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 project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
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.
Students in the director's seat: Teaching and learning across the school curr...Matthew Kearney
Schuck, S. & Kearney, M. (2004). Students in the director's seat: Teaching and learning across the school curriculum with student-generated video. (This study was funded by a UTS Industry Links Research Grant with Apple Computers Australia. )
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.
Metis project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
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.
Students in the director's seat: Teaching and learning across the school curr...Matthew Kearney
Schuck, S. & Kearney, M. (2004). Students in the director's seat: Teaching and learning across the school curriculum with student-generated video. (This study was funded by a UTS Industry Links Research Grant with Apple Computers Australia. )
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.
How to design Collaborative Learning activitiesAndrew Brasher
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/.
Changes in technology, society, the economy, and science have put the field of learning in a position that is both critically important and operationally advantaged. The strategic question for the industry is, “what would have to be true for learning to realize its potential?” One answer is a lack of barriers to the use of instructionally sound learning techniques by anyone, for everyone. Is a Low-code/no-code solution possible for L&D? Concept including examples with applications contained herein.
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
Interior design is a collaborative endeavor, and success hinges on the collective creativity and synergy of the team. To create captivating and functional spaces, interior design offices must actively promote teamwork, collaboration, and shared creativity among their members. In this blog, we'll explore effective strategies to cultivate a collaborative culture within an interior design office.
Interior design is a collaborative endeavor, and success hinges on the collective creativity and synergy of the team. To create captivating and functional spaces, interior design offices must actively promote teamwork, collaboration, and shared creativity among their members. In this blog, we'll explore effective strategies to cultivate a collaborative culture within an interior design office.
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
How to design Collaborative Learning activitiesAndrew Brasher
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/.
Changes in technology, society, the economy, and science have put the field of learning in a position that is both critically important and operationally advantaged. The strategic question for the industry is, “what would have to be true for learning to realize its potential?” One answer is a lack of barriers to the use of instructionally sound learning techniques by anyone, for everyone. Is a Low-code/no-code solution possible for L&D? Concept including examples with applications contained herein.
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
Interior design is a collaborative endeavor, and success hinges on the collective creativity and synergy of the team. To create captivating and functional spaces, interior design offices must actively promote teamwork, collaboration, and shared creativity among their members. In this blog, we'll explore effective strategies to cultivate a collaborative culture within an interior design office.
Interior design is a collaborative endeavor, and success hinges on the collective creativity and synergy of the team. To create captivating and functional spaces, interior design offices must actively promote teamwork, collaboration, and shared creativity among their members. In this blog, we'll explore effective strategies to cultivate a collaborative culture within an interior design office.
Taking the next step: Building Organisational Co-design CapabilityPenny Hagen
A presentation on building organisational co-design capability, shared as part of Master Class for Design 4 Social Innovation Conference in Sydney, 2014. http://design4socialinnovation.com.au/
For a little more context on the slides and the handout used as the basis for discussion in the MasterClass see: http://www.smallfire.co.nz/2014/10/22/building-organisational-co-design-capability/
As part of TL5112 ‘Technology Enhanced Learning - Theory and Practice’ (6 credits). This module aims to inspire and challenge teaching practice in relation to the use of technology-enhanced learning (TEL). It is targeted at those interested in experiencing, exploring and learning more about existing and emerging learning technologies. Teaching innovations in TEL are designed, implemented and evaluated within the context of appropriate learning theories.
OpenEducation Challenge Finalists' Workshop: Design Thinking SessionYishay Mor
http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013Yishay Mor
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Metis project worskhop design
1. Metis Learning Design Workshop, v 0.8
Page 1 of 11 http://www.metis-project.org
METIS Learning Design Workshop (version 0.8)
Several decades of research produced an extensive body of scientific knowledge of effective
ways to use technology to support learning. Yet, if we want to have a scalable impact on
teaching and learning, we need to break out of the academic sphere and make this knowledge
available, accessible and relevant to educational practitioners. We see learning design as the
key to empowering educational practitioners to connect their experience with a wide body of
professional knowledge and provide effective and engaging learning experiences. 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.
