This document discusses collaboration events hosted by the Open University Learning Design Initiative (OULDI) project to foster shared understanding and co-creation of learning designs. It introduces the project leaders and officers and describes workshops and "cloudfests" that bring practitioners together both virtually through tools like Cloudworks, and in person, to reflect on designs and share ideas. Tools like Cloudworks and CompendiumLD provide representations and visualizations of designs to support collaboration and new perspectives.
This document discusses collaboration events hosted by the Open University Learning Design Initiative (OULDI) project. The project aims to develop a methodology for learning design using tools, practices, and research. It hosts various workshops and events called "Cloudfests and Design Summits" to explore mechanisms for enabling teachers and designers to collaboratively develop learning designs. These events provide both virtual and in-person support through communities, resources, and opportunities for reflection. The document lists the project team members and provides an overview of OULDI's facets including its evidence base, connections, representations, and collaborations. It also describes tools developed by the project like Cloudworks and CompendiumLD.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
The document summarizes Gráinne Conole's presentation on the role of creativity in digital literacy skills for participatory media. It discusses how new digital literacy skills are needed for learners, teachers, and the workplace in today's fast-changing technological environment. It emphasizes the importance of creativity and mechanisms for fostering creativity through social and participatory media like blogging, messaging, collaborative editing, social networking, and virtual worlds. The presentation examines definitions of creativity and how technologies can promote creativity in new ways by enabling new forms of discourse, collaboration, and accessing/repurposing knowledge.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
The document summarizes a TEL-MOOC workshop presented by Dr. Wolfgang Reinhardt at the JTEL Summer School 2012 in Estoril, Portugal. The workshop discussed MOOCs as a new model of online learning, outlined the aims and principles of the proposed TEL-MOOC, and involved exercises for participants to brainstorm topics, potential experts, and tools to analyze and visualize data from the TEL-MOOC. The European Association of Technology Enhanced Learning (EA-TEL) was also promoted, with information on membership provided.
The Status of Sustainable Design in New Zealand EducationLocus Research
Presentation by Nicola Bould (Otago University, PHD candidate) for the National Education & Professional Development Forum 2009. For more information on the forum see http://sustainabledesign.org.nz/projects/forum.html
This document outlines the agenda and goals of a workshop aimed at developing sustainable communities of practice for teachers using digital media to support science teaching. The workshop will address challenges to innovation and using digital tools, and ways to overcome barriers like lack of time, support and sharing. Attendees will work in groups to develop "elevator pitches" promoting specific tools, practices or ways to address challenges. The overall aim is to create an ongoing collaborative community for science practitioners to develop, practice and support each other's use of digital media.
This document discusses using technology to support learning for students with autism. It provides an overview of best practices in behavioral treatment for autism and how technology can help implement these practices. Specific technologies are mapped to autism features and learning needs, including tools for data collection, visual supports, instruction, communication, social skills, and more. Examples of apps and software are provided. The document emphasizes using technology to individualize and personalize learning while also implementing principles of universal design for learning.
This document discusses collaboration events hosted by the Open University Learning Design Initiative (OULDI) project. The project aims to develop a methodology for learning design using tools, practices, and research. It hosts various workshops and events called "Cloudfests and Design Summits" to explore mechanisms for enabling teachers and designers to collaboratively develop learning designs. These events provide both virtual and in-person support through communities, resources, and opportunities for reflection. The document lists the project team members and provides an overview of OULDI's facets including its evidence base, connections, representations, and collaborations. It also describes tools developed by the project like Cloudworks and CompendiumLD.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
The document summarizes Gráinne Conole's presentation on the role of creativity in digital literacy skills for participatory media. It discusses how new digital literacy skills are needed for learners, teachers, and the workplace in today's fast-changing technological environment. It emphasizes the importance of creativity and mechanisms for fostering creativity through social and participatory media like blogging, messaging, collaborative editing, social networking, and virtual worlds. The presentation examines definitions of creativity and how technologies can promote creativity in new ways by enabling new forms of discourse, collaboration, and accessing/repurposing knowledge.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
The document summarizes a TEL-MOOC workshop presented by Dr. Wolfgang Reinhardt at the JTEL Summer School 2012 in Estoril, Portugal. The workshop discussed MOOCs as a new model of online learning, outlined the aims and principles of the proposed TEL-MOOC, and involved exercises for participants to brainstorm topics, potential experts, and tools to analyze and visualize data from the TEL-MOOC. The European Association of Technology Enhanced Learning (EA-TEL) was also promoted, with information on membership provided.
