The document provides instructions for a workshop on designing collaborative learning activities. The workshop is divided into 11 activities that guide participants through conceptualizing learning outcomes, developing design heuristics, storyboarding their activity, and prototyping it using various tools. The overall goal is for participants to work in teams to design a collaborative online learning activity by applying principles of collaborative learning and utilizing design tools and examples to create an initial prototype that can later be implemented in a virtual learning environment.
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.
JuxtaLearn WP3 Reflective Performance - first year revieweLiz Hartnett
In the JuxtaLearn learning process work package 3 is step 4 – perform, right in the middle of the JxL process, interlinking the starting pedagogy with the later steps – edit and share. To perform, is a means for students to reflect on the threshold concepts that the teacher has interpreted for them. Turning that reflection into a video performance demonstrates the quality of their understanding and their engagement with the concepts.
ALT-C 2014: Google, Facebook, WhatsApp and other giantsSimon Davis
Team work, collaboration and relationship building are highly valued graduate attributes amongst Management students and proficient use of IT skills is also identified as a key employability requirement (CBI, 2011).
Students on a large 2nd year UG Business Planning module work in teams to collaboratively produce a business plan as a major part of their sumative assessment. While effective communication and collaboration methods between teams on campus has been an issue in the past, this becomes more challenging over vacation periods before submission deadlines, particularly when team members are frequently in different countries.
This short presentation will report on the transferrable enabling approaches which were used to support students to make group choices regarding the use of technology within their collaborative working practices.
The presentation will also summarise findings from mid-point and end of module surveys and focus groups exploring changes in students’ use of, and perceptions towards technology throughout the collaborative process. Initial results collected highlight the range of technologies used by students in their group work and the value placed by students on appropriate technologies to support collaboration, and the impact on their long term practices and digital literacies.
As the use of technology becomes increasingly embedded into everyday working practices, the softer skills required to support authentic asynchronous collaboration have become more important graduate attributes than “harder” IT skills developed in isolation from real world applications (Archer and Davison 2008). This paper will outline how enabling a student-led approach to the strategic definition and use of appropriate technologies, has been successful in supporting the transferrable softer skills essential for collaborative processes and broader employability.
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.
JuxtaLearn WP3 Reflective Performance - first year revieweLiz Hartnett
In the JuxtaLearn learning process work package 3 is step 4 – perform, right in the middle of the JxL process, interlinking the starting pedagogy with the later steps – edit and share. To perform, is a means for students to reflect on the threshold concepts that the teacher has interpreted for them. Turning that reflection into a video performance demonstrates the quality of their understanding and their engagement with the concepts.
ALT-C 2014: Google, Facebook, WhatsApp and other giantsSimon Davis
Team work, collaboration and relationship building are highly valued graduate attributes amongst Management students and proficient use of IT skills is also identified as a key employability requirement (CBI, 2011).
Students on a large 2nd year UG Business Planning module work in teams to collaboratively produce a business plan as a major part of their sumative assessment. While effective communication and collaboration methods between teams on campus has been an issue in the past, this becomes more challenging over vacation periods before submission deadlines, particularly when team members are frequently in different countries.
This short presentation will report on the transferrable enabling approaches which were used to support students to make group choices regarding the use of technology within their collaborative working practices.
The presentation will also summarise findings from mid-point and end of module surveys and focus groups exploring changes in students’ use of, and perceptions towards technology throughout the collaborative process. Initial results collected highlight the range of technologies used by students in their group work and the value placed by students on appropriate technologies to support collaboration, and the impact on their long term practices and digital literacies.
As the use of technology becomes increasingly embedded into everyday working practices, the softer skills required to support authentic asynchronous collaboration have become more important graduate attributes than “harder” IT skills developed in isolation from real world applications (Archer and Davison 2008). This paper will outline how enabling a student-led approach to the strategic definition and use of appropriate technologies, has been successful in supporting the transferrable softer skills essential for collaborative processes and broader employability.
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.
How to design Collaborative learning activitiesAndrew Brasher
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 .
How to design Collaborative learning activitiesMETIS-project
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 METISProject (http://metis-project.org/), and it is one of three workshop structures that heave 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 (Brasher & McAndrew, 2015) .
