Conole Openlearn

98
Using Learning design as a framework for support the design and reuse of OERs Gráinne Conole OpenLearn Conference, Milton Keynes 30th October 2007 e4innovation.com

description

Paper on use of Compendium for learning design with Open Educational resources

Transcript of Conole Openlearn

Page 1: Conole Openlearn

Using Learning design as a framework for support

the design and reuse of OERs

Gráinne ConoleOpenLearn Conference, Milton Keynes

30th October 2007e4innovation.com

Page 2: Conole Openlearn

OERs and design

Page 3: Conole Openlearn

OERs and designIncreased interest in

and arguments for OERs

Page 4: Conole Openlearn

OERs and designIncreased interest in

and arguments for OERs

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

Page 5: Conole Openlearn

OERs and designIncreased interest in

and arguments for OERs

Issues:Copyright

Quality assuranceSustainability

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

Page 6: Conole Openlearn

OERs and designIncreased interest in

and arguments for OERs

Issues:Copyright

Quality assuranceSustainability

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

Challenge: take up, adaptation and reuse

Page 7: Conole Openlearn

OERs and designIncreased interest in

and arguments for OERs

Issues:Copyright

Quality assuranceSustainability

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

Challenge: take up, adaptation and reuse

Solution: Adopting a Learning Design approach

Page 8: Conole Openlearn

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Page 9: Conole Openlearn

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Adopting a learning design methodology

Page 10: Conole Openlearn

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Formal means of describing activities

Adopting a learning design methodology

Page 11: Conole Openlearn

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Formal means of describing activities

Facilitates re-use of learning activities

Adopting a learning design methodology

Page 12: Conole Openlearn

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Formal means of describing activities

Facilitates re-use of learning activities

Provides scaffolding for the design process

Adopting a learning design methodology

Page 13: Conole Openlearn

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Formal means of describing activities

Facilitates re-use of learning activities

Provides scaffolding for the design process

Enables a shared language & representation

Adopting a learning design methodology

Page 14: Conole Openlearn

Innovations in design

Outcomes

Tasks Assessment

Learning

...through activityCourse design

Student experience

Page 15: Conole Openlearn

Innovations in design

How can we design learning activities which make effective use of tools and pedagogy?

Outcomes

Tasks Assessment

Learning

...through activityCourse design

Student experience

Page 16: Conole Openlearn

Innovations in design

How can we design learning activities which make effective use of tools and pedagogy?

Represent and share

Outcomes

Tasks Assessment

Learning

...through activityCourse design

Student experience

Page 17: Conole Openlearn

Innovations in design

How can we design learning activities which make effective use of tools and pedagogy?

Represent and share

Create and scaffold

Outcomes

Tasks Assessment

Learning

...through activityCourse design

Student experience

Page 18: Conole Openlearn
Page 19: Conole Openlearn

Approaches to learning design

Page 20: Conole Openlearn

Approaches to learning design

From existing practice (case studies)

Page 21: Conole Openlearn

Approaches to learning design

From existing practice (case studies)

By scaffolding (templates & contextual help)

Page 22: Conole Openlearn
Page 23: Conole Openlearn

Fact finding & user requirements Phase 1: User consultation, case studies

Phase 2: Interviews and focus groups/workshops

Page 24: Conole Openlearn

Fact finding & user requirements Phase 1: User consultation, case studies

Phase 2: Interviews and focus groups/workshops

Tool and resource developmentPhase 1: Compendium, LD workshops

Phase 2: Compendium LD, +

Page 25: Conole Openlearn

Fact finding & user requirements Phase 1: User consultation, case studies

Phase 2: Interviews and focus groups/workshops

Tool and resource developmentPhase 1: Compendium, LD workshops

Phase 2: Compendium LD, +

Page 26: Conole Openlearn

Phase 1: User consultation and case studies

Compendium and LD workshops

Page 27: Conole Openlearn

Peter Wilson, Pat Grace, Simon Cross

Page 28: Conole Openlearn

Design strategies

Page 29: Conole Openlearn

Design strategiesLearning outcomes: What do you want the students to achieve?

Page 30: Conole Openlearn

Design strategiesLearning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?

Page 31: Conole Openlearn

Design strategiesLearning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?Activities:

What do you want the students to do?

Page 32: Conole Openlearn

Design strategiesLearning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?Activities:

What do you want the students to do? Assessment:

What do you want to assess and how?

Page 33: Conole Openlearn

Design strategiesLearning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?Activities:

What do you want the students to do?

Tools: What tools do

you want to use?

Assessment: What do you want to assess and how?

Page 34: Conole Openlearn

Design strategiesLearning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?Activities:

What do you want the students to do?

Tools: What tools do

you want to use? Resources: What resources do you want to use?

Assessment: What do you want to assess and how?