The Status of Sustainable Design in New Zealand EducationLocus Research
Presentation by Nicola Bould (Otago University, PHD candidate) for the National Education & Professional Development Forum 2009. For more information on the forum see http://sustainabledesign.org.nz/projects/forum.html
This document outlines the agenda and goals of a workshop aimed at developing sustainable communities of practice for teachers using digital media to support science teaching. The workshop will address challenges to innovation and using digital tools, and ways to overcome barriers like lack of time, support and sharing. Attendees will work in groups to develop "elevator pitches" promoting specific tools, practices or ways to address challenges. The overall aim is to create an ongoing collaborative community for science practitioners to develop, practice and support each other's use of digital media.
This document discusses using technology to support learning for students with autism. It provides an overview of best practices in behavioral treatment for autism and how technology can help implement these practices. Specific technologies are mapped to autism features and learning needs, including tools for data collection, visual supports, instruction, communication, social skills, and more. Examples of apps and software are provided. The document emphasizes using technology to individualize and personalize learning while also implementing principles of universal design for learning.
CURRENT - Emily Carr University of Art + Design Research Journal - Issue 2dshack
Current is an academic journal designed, edited, produced and marketed by undergraduates in communication design with article contributions from faculty, students in both the graduate and undergraduate programs, and alumni.
Collaboration At a Distance in Higher EducationEileen O'Connor
The document discusses collaborating and sharing at a distance through virtual and web-mediated approaches. It provides an agenda that includes reasons for collaboration from educational and research perspectives, approaches to distance and e-mediated collaborations, and examples of eTools for collaboration like Diigo, Google Docs, websites/wikis, and virtual worlds. Specific examples are given for using tools like Google Docs and sites to create shared documents and websites, Diigo for bookmarking and sharing resources, videos on YouTube, and virtual spaces like Second Life. The document advocates for using these tools to enhance collaboration, sharing, and extending learning among educational partners separated by distance.
In this collaborative forum the Social Business Design framework will be outlined and enable participants to evaluate their social business landscape, determine immediate actions to get started, and review examples and case studies.
*Evaluate your social business learning landscape
*Review examples and case studies
*Consider how social learning networks can be applied
*Determine immediate actions to get started
Presentation for innovation track at European Academy of Design Conference 2013 about potential for human-centred design artefacts to scaffold innovation within organisational contexts.
The document discusses exploring the use of Web 2.0 technologies and social media at a college. It maps out key stakeholders and interests, and considers running an open development process. Staff and students are encouraged to explore blogs and social media to understand Web 2.0. The college is considering using existing social networking and file sharing systems, as well as setting up online forums, video/podcasts, and wikis for collaboration. An open-source social networking system and project management tools may be adopted.
Virtual Worlds in Education Velon 15.03.2011licto07
Lectoraat ICT en Onderwijsinnovatie Hogeschool Windesheim Zwolle - Op 15 maart 2011 hield Wim Trooster op het Velon-congres een presentatie over zijn onderzoek naar de didactische meerwaarde van het gebruik van virtuele werelden in het onderwijs.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. UDL is beneficial for students of all abilities by removing barriers and allowing for multiple means of representation, engagement, and expression. The document outlines how UDL has changed expectations in education and the roles of teachers and support staff by promoting more inclusive, collaborative, and technology-supported learning environments.
KNOWDLE Foundation and Research Institute devoted solely to basic research in open knowlege and bio-inspired artificial intelligence internet-based tools and technics.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
Philosophy and Strategy for Technology - 2013 Feb 8 VSB ICT Advisory Committe...Brian Kuhn
update the ICT advisory committee members on my philosophical orientation to technology and education and outline at a high level the strategy to be used for the next few years to further the implementation and use of technology
The document introduces three design representations for mapping out a course:
1) A Course Map view represents a course in terms of content and activities, communication and collaboration, guidance and support, and reflection and demonstration.
2) A Pedagogy Profile characterizes learning tasks into six types and looks at the spread of assessment across a course.