References
-----------------------------
Brasher, A., & McAndrew, P. (2015). METIS deliverable D3.4: Final workshops packages: workshops for different educational levels and education contexts
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.
How to design Collaborative learning activitiesAndrew Brasher
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 .
How to design Collaborative learning activitiesMETIS-project
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 METISProject (http://metis-project.org/), and it is one of three workshop structures that heave 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 (Brasher & McAndrew, 2015) .
References
-----------------------------
Brasher, A., & McAndrew, P. (2015). METIS deliverable D3.4: Final workshops packages: workshops for different educational levels and education contexts
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
METIS D3.4: Final workshops packages: workshops for different educational lev...METIS-project
This deliverable is the final version of the METIS workshop package. It includes
• a meta-design for METIS workshops that provides a flexible reusable structure so that workshops can be customised to meet different needs ,
• a description of the rationale and pedagogical methodology on which the meta-design is based
• guidance for instantiating the meta-design in different contexts
and
• example workshop packages based on the meta-design for three different educational sectors.
This document provides educators with a basis for delivering workshops about using the ILDE to support effective learning design. To create and run a workshop suitable for your own context, please proceed in the following way. Firstly, consider the meta-design; then choose one of the example workshop packages closest to your context; finally, use the guidelines to adapt it for your needs.
Learning lessons of innovation from MOOCs, OER and crowdsourcing environments.
A presentation from the Open Educational Innovation and Incubation project funded by the EU Lifelong Learning Programme.
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
Supporting integration through incidental learningAndrew Brasher
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.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(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.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
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
A few slides to prompt Open University staff to think about how to facilitate and exploit mobile learning within OU courses. This slideshow has been put together for the OU's 'Mobile Learning Winter Festival' http://cloudworks.ac.uk/cloud/view/4967.
Note that some of the links are accessible to Open University staff only.
Social Networking for Student and Staff LearningAndrew Brasher
This slideshow describes a project aimed at working out practical teaching and learning scenarios for social bookmarking and RSS feeds
in order to get OU teachers to use these tools in their courses and student support
Funded by
The Open University Practice Based Professional Learning Centre for Excellence in Teaching and Learning: http://www.open.ac.uk/pbpl
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
Getting Started With CompendiumLD (version 1)Andrew Brasher
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. ProjectNumber: 531262-LLP-2012-ES-KA3-KA3MP 1
METIS - Meeting teachers co-design needs by means of
Integrated Learning Environments
http://www.metis-project.org
HowtodesignCollaborativeLearningactivities
Ahands-onworkshopexploringtoolsandtechniquesfordesigningsuccessfulonlinecollaborative
learningactivitiesinhighereducation
Author(s)/Editor(s):AndrewBrasher,PatrickMcAndrew&ChristopherWalsh
Thisworkis licensedundera Creative CommonsAttribution-NonCommercial-ShareAlike 3.0Unported License.
This project has been funded with support from the European Commission. This publication
reflects the views only of the author(s), and the Commission cannot be held responsible for any
use whichmay be made of the informationcontainedtherein.
2. METIS PROJECT
How to design Collaborative Learning activities 1
Contents
Workshop aims and overview ................................................................................................ 2
Workshop activity structure....................................................................................................4
1 Introduction(15 minutes) ..................................................................................... 4
2 How to ruin a collaborative learning activity (15 minutes)....................................... 5
3 Heuristicsfor collaborative learning (25 minutes)................................................... 6
4 Conceptualize: Learning outcomes (40 minutes)..................................................... 7
5 Conceptualize: Evidence, examples and patterns of Collaborative Learning (60
minutes) .......................................................................................................................... 9
6 Conceptualize: Storyboard(45 minutes) .............................................................. 10
7 Author: use the WebCollage tool to create a detailed prototype of your
collaborative learning activity(45 minutes)...................................................................... 11
8 Implement your activity in a VLE (30 minutes)...................................................... 12
9 Heuristicevaluation (35 minutes)........................................................................ 13
10 Wrap up (15 minutes)......................................................................................... 14
11 Evaluate (15 minutes)......................................................................................... 15
12 References......................................................................................................... 16
3. METIS PROJECT
How to design Collaborative Learning activities 2
Workshop aims and overview
1. Overview
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 canthendevelop further to be usedin your online teachingactivities.