This document describes the aims, organisational requirements and activity structure for METIS
learning design workshops. The aims are specified in terms of outcomes for participants and the
METIS project. The organisational requirements describe the human and other resources
required to run a workshop. The activity structure describes a reusable structure of activities to
enable participants to reach the learning outcomes specified. It includes a description of the
tools and the information resources for both participants and facilitators for each activity.
Andrew Brasher
Patrick McAndrew
Christopher Walsh
Yishay Mor
This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 3.0 Unported License.
2. Metis Learning Design Workshop, v 0.8
Page 2 of 11 http://www.metis-project.org
Contents
METIS workshop structure version 0.6........................................................................................ 1
Summary.................................................................................. Error! Bookmark not defined.
Workshop aims and organisation ................................................................................................ 3
1 Learning and other outcomes............................................................................................... 3
2 Workshop organisation ........................................................................................................ 4
2.1 Duration ........................................................................................................................ 4
2.2 People: Participants, facilitators and others................................................................... 4
2.3 Resources..................................................................................................................... 5
Workshop activity structure ......................................................................................................... 5
1 Introduction (0.30 hour)........................................................................................................ 6
2 How to ruin a course (0.33 hour).......................................................................................... 7
3 Personas (0.5 hour) ............................................................................................................. 7
4 Barriers and challenges (0.5 hour) ....................................................................................... 7
5 Active tasks and examples of ‘X’ (0.5 hour).......................................................................... 8
6 Initiate, Ideate, Investigate: produce your Vision (1.5 hours) ................................................ 8
7 Connect: gather tools and resources (0.75 hour) ................................................................. 9
8 Prototype (1.5 hour) ........................................................................................................... 10
9 Evaluate (0.5 hour) ............................................................................................................ 10
10 Reflect (0.5 hour)............................................................................................................ 10
11 Wrap up (0.5 hour) ......................................................................................................... 10
Next steps for WP3 to move towards D3.3................................... Error! Bookmark not defined.
References ............................................................................................................................... 11
3. Metis Learning Design Workshop, v 0.8
Page 3 of 11 http://www.metis-project.org
Workshop aims and organisation
1 Learning and other outcomes
Our research of user concerns suggests that practitioners have limited interest in training on
learning design in general, but are have much higher interest in learning design for specific
themes, such as collaborative learning, formative assessment or project based learning. Hence,
the workshop design presented here is a meta-design that is flexible and can be customised to a
specific theme. In this document, this theme is noted as ‘X’.
The intended learning and other outcomes for a METIS workshop on learning design for ‘X’ are
shown in figure 1. The learning design is intended to be applicable across a range of topics.
Figure 1: Learning and other outcomes of the workshop
4. Metis Learning Design Workshop, v 0.8
Page 4 of 11 http://www.metis-project.org
2 Workshop organisation
2.1 Duration
The total duration of the activities in the workshop(s) is 7.5 hours (Table 1). The activities need to
run in the order they are presented in the ‘Workshop activity structure’ section, but they can be
split into two sessions (e.g.one 4 hour workshop including activities 1 to 6 followed by one 3.5
hour workshop consisting of activities 7 to 11).
Activity Hours
1 Introduction 0.25
2 How to ruin a course 0.33
3 Personas 0.5
4 Barriers and challenges 0.5
5 Evidence and examples of X 0.5
6 Initiate, Ideate, Investigate: produce your Vision 1.5
7 Connect: gather tools and resources 0.75
8 Prototype 1.5
9 Evaluate 0.5
10 Reflect 0.5
11 Wrap up 0.25
Total 7.08
Activities 1 to 6 (half day workshop 1: Context and vision, plus
wrap up) 3.58
Activities 7 to 11 (half day workshop 2: Prototype and evaluate,
plus intro and ice breaker) 3.5
Table 1: activity durations
2.2 People: Participants, facilitators and others
Participants work in teams composed of 3 to 6 members. This team size encourages and
facilitates each team member to be fully involved in design discussions throughout the
workshop. A team size of 3 to 6 members is optimal because it allows for a diverse range of
views to be debated. Teams of more than 6 often split up into smaller teams and lose focus; this
should be avoided if possible.