3) A Learning Outcomes view maps learning activities and assessment tasks to intended learning outcomes, based on the premise that students construct meaning from learning activities which are aligned to outcomes by teachers.
CloudEngine is an open-source platform for creating social websites using clouds and cloudscapes. It powers Cloudworks, which has over 4000 registered users. CloudEngine allows users to directly message each other, host and archive events, search content, and follow other users. Recent updates include improved search functionality, direct messaging features, and embedding tools like YouTube, Prezi, and Google Forms. The developers encourage others to use, contribute to, and provide feedback on Cloudworks and CloudEngine.
The document discusses collaborative curriculum design and outlines three key principles: 1) using representational frameworks to describe learning activities, 2) mechanisms for sharing and discussing teaching ideas, and 3) developing empirical research and conceptual tools to guide decision making. It also describes how representational frameworks make curriculum structures more explicit and visible, highlighting connections. Workshops and social networks allow ongoing discussion and practice sharing. Design activities are proposed to stimulate design dialogues.
This document provides a list of terms related to innovative teaching and learning approaches. Some of the terms included are innovative for students/faculty, collaborative conversations, tutor assessment, authentic resources, reflective logs/blogs, blended approaches, one-on-one tutorials, self-assessment, theory-based/practice-based, continuous assessment, research-based inquiry, group tutorials, peer assessment, problem-based learning, international scope, active discovery, reused/found resources, social learning, applied concepts, and computer-marked assessment. The document outlines different pedagogical strategies without further description.
The document provides an overview of a course map and facilitation cards that can be used to design an online course.
The course map gives a high-level view of a course across four dimensions. The facilitation cards, which include 50 cards and blank options, can be used to support design thinking and decisions about core course features. Teams can sort the cards into piles to identify yes, possibly, and no core features to develop an initial sketch of the course.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
The document discusses learning design methodology, which is a pedagogically informed approach to making the instructional design process more explicit and shareable through tools and visualizations, with the goal of helping educators make more informed decisions about course design and encouraging reflective practice and collaboration through communities. It outlines the foundations of learning design in activity theory and mediating artifacts and how tools have co-evolved with practices.
The document discusses learning design and tools that can be used to support the learning design process. It describes learning design as both a process of planning learning activities and a product representing that design. Key aspects of learning design include using a shared design language and notational systems to represent and discuss designs. Challenges of learning design include balancing precision with the fuzzy nature of practice and balancing personal designs with those meant to be shared. Tools discussed that support learning design include CompendiumLD and Cloudworks.
CURRENT - Emily Carr University of Art + Design Research Journal - Issue 2dshack
Current is an academic journal designed, edited, produced and marketed by undergraduates in communication design with article contributions from faculty, students in both the graduate and undergraduate programs, and alumni.
Collaboration At a Distance in Higher EducationEileen O'Connor
The document discusses collaborating and sharing at a distance through virtual and web-mediated approaches. It provides an agenda that includes reasons for collaboration from educational and research perspectives, approaches to distance and e-mediated collaborations, and examples of eTools for collaboration like Diigo, Google Docs, websites/wikis, and virtual worlds. Specific examples are given for using tools like Google Docs and sites to create shared documents and websites, Diigo for bookmarking and sharing resources, videos on YouTube, and virtual spaces like Second Life. The document advocates for using these tools to enhance collaboration, sharing, and extending learning among educational partners separated by distance.
In this collaborative forum the Social Business Design framework will be outlined and enable participants to evaluate their social business landscape, determine immediate actions to get started, and review examples and case studies.
*Evaluate your social business learning landscape
*Review examples and case studies
*Consider how social learning networks can be applied
*Determine immediate actions to get started
Presentation for innovation track at European Academy of Design Conference 2013 about potential for human-centred design artefacts to scaffold innovation within organisational contexts.
The document discusses exploring the use of Web 2.0 technologies and social media at a college. It maps out key stakeholders and interests, and considers running an open development process. Staff and students are encouraged to explore blogs and social media to understand Web 2.0. The college is considering using existing social networking and file sharing systems, as well as setting up online forums, video/podcasts, and wikis for collaboration. An open-source social networking system and project management tools may be adopted.