This workshop has been created by the Metis Project, and it is one of three workshop structures that
heave 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 specificallydesigned 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
producedbythe Metisproject (Brasher,2015) .
1.1 Learning andother outcomes
Forparticipants:
Apply one or more 'learning design' practices to incorporate collaborative learning in the
contextof your work;
Demonstrate an understanding of the value of 'learning design' and note key issues and
debatesin the field;
Use the ILDE tools to develop a learning design that fosters collaborative learning in the
contextof your work andshare it with peers; and
Demonstrate an understanding of the value of sharing design knowledge and identify forms
andformats appropriatefor your work.
1.2 WorkshopSchedule
Start
time
Activity
code
Activity Duration/
mins.
10:00 A1 Introduction 15
10:15 A2 Howto ruina collaborativelearningactivity 15
10:30 A3 Heuristicsfor collaborativelearning 25
10:55 -- Break 10
4. METIS PROJECT
How to design Collaborative Learning activities 3
11:05 A4 Conceptualize:learningoutcomes 40
11:45 A5 Conceptualize: evidence,examplesandpatterns 60
12:45 -- Lunch 30
13:15 A6 Conceptualize:storyboard 45
14:00 A7 Author: use the WebCollage tool to create a detailed
prototype of your collaborativelearningactivity
45
14:45 -- Break 10
14.55 Implement:producearunnableactivityin a VLE 30
15:25 A8 Heuristic evaluation 35
16:00 A9 Wrap up 15
16:15 A10 Evaluate 15
5. How to design Collaborative Learning activities 4
Workshop activity structure
1 Introduction (15 minutes)
The facilitators introduce the workshop, the Metis project and the Integrated Learning Design
Environment(ILDE) http://ilde.upf.edu/ou/.
The ILDE’s Learning Design Project functionality that participants will use within the workshop will be
described.
6. METIS PROJECT
How to design Collaborative Learning activities 5
2 How to ruin a collaborative learning activity (15
minutes)
2.1 Participantresources (per team)
A1 sheets of paper
3 Post-Its packs per team
Markerpensin black,red, blueandgreen
Student personas
Slideswith title beginning‘A2’
2.2 Instructions
In thisactivityyou will thinkabout factorsthatcan causea collaborative learningactivityto
fail.
1. Individually, write down 3 (or more) ways to ensure that an activity you are designing will
fail! Write eachonan individual Post-It (5 minutes);
2. As a team, place all your Post-Its on a sheet of A1 paper and structure them in a waythat
seems useful (e.g. by themes or arrange into a map) (10 minutes).
(During or after the workshop a facilitator will upload a picture of your representation of
ways to ruin a collaborative learning activity to your project within the ILDE. Please feel
free to uploadother imagesduringtheworkshop).
2.3 Activity output
A representation of ways to ‘ruin a collaborative learning activity’. This representation will be used
as a starting point for the development of heuristics for successful collaborative activities in
Activity 3.
7. METIS PROJECT
How to design Collaborative Learning activities 6
3 Heuristics for collaborative learning (25 minutes)
15 minutesteam work,10 minutesplenary.
3.1 Participants’resources (per team)
A1 sheets of paper
2 Post-Its packs per team (one in blue, onein yellow)
Markerpensin black,red, blueandgreen
Slideswith title beginning‘A3’
Student personas
Examplesof heuristics
Use of ILDE (for captureofresults)
3.2 Instructions
1. Individually, think abouthow you would avoidruiningacollaborativelearningactivity. Write
down 2 or more heuristics(guidelinesor‘rulesof thumb’)that a collaborativeactivity
shouldadhereto for your particular teachingandlearningcontext.
Someexampleheuristics have beensupplied: you canadopt and/ormodify
these
Write eachheuristic ona separate Post-it (5 minutes);
2. Collaborate with the others on your team byplacing your Post-Its on an A1 page. Arrange
them in some order or map, and identifya few keyguidelines or heuristics that you believe
a successful collaborative learning activity should follow.