It is highly advisable to allocate a ‘critical friend’ to each team to challenge design thinking and
stimulate focused and informed discussion (Cross, et al., 2012, p. 28). This ‘critical friend’ role
could be played by the workshop facilitators circulating amongst the teams, but if there are many
more teams than facilitators it is advisable to recruit additional ‘critical friends’ to ensure that
each team can benefit from their input and challenges. A learning design workshop facilitator
must have detailed knowledge of the both the workshop topic and the Integrated Learning
Design Environment (ILDE) so he/she can answer any question that might arise during the
workshop. A distinction needs to be made between a critical friend and a facilitator. A critical
friend is required to have knowledge of the topic in order to prompt and encourage a focused
and robust discussion. Obviously, some awareness of the ILDE will be useful for critical friends.
A learning design workshop facilitator is an expert on both the topic and the ILDE.
5. Metis Learning Design Workshop, v 0.8
Page 5 of 11 http://www.metis-project.org
2.3 Resources
Each team needs access to one or more laptop or desktop computers with internet access to
interact with the ILDE and other online resources. Prior to the workshop starting, an empty
learning design for each team will be created in the ILDE, and all team members will be given
editing rights for that learning design. If other resources such as printed material and specific
online resources are required for a particular activity, they are described within the relevant
activity in the activity structure that follows.
Workshop activity structure
A diagram of the structure of the participants’ activities during the workshop is shown in Figure 2.
This illustrates the relationships between the activities, the tools to be used, the resources to be
produced.
6. Metis Learning Design Workshop, v 0.8
Page 6 of 11 http://www.metis-project.org
Figure 2: Participants activities, tools used, and resources produced
1 Introduction (0.30 hour)
Facilitators introduce themselves, describe the structure of workshop, the organisation in terms
of the available human resources, tools and information and the intended learning outcomes.
They also introduce the critical friends and explain their role in workshop.
Facilitators’ resource: slideshow with notes, ILDE.
7. Metis Learning Design Workshop, v 0.8
Page 7 of 11 http://www.metis-project.org
2 How to ruin a learning experience (0.33 hour)
(Reuse of OULDI activity http://cloudworks.ac.uk/cloud/view/2597).
This icebreaker activity will focus on the key issues and strategies that impact on the success (or
otherwise) of learning and teaching within their context. The output of this activity will be a
design checklist which can be used as one of the design evaluation tools in a mid-way design
review and at the end of the workshop.
Resources (all to be available online and in printed form at the workshop)
Participants’ resources:
Instructions
1. List the 10 best ways to ensure your module or short course will fail!
2. Share these with the others by uploading your lists to the ILDE.
3. What are the key themes?
Output
A first version of a design checklist which can be used as one of the design evaluation tools in a
mid-way design review and at the end of the workshop. The checklist will be uploaded to the
ILDE.
3 Personas (0.5 hour)
“Personas are a tool for sharing our understanding of our expected users, as a starting point for
design” (Mor, 2013). In this activity the participants will create descriptions of 2 or 3 personas
relevant to the context in which they teach. This activity is a first step towards a detailed
specification of the context in which the “X” learning activity will occur.
Resources
Printed and online versions of the Personas template will be provided for participants.
(The online version will be in the ILDE).
Output
The personas created will be uploaded or linked to the ILDE.
4 Barriers and challenges (0.66 hour)
20 minutes team work, 20 minutes plenary (assuming 3 or 4 teams)
In this activity the participants are asked to describe what they see as the barriers and
challenges with respect to designing and running ‘X’ learning activities in their context.
Facilitators refer to the activity “How to ruin a course”, where they will have already created a list
that is likely to be applicable to any type of course or activity. This activity prompts participants to
relate their current understanding of the workshop topic (X) to the context in which they teach. It
also allows the facilitators and critical friends to gain an understanding of each team’s context.