Virtual Worlds in Education Velon 15.03.2011licto07
Lectoraat ICT en Onderwijsinnovatie Hogeschool Windesheim Zwolle - Op 15 maart 2011 hield Wim Trooster op het Velon-congres een presentatie over zijn onderzoek naar de didactische meerwaarde van het gebruik van virtuele werelden in het onderwijs.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to provide all students with equal opportunities to learn by providing flexible approaches. UDL is beneficial for students of all abilities by removing barriers and allowing for multiple means of representation, engagement, and expression. The document outlines how UDL has changed expectations in education and the roles of teachers and support staff by promoting more inclusive, collaborative, and technology-supported learning environments.
KNOWDLE Foundation and Research Institute devoted solely to basic research in open knowlege and bio-inspired artificial intelligence internet-based tools and technics.
1. The document discusses experiential learning in 3D multi-user virtual environments (MUVEs) such as Second Life. It describes how MUVEs allow simultaneous participation, interaction, avatar representation, and collaboration between users.
2. The model of learning in a MUVE involves identity construction, a sense of presence, and geographically independent collaboration. Educational activities include tutorials, exhibits, role plays, and more.
3. MUVEs can represent many discipline areas and instructional design must consider the subject matter and pedagogical approach. Design principles include clear objectives, ongoing assessment, and prioritizing student needs. Constructivism is a key learning theory for MUVEs.
Philosophy and Strategy for Technology - 2013 Feb 8 VSB ICT Advisory Committe...Brian Kuhn
update the ICT advisory committee members on my philosophical orientation to technology and education and outline at a high level the strategy to be used for the next few years to further the implementation and use of technology
The document introduces three design representations for mapping out a course:
1) A Course Map view represents a course in terms of content and activities, communication and collaboration, guidance and support, and reflection and demonstration.
2) A Pedagogy Profile characterizes learning tasks into six types and looks at the spread of assessment across a course.
3) A Learning Outcomes view maps learning activities and assessment tasks to intended learning outcomes, based on the premise that students construct meaning from learning activities which are aligned to outcomes by teachers.
CloudEngine is an open-source platform for creating social websites using clouds and cloudscapes. It powers Cloudworks, which has over 4000 registered users. CloudEngine allows users to directly message each other, host and archive events, search content, and follow other users. Recent updates include improved search functionality, direct messaging features, and embedding tools like YouTube, Prezi, and Google Forms. The developers encourage others to use, contribute to, and provide feedback on Cloudworks and CloudEngine.
The document discusses collaborative curriculum design and outlines three key principles: 1) using representational frameworks to describe learning activities, 2) mechanisms for sharing and discussing teaching ideas, and 3) developing empirical research and conceptual tools to guide decision making. It also describes how representational frameworks make curriculum structures more explicit and visible, highlighting connections. Workshops and social networks allow ongoing discussion and practice sharing. Design activities are proposed to stimulate design dialogues.
This document provides a list of terms related to innovative teaching and learning approaches. Some of the terms included are innovative for students/faculty, collaborative conversations, tutor assessment, authentic resources, reflective logs/blogs, blended approaches, one-on-one tutorials, self-assessment, theory-based/practice-based, continuous assessment, research-based inquiry, group tutorials, peer assessment, problem-based learning, international scope, active discovery, reused/found resources, social learning, applied concepts, and computer-marked assessment. The document outlines different pedagogical strategies without further description.
The document provides an overview of a course map and facilitation cards that can be used to design an online course.
The course map gives a high-level view of a course across four dimensions. The facilitation cards, which include 50 cards and blank options, can be used to support design thinking and decisions about core course features. Teams can sort the cards into piles to identify yes, possibly, and no core features to develop an initial sketch of the course.
Workshop by Rebecca Galley & Nick Freear at the Staff & Educational Development Association (SEDA) annual conference, 17-18 November 2011. We talked about the open-source CloudEngine project, and it's relation to the JISC OULDI project.
The document discusses learning design methodology, which is a pedagogically informed approach to making the instructional design process more explicit and shareable through tools and visualizations, with the goal of helping educators make more informed decisions about course design and encouraging reflective practice and collaboration through communities. It outlines the foundations of learning design in activity theory and mediating artifacts and how tools have co-evolved with practices.
The document discusses learning design and tools that can be used to support the learning design process. It describes learning design as both a process of planning learning activities and a product representing that design. Key aspects of learning design include using a shared design language and notational systems to represent and discuss designs. Challenges of learning design include balancing precision with the fuzzy nature of practice and balancing personal designs with those meant to be shared. Tools discussed that support learning design include CompendiumLD and Cloudworks.