One member of the team should add the heuristics to your Heuristic Evaluation page
withinthe ILDE (10 minutes);
3. Each team will then present its heuristics to the whole workshop. Please focus on
describing the key heuristics as you will only have 3 minutes to present!
(10 minutesin total,yourteamwill have about3minutes).
Use the HeuristicEvaluationtemplatewithin your ILDE projectto collectyour heuristics.
3.3 Activity output
A set of heuristics.These heuristics will be used as one of the design evaluation tools in amid-way
designreview (Activity 6), and for your designprototype (Activity 9).
8. METIS PROJECT
How to design Collaborative Learning activities 7
4 Conceptualize: Learning outcomes (40 minutes)
4.1 Participants’resources (per team)
A1 sheets of paper
2 sets of OULDE Post-Its pack number 3 ‘Aligning Outcomes-Assessments-Activities and
VisualisingLearningDesigns’
Document listing verbs and phrases for describing collaborative activitylearning outcomes
( e.g. words such as debate, discuss, perform, motivate, engage, co-create, contribute,
share, build,designetc.).
Markerpensin black,red, blueandgreen
Print out of slidesdescribingtheLearningOutcomesView
Accessto ILDE to loadrepresentationsof the results
Slideswith title beginning‘A4’ includingtheactivityverbs andphrases
4.2 Instructions
In this activity, working individually and as a team, you will describe your vision for a collaborative
learning activityby focusing on the effects that the activity is intended to have on learners (note that
the focusof a later activity‘Conceptualize:Storyboard’ is on how these effectswill beachieved).
You will use the OULDI Post-Its packs to create a Learning Outcomes View for a collaborative
activity. The Learning Outcomes view is a notational view which illustrates how the learning
activities and assessment tasks are aligned with the intended learning outcomes of the course or
module.Theviewis informedbyBiggs’work on ConstructiveAlignment (Biggs,1999).
Use these Post-its from the OULDI Post-Its pack:
Learning outcome(s)
Learners’ output for formative or
summativeassessment
Activityundertaken bythelearner
Process:
1. Listento the introductiontothe LearningOutcomesViewandthis activity
(2 minutes);
2. Individuallywrite down one or more learning outcomes for a collaborative learning activity,
each on a separate Learning Outcome Post-Its. Use at least one of the verbs and
phrases particularly relevant to collaborative learning per learning outcome (these are
suppliedona slideandin print). (3 minutes);
3. As a team, collaborate to choose and refine one or more learning outcomes that your
activity willproduce (10minutes);
9. METIS PROJECT
How to design Collaborative Learning activities 8
4. Individually, each write down one or more outputs a learner could produce to show that
they have reached one or more of these outcomes. Use a separate Learner Output Post-
Its for eachoutput. (5 minutes);
5. As a team, collaborate to choose and refine the definition of the learner outputs (10
minutes);
6. As a team, collaboratetoproduceaLearningOutcomesView on an A1 sheetof paper,
illustrating the relationshipsbetweenlearners'outputsandlearningoutcomes (10
minutes).
(Duringor after the workshopthe facilitatorwilluploadapictureof your LearningOutcome
View to your projectwithin theILDE. Pleasefeel free to uploadotherimages duringthe
workshop).
4.3 Activity output
Theteams’LearningOutcomes Viewsharedon paper(e.g. affixed to the wall)and via the ILDE.
10. METIS PROJECT
How to design Collaborative Learning activities 9
5 Conceptualize: Evidence, examples and patterns of
Collaborative Learning (60 minutes)
5.1 Participants’resources (per team)
Printedcopiesof the CollaborativeLearningPatterns (Hernández-Leo,Asensio-Pérez,
Dimitriadis,&Villasclaras,2010)
Printedcopiesof summariesofthe casestudiesin “Review of the StrategicUse of
FORUMs on ModulesandQualifications”(Thorpe&Norwood,2013)
2 Post-Its packs (one in pink andone ingreen)
Accessto ILDE to allowresults to be shared
5.2 Instructions
In this activity, workingindividuallyandas a team, you will:
1. Listen to the presentations about the case studies and patterns, and whilst doing so, think
aboutif andhow they couldbeappliedtoyour teaching (35minutes);
2. As individuals, think about which features of the examples and patterns could be applied
to your teaching context and used to support your learners reach the learning outcomes
you specifiedinActivity 4 “Conceptualize:Learningoutcomes”.