The participants will use the personas created in the “Personas” activity to discuss and answer
the following questions for a learning activity on ‘X’ (e.g. collaborative learning)
a) What are the barriers and challenges from a learners’ perspective of ‘X’?
b) What are the barriers and challenges in implementing ‘X’ in your course or topic area?
This will be a collaborative mapping exercise:
Each participant writes down 3-4 barriers and 3-4 motivations, each one on a separate
post-it (5 minutes).
Participants place their post-its on an A1 paper and arrange them in some order or map
(15 minutes).
Each group presents its map to the whole workshop (10 minutes)
8. Metis Learning Design Workshop, v 0.8
Page 8 of 11 http://www.metis-project.org
Each participant thinks about their own view, discusses them with one other member and
works collaboratively towards a team list of at least 5 barriers/challenges for learners and
5 for barriers/challenges for implementation. (20 minutes)
Each team shares their list with the wider group. These will be shared with the other teams by
displaying them in the workshop and each team will describe one from the learners’ perspective
and on from the implementation perspective in the plenary (one only to limit the time spent on
sharing). Facilitators foster focused discussion of remaining barriers/challenges between
different teams to occur during breaks.
Resources (all to be available online and in printed form at the workshop)
Facilitators’ resources: slideshow of questions (as above).
Participants’ resources: slideshow with questions as above with notes indicating themes
that they might discuss (e.g. technical, motivational, temporal challenges). (As an
alternative to post-its, participants can use a concept mapping tool of their choice.)
Instructions
1. As individuals, write down 3-4 barriers and 3-4 motivations, each one on a separate
post-it. Use green post it notes for barriers/challenges from learners’ perspective,
yellow post-it notes for barriers/challenges for implementation (5 minutes).
2. Share these with the others in your team by placing your post-its on an A1 paper and
collaborate to arrange them in some order or map (15 minutes)
3. Each team should present its map to the whole workshop; focus on describing up to
5 barriers/challenges for learners, and up to 5 barriers/challenges to implementation
from the map (20 minutes)
Critical friends’ resources: document describing suggestions for questions to ask.
Output
Each team should produce a list of up to 5 barriers/challenges for learners, and a list of up to 5
barriers/challenges to implementation. These will be added to the output produced in the first
activity ‘How to ruin a course’ to produce a new version of the team’s evaluation checklist
5 Evidence and examples of ‘X’ (0.5 hour)
The facilitators present a few examples of X that are chosen so as to be relevant to the
participants. (four or five examples should be sufficient). Evidence demonstrating that each
example is effective is also presented.
Each team selects one or two for review, and notes design features that may be transferred to
their context.
Facilitators and critical friends will support the discussion by pointing out particular aspects of the
example designs critical to the success of the example.
Resources
Slides showing the example designs, descriptions of their use, and evidence of their
success.
Copies of academic papers will also be provided. The focus of the presentation will vary
depending on the participants, and will vary from workshop to workshop.
Output
Notes on potentially useful design features added to the ILDE.
6 Initiate, Ideate, Investigate: produce your Vision (1.5 hours)
In this activity each team will describe their vision for a ‘X’ activity. This is a first draft, and it may
be modified during the workshop. This vision should focus on describing the effects the activity is
intended to have on the learners (not on how these effects will be achieved which is the focus of
activity 8 ‘Prototype’).
9. Metis Learning Design Workshop, v 0.8
Page 9 of 11 http://www.metis-project.org
Resources
Printed templates for the Course Map need to be provided to participants and they will be
able to complete this within the ILDE.
For the Learning Outcomes View (Galley, R., 2010) A3 sheets of paper and
CompendiumLD icon post-it notes need to be provided, along with a guide showing
participants how to create a Learning Outcomes View in CompendiumLD should
participants wish to produce a digital version..
Output
The vision should be described in terms of
Learning outcomes
Other outcomes (e.g. affective outcomes such as individual motivation, confidence, team
building)
Leaners’ outputs
An initial description of the evidence required to indicate that the learners have reached
the learning outcomes. Examples include a written piece of work, and an observable
behaviour.