The document discusses learning design and the OU LD project. It provides information on:
1) The OU LD project which involved case studies, interviews, workshops and tool development like CompendiumLD to support the visualization, sharing and reuse of learning designs.
2) Different ways of representing learning designs including visual maps, case studies, and pedagogical patterns.
3) Issues around learning design discussed in interviews like the tacit nature of the design process and balancing structure and flexibility.
Thank you for the interesting presentation. It was insightful to learn about your research on technology paradoxes in education and examples of innovative practice. Please feel free to share any other resources that may be helpful.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
Learn to Use and Use to Learn: Designers as a Tool for Innovative CollaborationKecia J. Waddell Ph.D.
Presented at the 2012 AECT International Convention, Naimah Wade and Kecia Waddell discuss the study that also served as a model of technology application by providing a practical demonstration of how to utilize innovative social tools for learning and virtual collaboration. The benefit of this model is that it can be used inform instructional design decisions and guide the successful integration of technology into the learning strategy. Additional analysis of the data from this original study uncovered to emergent themes: the designer as a tool for innovative collaboration and strategies for navigating the technology learning curve.
*NOTE: SLIDE #3 is a video presentation of the integrative collaborative functions of Google Applications (To view visit - http://youtube.googleapis.com/v/kcOUWjkGBUY)
The document discusses using a learning design approach to shift from implicit, belief-based teaching practices to more explicit, evidence-based design informed by validated tools and methods. It describes learning design as both a process of planning learning activities and a product - the representation or structure produced. Key aspects include design as a conscious, creative, communicative, and social process. Challenges of this approach include balancing precision with the natural fuzziness of practice, and balancing personal designs with those meant for sharing.
The document outlines the aims, objectives, key components, outputs, benefits and challenges of the Open University Learning Design Initiative project. The overall aim is to develop and implement a learning design methodology including tools, practices and innovations. Key objectives include piloting the methodology in eight trials, engaging communities, and increasing the sharing of teaching ideas. Outputs will include resources on learning design and an evaluation of approaches. Benefits are new opportunities for exchanging ideas and exploring social networking. Challenges include effecting change in practice and supporting informal design processes.
The document outlines the aims, objectives, key components, outputs, benefits and challenges of the Open University Learning Design Initiative project. The overall aim is to develop and implement a learning design methodology including tools, practices and innovations. Key objectives include piloting the methodology in eight trials, engaging communities, and increasing the sharing of teaching ideas. Outputs will include resources on learning design and an evaluation of approaches. Benefits are new opportunities for exchanging ideas and exploring social networking. Challenges include effecting change in practice and supporting informal design processes.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
1) The document examines how emerging technologies are impacting the traditional role of universities and learner/teacher experiences.
2) It discusses trends like mobile learning, personalized learning, and bring your own devices (BYOD), and how these tools are creating more social, participatory, and ubiquitous learning experiences.
3) The author argues that new pedagogies are needed to fully leverage these technologies and foster more open, collaborative practices around teaching, research, and learning.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of all learners by reducing barriers in curriculum and instruction. UDL is based on research about how the brain learns and recognizes that every student learns differently. It calls for providing multiple means of representation, expression, and engagement to accommodate learner variability. The goal is to make learning accessible to everyone through flexibility and choice in how information is presented, how students demonstrate knowledge, and how they are motivated to learn.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of all learners by reducing barriers in curriculum and instruction. UDL is based on research about how the brain learns and provides multiple means of representation, expression, and engagement. It encourages teachers to understand learner variability, use flexible methods and materials, and foster learner motivation and interest through tapping into their "sparks". The goal is to design inclusive learning environments that can accommodate diverse needs from the beginning rather than making accommodations later.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of diverse learners by providing multiple means of representation, expression, and engagement. UDL is based on research about how the brain learns and is meant to reduce barriers in education by developing flexible learning environments accommodated for individuals' varied abilities, needs and learning styles. The document outlines the principles of UDL and provides examples of how its guidelines can be applied through technologies, materials, and teaching methods to benefit all students.
