1. The 7Cs of Learning Design:
How it really happens
Terese Bird and GrainneConole
Learning Technologist & SCORE Research Fellow
24 February, 2014
Benchmarking visit with UNISA

2. 7Cs and Carpe Diem Successes
Course
Achievement
Website
Criminology iPad DL
Masters (war zones)
Shortlisted for E-Learning
Award 2013 for iPad and
App development; all UoL
Criminology DL courses will
now follow this model
http://www.le.ac.uk/placesmlearn
Forensic Science DL
Masters Crime Inv
Chosen to be 2nd
UleicesterFutureLearn
MOOC
http://www.le.ac.uk/forensic
Theatre for a Change
Charity: Reproductive
Health Training
In progress – eBooks for any
mobile device, using
Facebook as VLE
http://tinyurl.com/uol-tfac
Orthopaedics& Trauma;
Emergency Medicine;
Mentoring
Firstelearning courses in
East Midlands Hospitals
http://www.eastmidlandsme
ntoring.co.uk/

3. Outline
• An overview of learning design
• Activities
– A1: How to ruin a course
– A2: Course Features
– A3: Resource audit
– A4: Course Map
– A5: Activity Profile
– A6: Story board
– A7: Evaluation Rubric
• Evaluation

4. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills

5. Multi-tasking
Digital literacy skills
Judgment
Performance
Collective
Intelligence
Simulation
Transmedia
Navigation
Appropriation
Networking
Play
Negotiation
Distributed cognition
Creativity
Lisa Marie Blaschke on fb
Jenkins et al., 2006
http://edudemic.com/2013/04/important-21st-century-skills/

6. http://www.larnacadeclaration.org/
http://gti.upf.edu/metis-meeting-teachers-co-design-needs-bymeans-of-integrated-learning-environments/

7. Learning Design
Shift frombelief-based, implicit
approaches todesignbased,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
http://olds.ac.uk

8. The 7Cs of Learning Design
Vision
Conceptualise
Activities
Capture
Communicate
Collaborate
Consider
Synthesis
Combine
Implementation
Consolidate
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

9. Conceptualise
• Vision for the course,
including:
– Why, who and what you want to
design
– The key principles and
pedagogical approaches
– The nature of the learners
Conceptualise
Course Features
Personas

10. Course features
http://cloudworks.ac.uk/cloud/view/5950
•
•
•
•
•
•
Pedagogical approaches
Principles
Guidance and support
Content and activities
Reflection and demonstration
Communication and collaboration

11. Theory based
Practice based
Aesthetics
Cultural
Professional
Principles
Political
Sustainable
International
Serendipitous
Community based

12. Inquiry based
Problem based
Dialogic
Case based
Collaborative
Pedagogical
approaches
Situative
Constructivist
Vicarious
Didactic
Authentic

13. Learning pathway
Mentoring
Scaffolded
Peer support
Step by step
Guidance &
Support
Study skills
Library support
Tutor directed
Help desk
Remedial support

14. Brainstorming
Concept mapping
Assimilative
Annotation
Modeling
Content &
Activities
Jigsaw
Pyramid
Aggregating
resources
Learner generated
content
Information
handling

15. Diagnostic
E-Assessment
Formative
E-Portfolio
Feed forward
Reflection &
Demonstration
Summative
Reflective
Peer feedback
Vicarious
Presentation

16. Structured debate
Group
aggregation
Flash debate
Peer critique
Communication &
Collaboration
Group
presentation
Pair debate
Group project
Group project
For/Against debate
Question &
Answer

17. Capture
• Finding and creating
interactive materials
– Undertaking a resource audit of
existing OER
– Planning for creation of
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content
Capture
Resource Audit
Learner Generate
Content

18. Communicate
• Designing activities that foster
communication, such as:
– Looking at the affordances of
the use of different tools to
promote communication
– Designing for effective online
moderating
Communicate
Affordances
E-moderating

19. Collaborate
• Designing activities that foster
collaboration, such as:
– Looking at the affordances of
the use of different tools to
promote collaboration
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.
Collaborate
Affordances
CSCL Ped.
Patterns

