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Learning Design in the Open: rethinking our courses for tomorrow's learners


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Presentation by Gabi Witthaus and Ming Nie at Online Educa Berlin, 28 Nov 2012

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Learning Design in the Open: rethinking our courses for tomorrow's learners

  1. 1. Learning design in the open: rethinking our courses for tomorrow’s learnersA pre-conference workshop at Online Educa Berlin By Gabi Witthaus and Ming Nie, Beyond Distance Research Alliance, 28 Nov 2012
  2. 2. Background Ale Armellini Grainne ConoleVideo Link:
  3. 3. Carpe Diem ↓Content (under Format the appropriate Other (e.g. licences) Text & Slides (e.g. Audio Video Adobe graphics PowerPoint) Presenter) What I find and reuse as is What I find, tweak and use What I find, repurpose and use What I create for this
  4. 4. Open University Learning Design Initiative Task swimlane Course dimensions Course map Activity profileLearning outcomes
  5. 5. OULDI + Carpe DiemOpen University Learning Leicester’s Carpe DiemDesign Initiative (OULDI) The 7Cs of design and delivery framework Cascading institutions: Leicester, SAIDE, SPEED
  6. 6. The 7Cs Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design
  7. 7. Case study of a 7Cs course: SPEED project
  8. 8. Objective of SPEED To help staff and academics enhance student engagement through improveduse of technologies in learning design and delivery
  9. 9. E-tivities at the heart of the 7Cs Gilly Salmon
  10. 10. Structure of SPEED course• Topics: – Course Design – Activity Design – Moderating Online Groups• Duration: – At least 30 hours’ worth of e-tivities – Participants choose from the course “menu”
  11. 11.
  12. 12. SPEED
  13. 13. VLE for SPEED participants
  14. 14. Summary: key SPEED links• YouTube video introducing SPEED:• SPEED website:• Background to the 7Cs:• SPEED course outline & links to resources:• SPEED blog:• Carpe Diem website:• OULDI website:
  15. 15. Consider your course featuresPurpose: To consider the both the look and feel of the course you want to develop, and thedesired nature of the learners’ experience. E-tivity Rubric:
  16. 16. Learning OutcomesStart EndAssessment
  17. 17. Develop your storyboard (example 1)Purpose: To develop a storyboard for your course in which the learning outcomes are alignedwith the assessment events, contents and e-tivities. E-tivity Rubric:
  18. 18. Develop your storyboard (example 2)
  19. 19. Analyse your activity profilePurpose: To consider the balance of activity types that will be included in your course. Activity Profile Flash Widget E-tivity Rubric:
  20. 20. Do a learning design resource auditPurpose: To decide how you will source the content for your module/course, includingthe possibility of incorporating OERs produced elsewhere. E-tivity Rubric:
  21. 21. OER Search• Search for one key phrase for your module/course in: – OER Commons: – JorumOpen: – Xpert: – Open Courseware Consortium: – OU LabSpace: – Google with usage rights filter (“free to use, share or modify”): – Any repository listed at:• Compare your search results with your colleagues.
  22. 22. Copyright for OERs• JISC OER info kit: – https://• Understanding Licensing and IPR for OER Projects –• JISC take down policy: – ontent/sca/templatenoticetakedown.pdf
  23. 23. ReferencesConole, G. (2012). Designing for Learning in anOpen World. London: Springer.Salmon, G. (2011). E-moderating: the key to onlineteaching and learning. New York: Routledge Background image by Pekka Tamminen on Flickr
  24. 24. Thank you!