Keep in mind the heuristics and ways to ruin an activity you identified in activities 2
and3.
Pick one or more of the patterns or case studies, and for your chosen one(s) write
down “pros” on green Post-Its, and “cons” on pink Post-Its and attach them to the
relevant print out (5 minutes);
3. As a team, use the annotatedprintouts as promptsto discussandagreeonfeatures of
the patterns andexamplesthat you can makeuse of.
Nominateanote taker to describe the prosand consandother features you think willbe
useful. Thereisa Google Documentwithinyourteam’sproject in the ILDE for this
purpose. (20minutes).
Use the ‘Noteson examplesandpatterns’ documentwithin your ILDE projectto describe the pros
andcons and otherfeatures you think will be useful.
5.3 Activity output
Notes on potentiallyuseful designfeaturesaddedto the ILDE.
11. METIS PROJECT
How to design Collaborative Learning activities 10
6 Conceptualize: Storyboard (45 minutes)
6.1 Participants’resources (per team)
A1 sheets of paper
2 sets of OULDEPost-Its packnumber3‘AligningOutcomes-Assessments-Activitiesand
VisualisingLearningDesigns’
Markerpensin black,red, blueandgreen
Print out of slidesdescribingtheLearningOutcomesView
ILDE accessto view your andother teams’heurristics.
6.2 Instructions
In this activity, working individually and as a team, you will use the OULDI Post-Its packs to create
a storyboard describinghowyour collaborativeactivity willrun.
1. Listento the introductiontothe Storyboard view (5 minutes);
2. Collaboratetolayout your storyboard (25 minutes);
Issues/questionsto think about include:
a. Which parts of the activity should be synchronous, and which should be
asynchronous?
b. Whichpattern(s) canbeused to helpsupport your plannedcollaboration?
c. Which tools have the right affordances for your activity?
Remember to reflect on the heuristics you created in Activity 3 and use them to guide
your design.(You canalsocheckitagainstother teams’heuristicsinthe ILDE).
3. Present your storyboard to the workshop (15 minutes, about 5 minutes per team).
(During or after the workshop the facilitator will upload a picture of your Storyboard to your
projectwithin the ILDE. Pleasefeel free to uploadother images duringtheworkshop).
6.3 Activity output
Theteams’storyboardssharedthroughpresentationanduploadto ILDE.
12. METIS PROJECT
How to design Collaborative Learning activities 11
7 Author: use the WebCollage tool to create a
detailed prototype of your collaborative learning
activity (45 minutes)
7.1 Participants’resources (per team)
ComputerwithaccesstoWebCollage
Largemonitorso that everyone in the team canseewhat the author is doing
Rolecardsfor the team participants(MediaSpecialist,Academic,Modulemanager,
Accessibilityspecialist)
WebCollageworksheet (example)
Slideswith title beginning‘A7’
7.2 Instructions
In this activity, working as a team, you will use WebCollage to create a detailed description
specifying howyour collaborativeactivitywillrun.
1. Listento the introductiontoWebCollage (10 minutes);
2. Given that there is limited time available for this activity, you may want to select a portion
of your storyboard to author– the facilitatorswillhelpyou withthis. (5 minutes);
3. Use WebCollagetoselectthe pattern that is most relevant to the storyboard. (5 minutes);
4. Customise the pattern to produce the first stage authored sequence. User of WebCollage
thinks-aloud during creation while other participants feed in suggestions based on their
own role in the module team and other roles (e.g. those on the supplied role cards). (15
minutes);
5. Note any issues related to your role in the Google document within your team’s ILDE
project(5 minutes);
6. Finalise the WebCollage prototype for presentation to other participants during the next
activity. (10 minutes)
7.3 Activity output
A WebCollageprototype inthe ILDE.
