Learning design workshop template

Opening Educational Practices in Scotland
Learning Design workshop template
Cite as: Macintyre R. Cannell P. (2016) “Designing for Openness: Learning Design Workshop Template”,
CC BY 4.0

2
Session(s) Structure
• Introduction to OEPS and OER and OEP
• Our Approach – Designing for Openness & inbetween spaces
• Exercise 1: Define “The Problem”
• Exercise 2: The “Ideal Learner”
• Exercise 3: Mapping the Learning Journey
• Exercise 4: Planning and Production
• Conclusions and Questions

About OEPS
The Opening Educational Practices in Scotland ran from
the summer of 2014 until July 31st
2017. It aimed to
enhance Scotland’s reputation and capacity for
developing publicly available and licenced online
materials, supported by high quality pedagogy and
learning technology.
“”

What do we mean by
OER?
The OEPS understanding of Open Educational Resources
was grounded in established notions of openly licensed
content. It had a specific focus on the freedoms afforded by
openly licensing content (allowing “The 5 Rs”: retain, reuse,
revise, remix, redistribute) and the degree to which design
development and distribution accounts for equity and
openness.
“”

What do we mean by
OEP?
OEPS found it useful to think about Open Educational
Practices as those educational practices that are concerned
with and promote equity and openness. The project’s
understanding of ‘open’ builds on the freedoms associated
with “the 5 Rs” of OER, promoting a broader sense of open,
emphasising social justice, and developing practices that
open up opportunities for those distanced from education.
“”

Hands Up!
“”
Hands Up, CC0 Public Domain, Free for commercial use, no attribution required
https://pixabay.com/en/hands-hand-raised-hands-raised-220163/

Todays Purpose
TiTLE
Background
Agreed with Partner.
“”

Define “the problem”
In order to tease out the purpose of the
work we need to understand the nature of
the intervention
“” Multiple Cause(s)/Influence
Diagram
•Start with the central issue,
•list the cause(s) and the cause(s) of
these causes
•Be Clear, what is a cause and what
an influence
•Arrows need to have direction and
intensity
•Look for +ve and -ve feedback
loops
•Look for points where one can
intervene
The Open University, CC BY-NC-SA 4.0, Modified to include the possibility of multiple causes,
http://www.open.edu/openlearnworks/mod/page/view.php?id=41167

9
Partnership, Co-Production: Designing in, for
through Partnership
• Starts with the Learner, use of data to profile learner
– e.g front line care staff, possibly distanced from
education, unfamiliar with learning online
• Build a journey based on their needs, think about
where they are, their context, experience, where
they want to go
• Builds on the resources and capabilities you bring
and/or want to develop – strategic and operational
alignment

10
Linked Phases of Content Production

11
We Start with the value
you want to create for
the learner and/or your
organisation rather than
what you know (or think
learners ought to know)
and how you think we
ought to communicate

12
Exploring Learner Journeys: Exercise 1
Tables may want to split and take different learners groups. [insert target audience
as appropriate]
Think about the learner and think about the value you
want to create, the nature of the transformation
•Draw out an “rich picture” of your “ideal”
[transitional/workplace] learner
•Draw out a “rich picture” of your “actual” learner

13
Exploring Learner Journeys: Exercise 2
• The ideal learner tells us a great deal about the
resources and capabilities of the organisation –
it is often what they are good at delivering
• The actual learner also tells us a great deal
about the resources and capabilities
• [often] both highlight the limits of our
knowledge about learners needs and wants

14
Exercise 3: Storyboarding [Option 1]
Walk through with your “Learner”
Capture the Scene
The Sequence
Tell the Story
Do it quickly
Do it together, build consensus
Serge Lacinov, Public Domain, C0, Tapisserie de Bayeux,
https://en.wikipedia.org/wiki/Bayeux_Tapestry#/media/File:Tapisserie_de_Bayeux_31109.jpg

15
Exercise 3: Learner Journeys &
Transformation [Option 2]
A Journey is about moving through, process and destinations,
stops along the way
Sketch our a learning journey(s) for your ideal or actual learners
(or perhaps a mix)
Detail the landmarks they encounter, the critical incidences, the
support, the shift between non formal, informal and formal, the
barriers and enablers.

16
Exercise 3: Learning Journeys &
Transformation [Option 2]
START WITH THE LEARNER
Do you "know " your student”
Think about their learning journey
•What are key things to learn – troublesome ideas
•Critical Points in Learning Journey – what keeps them going, what gets in
the way?
•How will they learn, how/will they be taught- Do I need to know what they
learn?
•Track and Assess – evaluation
•What happens at the end

17
Exercise 4: Phases of Content Production
Time to put together a plan
Start with where you want
to end up, e.g. content
created and live by X date
to coincide with Y
Sketch it out.
Agree who does what.
Set homework.

18
For example …
At least 2 design workshops
Diverse and consistent design team
Set homework between meetings
Allow at least 3 months
Clear design brief,
2 to 3 drafts,
Continuous Contact,
Shared Spaces,
Allow at least 2 months
(AV, IP & Assessment
can take longer)
Technical
production,
Minimal
changes,
Allow 2
months (at
least)

19
Concluding Remarks + Next Steps

Questions

Learning design workshop template

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