This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document provides a template for mapping out a course across four dimensions: guidance and support, content and experience, reflection and demonstration, and communication and collaboration. The template includes sections for the course title, a summary overview, and keywords.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
A module map is use in planning a course module. It is a succint vision of the planned course, including brief descriptions of key components of a course or module.
Cloudworks and CloudEngine are platforms that allow users to share ideas across professional boundaries through the use of "clouds" and "cloudscapes". Cloudworks has over 4000 registered users and 95,000 unique visitors weekly. CloudEngine is free open source software that powers Cloudworks and allows users to create social websites using clouds and cloudscapes. It features messaging, hosting events, search, profiles, and more. Evaluation of Cloudworks uses a conceptual community framework to understand interaction and knowledge sharing on the platform.
This document discusses a project aimed at shifting curriculum design from implicit, craft-based approaches to more explicit, systematic approaches informed by empirical evidence. It outlines key aspects of curriculum design as a conscious, dialogic, creative, communicative and social process. The project seeks to support the entire design process from initial ideas to implementation and sharing. Methods discussed include curriculum mapping, workshops, and identifying "touch points" for influencing institutional processes. Case studies show how learning design tools and visualizations can promote reflection, collaboration and meeting challenges in curriculum redesign. Success factors include collaborative ethos, championing innovation, and providing structured design opportunities.
The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.
Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends including information like prompts for key details and a shared language when uploading sequences to encourage discussion and collaboration.
The document discusses different methods for mapping learning designs at the macro, meso, and micro levels:
1. A Course Map provides an overview of a course across four key dimensions.
2. A Learning Outcomes view shows how learning activities and assessments align with intended outcomes.
3. A Pedagogy Profile maps different student activity types across a course or sequence of learning events.
The goal is to represent learning designs using a shared language and notational system to generate, interpret, discuss, remember, navigate, and share learning designs. Different representations are needed to articulate certain design elements.
Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends including information like prompts for key details and a shared language when uploading sequences to encourage discussion and collaboration.
Cloudworks is a place for sharing and discussing learning and teaching ideas across professional boundaries. It applies best practices of Web 2.0 and since its 2009 launch has nearly 3,000 registered users and over 80,000 visitors. The document discusses how Cloudworks serves as a "pedagogical wrapper" to support idea sharing and recommends developing functions to allow sequences uploaded to other systems to be embedded in Cloudworks to promote discussion and collaboration.
CompendiumLD is a website that provides tools, tasks, and affordances for learning design. It is being developed by the Open University as part of their Learning Design initiative, and is currently funded by the Open University and JISC.
CompendiumLD is a tool being developed by the Open University and funded by the Open University and JISC to help visualize learning designs and outcomes. It allows users to see learning outcomes and how they connect to activities, resources and assessments in a course. The goal is to help improve course design and allow sharing of best practices between educators.
The document discusses learning design, which involves structuring learning activities and workflows deliberately to promote effective learning. Learning design records these structures to enable sharing and reuse. It focuses on Open University's Learning Design Initiative, which aims to bridge good pedagogical practice with technology use through developing tools and resources. These include visualizing learning designs, mapping processes, and integrating support across formal and informal design processes. The initiative also provides training and a toolbox of resources to support effective learning design.
The document discusses photos from an Away Day Learning Design Workshop hosted by As&SS. The workshop focused on learning design and allowed participants to learn new skills, collaborate with others, and discuss strategies for developing engaging online content. Participants engaged in hands-on activities and discussions to explore effective practices for virtual learning environments.
This document provides a table to map technological tools based on their communication and interactivity capabilities. Users are asked to consider how useful this exercise is in helping make decisions about classroom tools and whether others would map tools in the same way. The table is meant to help classify tools based on how communicative or interactive they are.
The document provides guidance on designing a learning curriculum to develop employability skills. It lists various people skills, generalist skills, self-reliance skills, and subject specialist skills that employers seek. It prompts the user to identify opportunities in their design to explicitly teach these skills and assess them. It also prompts the user to consider ways to incorporate work-related learning activities and opportunities, tailor modules to student interests, develop professional attitudes, and get employer feedback on the curriculum content.