13. METIS PROJECT
How to design Collaborative Learning activities 12
8 Implement your activity in a VLE (30 minutes)
8.1 Participants’resources (per team)
ComputerwithaccesstoILDE
Largemonitorso that everyone in the team canseewhat the author is doing
WebCollageprototpefrom activity 7
Slideswith title beginning‘A8’
8.2 Instructions
This activity will focus on demonstrating that the prototypes produced in WebCollage can be
convertedinto runnableactivitieswithina workingMoodlesystem.
1. Listento the introductiontoGluePS.(10 minutes);
2. The facilitators will select one of the prototypes and show how it can be converted to a
runnable activity in Moodle. (15 minutes) (If there is time, facilitators will support other
teamsto completeconversions oftheirdesigns.); &
3. The facilitators will review the ways in which theMoodle implementation can be refined in
WebCollageorother tools. (5 minutes).
8.3 Activity output
A runnableactivity inMoodle.
14. METIS PROJECT
How to design Collaborative Learning activities 13
9 Heuristic evaluation (35 minutes)
9.1 Participants’resources (per team)
Thedesignofanotherteam
Theotherteam’sevaluation heuristics (i.e. the output from Activities 2 and3).
Background to heuristic evaluation http://www.ld-grid.org/resources/methods-and-
methodologies/heuristic-evaluation (printedcopy)
Slideswith title A9.
9.2 Instructions
Heuristic evaluation originates in usabilityresearch, as a technique for early formative evaluation of
digital systems. A team of experts is asked to assess a particular design using a given set of
heuristics or “rules of thumb”. In this activity, your team will split into two groups. One group will
evaluate another team’s design, the other group will make themselves available to answer any
questionsthat mayarise as your team’s designis evaluatedby anotherteam.
1. As a team, select a view or representation of your design that summarises its features.
For example, you could choose WebCollage’s ‘Summary View’, or your Storyboard (5
minutes);
2. Make your chosen representation available to another team, i.e. displaythe selected ILDE
view on your team’smonitorordisplay the storyboard (5 minutes);
3. One group from your team should carry out a heuristic evaluation of another team’s
design, using the heuristics provided, and bearing in mind all the heuristics identified in
this workshop. Fill in the scoring sheet within the heuristic evaluation document to
summarise yourfindings. (10 minutes)
4. Each group of evaluators will present its evaluation to the workshop (you will have about
5 minutespergroup, so leadwith the mostimportantpoints) . (15 minutes)
9.3 Activity output
CompletedHeuristic Evaluation scoringsheetinthe ILDE.
15. METIS PROJECT
How to design Collaborative Learning activities 14
10 Wrap up (15 minutes)
The facilitators will conclude the workshop by describing how participants can find out more about
learning design in general and the ILDE in particular. The facilitators invite participants to discuss their
intentionsandtimescalesforprogressing towardsenactingtheirownlearningdesignsusingtheILDE.
In addition, we value your feedback on both the ILDE and the workshop so invite you to kindlycomplete
the evaluationquestionnaire.
16. METIS PROJECT
How to design Collaborative Learning activities 15
11 Evaluate (15 minutes)
We value your feedbackandneedyou to kindlycompletetheevaluationquestionnaire.
11.1 Participants’resources (per individual)
TheMetisevaluationquestionnaire: http://www.itd.cnr.it/Metis/questionnaire.html
11.2 Instructions
Completethequestionnaire! (Thankyou).
17. METIS PROJECT
How to design Collaborative Learning activities 16
12 References
Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education
Research & Development,18(1),57-75.
Brasher, A. (2015). Metis deliverable D3.4: Final workshops packages: a meta-design for
workshopsfordifferenteducational levelsandeducationcontexts
Hernández-Leo, D., Asensio-Pérez, J. I., Dimitriadis, Y., & Villasclaras, E. D. (2010). Appendix:
A CSCL scripting pattern language. In P. Goodyear & S. Retalis (Eds.), E-learning,
design patternsand pattern languages:Sense Publishers.
Thorpe,M., & Norwood,L.(2013). Review of the StrategicUse of FORUMs on Modulesand
Qualifications.Retrieved 20/6/2014, from
https://intranet7.open.ac.uk/collaboration/iet-learning-design-best-
practice/Forums/E210%20level%202%20Extending%20professional%20practice%20i
n%20the%20early%20years%20accessible%20version.doc