Participants will produce representations such as Course Map and Learning Outcomes View.
The Learning Outcomes View is probably most appropriate as that view is very simple to
produce, and gives a specification that a single activity can be evaluated heuristically against. In
contrast the Course Map is intended to describe complete courses as a whole such as a course
of 100 or more hours of study time. The Course Map could still be applied to show the context
for the ‘X’ learning activity that the participants will design. Other representations of context
could also be introduced (e.g. factors and concerns table) to help focus participants’ attention on
consideration of the context where the design will be run.
7 Connect: gather tools and resources (0.75 hour)
By this stage of the workshop participants will have an idea of the kind of behaviours they want
their learners to demonstrate, as well as the kind of products/competencies they desire learners
to produce/become proficient in during the learning activity they are collaboratively designing.
These need to be described in the learning outcomes view.
In this activity the learners are shown a set of ‘X’ learning patterns. The examples used in the “5
Evidence and examples of ‘X’” activity will provide concrete examples of some or all of the
patterns that are now made available to the participants.
Each team will select one or more patterns which best suit their articulated Vision as defined by
the Course Map, Learning Outcomes view, Personas and the barriers and challenges that they
developed during the preceding activities. If more than one pattern is chosen it could be
because there are alternatives, or because the team thinks that a sequence of ‘X’ activities is
necessary.
They now begin the detailed design. Questions that should be used as prompts for this session
include:
Which parts of the activity should be synchronous, and which should be asynchronous?
Which tools have the right affordances for your activity?
This could be carried out further using a Think-Pair-Share activity.
Resources
A set of design patterns for X. These should be provided both online and in printed form.
Output
10. Metis Learning Design Workshop, v 0.8
Page 10 of 11 http://www.metis-project.org
The selected pattern(s), a set of resources that are to be used within the activity and an
annotated diagram of the pattern(s) showing:
asynchronous and synchronous stages within the design
where particular tools and resources are used.
8 Prototype (1.5 hour)
Participants work together to produce a prototype of an ‘X’ activity. The prototypes illustrate
tasks the facilitator and learners may choose to undertake. Prototyping would use a suitable
ILDE tool or be carried out using the technology of the team’s choice (including paper).
Resources
Participants’ resources: a guide to the affordances of the ILDE instantiation and deployment
tools which explains which tools may be best suited to instantiate and run patterns of type X.
9 Evaluate (0.75 hour)
An appropriate summary view of each team’s design is selected by the team to be shared and
evaluated. The summary view to be used will depend on ‘X’ (e.g. if ‘X’ is Collaborative Learning
the appropriate summary view will be generated by Web Collage).
Designs are swapped amongst each group and evaluated heuristically (http://www.ld-
grid.org/resources/methods-and-methodologies/heuristic-evaluation).
Facilitators and critical friends advise on how to apply the teams’ evaluation checklist to the
design in question.
The final step is to share the result of the evaluation back to group as a whole.
Resources
Participants’ resources: the design of another team, along with the same team’s evaluation
checklist (i.e. the output from Activity 4).
10 Reflect (0.5 hour)
In the last activity (‘Evaluate’), each group’s design was evaluated by another group, and the
results of the evaluation shared. Now everyone should have an understanding of all the designs.
Participant groups should now reflect on if and how their activity design could be connected to
other groups’ designs to produce a course.
11 Wrap up (0.25 hour)
The facilitators conclude by describing how participants can find out more about learning design
in general, and the ILDE in particular.
Resources
Facilitators’ resource: slideshow with notes, ILDE.
11. Metis Learning Design Workshop, v 0.8
Page 11 of 11 http://www.metis-project.org
References
Cross, S., Galley, R., Brasher, A., & Weller, M. (2012). OULDI-JISC Project Evaluation Report.
Retrieved 3/8/2012, from http://oro.open.ac.uk/34140/1/OULDI_Evaluation_Report_Final.pdf
Mor, Y. (2013). Personas - The Learning Design Grid, Retrieved 9/5/2013, from
http://www.ld-grid.org/resources/representations-and-languages/personas