The document discusses a workshop that explored different models for mapping information literacy (IL) outcomes and library activities onto course design. Participants were split into teams to spend time applying four different views - course map, pedagogy profile, course dimensions, and task swimlane - to their course designs. They then discussed which models were most useful for structuring conversations with course teams about embedding IL and library activities. Teams also mapped existing library tools and resources to the models to identify any gaps. The workshop concluded with feedback on which models best support discussions with course teams and suggestions for additional tools to further aid these conversations.
This document provides guidance and support for a course through reflection, demonstration, and a course map. The course map outlines the key works, content and activities, and areas of communication and collaboration for the course. The document aims to help students navigate through the course materials and requirements.
More from Open University Learning Design Initiative (20)
1. Collaboration: Structured events for + OULDI people
fostering shared meaning and co-creation • Professor Gráinne Conole (Project
Leader)
• Dr Simon Cross (Project Manager,
visualisation, surveys)
• Rebecca Galley (Project Officer, events,
workshops, evaluation)
OU Learning Design
• Paul Mundin (Project Officer, curriculum
mapping) Initiative (OULDI)
• Dr Juliette Culver (Lead Cloudworks
developer)
Cloudfests and Design • Andrew Brasher (CompendiumLD
developer)
summits
• Dr Paul Clark (Project Consultant,
visualisation)
• Dr Nick Freear (Cloudworks developer,
Design Challenge internationalisation, accessibility)
+ Overview
+ Recent publications
A series of workshops and events exploring mechanisms The project aim is to develop and
Conole, G. (2009), ‘Capturing and representing practice’,
for enabling teachers/ designers to develop and co-create in A. Tait, M. Vidal, U. Bernath and A. Szucs (eds),
learning designs. These range from specialised ‘real’ Distance and E-learning in Transition: Learning
implement a methodology for
design events augmented by virtual support activities, Innovation, Technology and Social Challenges, John Wiley learning design composed of
communities and resources, through to more reflective and Sons: London.
events such as the Cloudfests which support practitioner
tools, practice and other
Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and
reflection, feedback and elicitation from other researchers
White, J. (2008), Visualising learning design to foster and
innovation that both builds upon,
in the field. support good practice and creativity, Educational Media and contributes to, existing
International, Volume 54, Issue 3, 177-194.
academic and practitioner
Conole, G. and Culver, J. (in press), The design of research.
Cloudworks: applying social networking practice to foster
the exchange of learning and teaching ideas and designs,
Computers and Education, Available online: http:// + Facets of OULDI work
www.sciencedirect.com/
• Evidence base
Conole, G., Culver, J. (2009) Cloudworks: Social
networking for learning design, Australian Journal of • Connection
Educational Technology, Volume 25, Issue 5, 763-782.
• Representation
Further information about the initiative • Collaboration
Website: http://ouldi.open.ac.uk
Gráinne Conole (Project Leader)
Blurring real & virtual Blog: http://e4innovation.com
2. Connection: Harnessing web 2.0 Representation: Tools, guidance
Evidence base: Understanding
practices to foster debate and and schema to support
the design process
sharing representation and design
+ Methodology +Cloudworks
• Interviewing teachers
www.cloudworks.ac.uk
• Baseline mapping of • Open, drawing on web
Curriculum design 2.0 practices
• Surveys and • Clouds as core objects –
questionnaires social, cumulative,
• Evaluating workshops and intelligent
conferences • Cross-boundary, both filtering/ Seeing curriculum differently
• Web statistics and Google analytics personalisable and serendipitous
• Observation and reflective logs • Offering different views of design
• Dynamic and evolving through use • Process rather than content-focused
• Evidence from policy documents, blogs, Twitter, alongside real events as well as virtual
email etc • Alternatives to text-based descriptions
ones
• Recognising design at different levels – from activity to
• Focus always on sharing, finding and whole course
discussing educational ideas and designs
• Visual – tables & diagrams, descriptive & metaphorical
+ CompendiumLD
www.compendiumld.open.ac.uk
CompendiumLD is a software tool for designing
learning activities using a flexible interface. It is being
developed as a tool to support lecturers, teachers
and others involved in education to help articulate
their ideas and map out a design or learning
sequence.
CompendiumLD is a
+ Learning Design: a definition specialised form of the
concept mapping
A methodology for enabling teachers/designers to make software Compendium,
more informed decisions in how they go about developed by the
designing, which is pedagogically informed and makes Knowledge Media
effective use of appropriate resources and technologies Institute (KMi) at the OU.