20. Consider
• Designing activities that foster
reflection
• Mapping Learning Outcomes
(LOs) to assessment
• Designing assessment
activities, including
– Diagnostic, formative,
summative assessment and
peer assessment
Collaborate
LOs/Assessment
Assessment
Ped. Patterns

21. Combine
• Combining the learning activities
into the following:
– Course View which provides a
holistic overview of the nature of
the course
– Activity profile showing the
amount of time learners are
spending on different types of
activities
– Storyboard: a temporal sequence
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs
Combine
Course View
Activity Profile
Storyboard
Learning Pathway

22. Consolidate
• Putting the completed design
into practice
– Implementation: in the classroom,
through a VLE or using a
specialised Learning Design tool
– Evaluation of the effectiveness of
the design
– Refinement based on the
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks
Combine
Implementation
evaluation
Refinement
Sharing

23. A1: How to ruin a course
Purpose: To consider the ways in which technologies can ruin a course
and creation of strategies to avoid these problems
• List the ten ways in which technologies can
ruin a course
• Consider strategies to avoid these issues
E-tivity Rubric: hhttp://tinyurl.com/m3x32se

24. A2: Course Features
Purpose: To consider the features you want to include in your
module/course, which will determine not only the look and feel of the
course, but also the nature of the learners’ experience.
E-tivity Rubric: http://goo.gl/CRpc5

25. A2a: Forums, blogs and wikis
Purpose: To consider the use of three central, LMS-based tools for interaction
Discussion Forums
Blogs
Wikis

26. A2a: Forums, blogs and wikis
Purpose: To consider the use of three central, LMS-based tools for interaction
Discussion Forums
Reflection
Collaboration
Feedback
Problem solving
Encouraging participation
Ice breaker
Observation opportunity
Idea generation
Are they really good for
all? Diversity of students
Blogs
Expression
Communicating successes
and pitfalls
Dissemination of
information
Facilitates in the moment
thought!
Audience and affirmation
and reaction
Reflection
Wikis
Collaboration
Idea development
Project collaboration
Students and self esteem
Using existing wikis as a
critical resource

27. A3: Resource audit
Purpose: To identify which free resources (Open Educational Resources) to
include in your course/module, how much they need adapting and which
new resources you need to create.
•
E-tivity Rubric: http://goo.gl/C31yv

28. A4: Course Map
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content and the learner experience, reflection and
demonstration, and communication and collaboration.
E-tivity Rubric: http://goo.gl/Z5eu7
Actual sheet: http://tinyurl.com/coursemap7cs

29. A5: Activity Profile
Purpose: To consider the balance of activity types that will be
included in your module/course.
ActivityProfile Flash Widget
•
•
E-tivity Rubric: http://goo.gl/WMIzu
Flash spreadsheet: http://tinyurl.com/activityprofile

30. Week 1
Topic 1
Week 2
Topic 2
Week 3
Topic 3
Week 4
Topic 4
Learning
Outcomes
LO1
LO2
LO3
LO4
Start
Assessment
End
LO1
LO2
LO3
LO4

31. A6: Storyboard
Purpose: To develop a storyboard for your module/course in which
the learning outcomes are aligned with the assessment events, topics
(contents) and e-tivities.
E-tivity Rubric: http://goo.gl/z1VON

32. A7: Rubrics for evaluation
Purpose: To devise a set of criteria for evaluating the success of the
design in a real learning context
• Brainstorming some criteria to evaluate the
success of the design in a real learning context
• Try and focus on measurable/observable
things
• Think about what data collection you might
use – classroom observation, surveys,
interviews
• Post its: Things I liked, room for improvement,
etc.

33. Evaluation and Action Plan

34. http://www.slideshare.net/GrainneConole
http://www.le.ac.uk/ili
grainne.conole@le.ac.uk
http://e4innovation.com

35. Useful sites and resources
• OULDI website
http://www.open.ac.uk/blogs/OULDI/
• Carpe Diem website
http://www.le.ac.uk/carpediem
• 7CsOER page
http://www2.le.ac.uk/projects/oer/oers/beyonddistance-research-alliance/7cs-workshop-resources
• Cloudworkshttp://cloudworks.ac.uk/