workingthroughthe fourcategories,fillinanynotesinthe "rolesand
relationships"columns.Youcancommenthere on whatthe experience will be likefor
students,andbrieflydescribe the relationshipbetweenteacher,learnersandmaterials.
6. Take a picture of your Course Map and uploadtothe sharedspace foryou course.

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An example Course map
Course: Post-graduate module on accessibility in online learning and teaching
Course summary: This onlinepostgraduatemodule has been designed to promote accessibility and improve
access for disabled students.The module is structured around a series of activities thatask students to
collaboratively read,think,debate and write aboutthe subjectwith reference to their own, or an adopted,
context and practice.
Key words: accessibility;teachingand learning;postgraduate; professional;international;online;collaborative
learning;activity based
Guidance and support Content and activities
Tools & resources Comments Tools & resources Comments
1. Student support
portal
2. Programme website
3. Course website
4. Course Guide
5. Assignment Guide
6. University Library
website
7. General forum
8. Technical self-Help
forum
9. Café forum
10. Specific guidance
and information
(i.e. Delicious
bookmarks)
It is expected that
students will already be
usinggraduatelevel study
skills.
A spiritof mutual
encouragement and
supportis encouraged.
Tutors use a
developmental mentoring
approach.
1. Three blocks of study
activities
2. A set of detailed
learningoutcomes
3. Module material
(categorised as core,
further and background)
which includes articles,
reports, readings.
4. One set book
5. JISC TechDis website
6. Delicious bookmarks
Students study for
approximately 15 hours
per week (Incl.course- &
self-directed study and
the completion of
assignments)
Variety of activities
includereading,
discussing,practical tasks
and collaborative
activities
Students will usea real or
adopted professional
perspective throughout
to frame their discussions
and reflections and in
their assignments
Reflection and demonstration Communication and collaboration
Tools & resources Comments Tools & resources Comments
1. Personal reflective
blog
2. Tutor group wiki
3. ePortfolio (student
optional)
4. Tutor group forum
(10% of module marks)
5. Assignment 1 (1500
word report 15% of
module marks)
6. Assignment 2 (3000
word report 30% of
module marks)
7. Final assignment
(6000 word report 45%)
8. Assessment guide
9. Markingcriteria for
each assignment
Use of a reflective
personal blogis
encouraged throughout
the module
Assessment of the
module integrated with
the teaching and learning
activities so thatall
assignmentwork is a
learningexperience
Assignments relateto
personal context and
practices
Students and tutors use a
shared markingcriteria
1. 4x Asynchronous
onlineforums
2. Live online
discussions via
Elluminate(optional
student)
3. Telephone (optional
tutor)
4. Email (optional tutor)
5. Delicious (optional
student)
6. ePortfolio (optional
student)
7. Personal blog
8. Tutor group wiki
9. Access to an
international
professional student
community
Strong emphasis on peer
communication and
collaboration,and
learningfrom one
another's experiences
Wide variety of
communication methods
and tools used with an
emphasis on the use of
the tutor group forum
Student activity on the
forum is supported,
guided and assessed

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Activity: Activity Profile
Purpose
To consider the balance of activity types that will be included in your course.
Task
1. Working with your team members, look at the Activity Profile in the Excel
spreadsheet.
2. Read the key so that you understand the terminology being used for the six
categories. Feel free to change any of the terms if you want to.
3. Now decide whether you want to use the tool to analyse the existing balance
between activity types in your course, or to determine the ideal balance.
4. Fill in the spreadsheet, indicating the amount of each activity type either in hours or
as percentages of the whole course.
5. Take a picture of your completed Activity Profile and upload it to the shared space for
your course.

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Activity: Storyboard
Purpose
To develop a storyboard for your course in which the learning outcomes are aligned with the
assessment events, topics (contents) and activities.
Task
1. Working with your team members, use the ideas from your Course Map to develop
your storyboard, adjusting the Course Map if necessary.
2. Map out on a large sheet of flipchart paper, use a number of different coloured pens.
3. Start by indicating the time frame for your module/course in days or weeks across the
top.
4. Next, use a different coloured pens to represent the assessment events. Indicate
how each assessment elements addresses the learning outcomes.
5. If you want to review your learning outcomes, see the Cogen-T outcomes tool
produced by the University of Gloucestershire.)
6. Divide the “content” into a series of discrete topics and write each in a box.
7. Add learning activities appropriate to each section using a third colour post-it note
8. Take a picture of your completed storyboard and upload to the shared space for your
course.

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Activity: Course Evaluation
Purpose
To developanevaluationrubrictoevaluate the effectivenessof the course andhow itmightbe
improved.
Task
1. In yourgroup brainstormsome criteriatoevaluate the successof the designinareal
learningcontext.
2. Try and focuson measurable/observable things.
3. Thinkaboutwhat data collectionyoumightuse –classroomobservation,surveys,
interviews:
a. Use the LTDI EvaluationCookbook togetideas
b. You mightalsoconsiderusingpostitnotesaroundthe followingfourtopics:thingsI
liked,three wordstodescribe the session,roomforimprovementandactionplan.
4. Take a picture of your flipboardanduploadto the sharedspace for yourcourse.