Page 35: Conole Openlearn

Design strategies

Problem:What specific problem

do you want to address?

Learning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?Activities:

What do you want the students to do?

Tools: What tools do

you want to use? Resources: What resources do you want to use?

Assessment: What do you want to assess and how?

Page 36: Conole Openlearn

Towards a learning design tool… using Compendium as a prototype

Easy to use

Flexible and adaptable

Good support/documentation

Easy linking todiagrams, URLs, word files etc

Compendium

Page 37: Conole Openlearn
Page 38: Conole Openlearn

Workspace

Page 39: Conole Openlearn

Standard Compendium

icon set

Workspace

Page 40: Conole Openlearn

Standard Compendium

icon set

Tailored icon set for learning

design

Workspace

Page 41: Conole Openlearn
Page 42: Conole Openlearn
Page 43: Conole Openlearn

Examples

Page 44: Conole Openlearn

Examples

Templates

Page 45: Conole Openlearn

Examples

Help

Templates

Page 46: Conole Openlearn

Examples

Help

Templates

Page 47: Conole Openlearn

Examples

Help

TemplatesChoices

Page 48: Conole Openlearn

Examples

Help

Templates

Learning activity

Choices

Page 49: Conole Openlearn

Workshop Evaluation

Easy to use and groups quickly generated activities

Using tool in a group helped them reach consensus

Different granularities of use

The process helped surface hither to hidden complexity

LD icon set worked well

Process helped users understand different aspects of design

Focus on activity rather than content

Page 50: Conole Openlearn

Phase 2: Interviews and focus groups/workshops

Compendium LD, +

Page 51: Conole Openlearn

Current focusAdaptation of Compendium

Inclusion of tailored and adaptive help

Fact finding interviews & focus groups/workshop

Support: external resources and case studies

Tools comparison (Compendium, LAMs, JISC, etc)

Innovation: Focus on other approaches to design and technology innovation - web 2.0

In-depth course team evaluations

Page 52: Conole Openlearn
Page 53: Conole Openlearn

OpenLearn: Global warming

Patrick McAndrew

Page 54: Conole Openlearn

OpenLearn: Global warming

Patrick McAndrew

Page 55: Conole Openlearn

OpenLearn: Global warming

Patrick McAndrew

Page 56: Conole Openlearn

OpenLearn: Global warming

Patrick McAndrew

Page 57: Conole Openlearn

OpenLearn: Global warming

Patrick McAndrew

Page 58: Conole Openlearn
Page 59: Conole Openlearn

Andreia Santos

Openlearn: Spanish

Page 60: Conole Openlearn

Andreia Santos

Openlearn: Spanish

Page 61: Conole Openlearn

Andreia Santos

Openlearn: Spanish

Page 62: Conole Openlearn

Andreia Santos

Openlearn: Spanish

Page 63: Conole Openlearn

OER specific IsSUes and uses

Page 64: Conole Openlearn

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Page 65: Conole Openlearn

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Page 66: Conole Openlearn

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

Page 67: Conole Openlearn

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Potential uses:At start of design process

To balance a set of activitiesTo critically deconstruct

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

Page 68: Conole Openlearn

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Potential uses:At start of design process

To balance a set of activitiesTo critically deconstruct

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

Benefits:Thinking differently

VisualisationCommunication

Collaboration

Page 69: Conole Openlearn

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Potential uses:At start of design process

To balance a set of activitiesTo critically deconstruct

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

Benefits:Thinking differently

VisualisationCommunication

Collaboration

Drawbacks:Level of granularity

Trade off: time investment/benefitNovice vs. expert users

Page 70: Conole Openlearn

Interviews

Page 71: Conole Openlearn

Interviews

Process

Page 72: Conole Openlearn

Interviews

Process

Support

Page 73: Conole Openlearn

Interviews

Process

Support

Representation

Page 74: Conole Openlearn

Interviews

Process

Support

Representation

Barriers

Page 75: Conole Openlearn

Interviews

Process

Support

Representation

Barriers

Evaluation

Page 76: Conole Openlearn

Interviews

Process

Support

Representation

Barriers

Evaluation

Tacit nature

The ‘big’ idea

Shared vision

Sum greater than parts

Link to assessment

Constraints

Interactive design

Serendipity

‘From the heart’

Page 77: Conole Openlearn

course level view

In-depth course evaluation:

H800

Page 78: Conole Openlearn

course level view

In-depth course evaluation:

H800

Identifying LD themes

Page 79: Conole Openlearn

course level view

In-depth course evaluation:

H800

Mapping the design process

Evaluation of adopting an ‘LD approach’ as a course develops

Identifying LD themes

Page 80: Conole Openlearn

Other features:LD temples

Page 81: Conole Openlearn

Other features:contextual guidance

Page 82: Conole Openlearn

Other features:adaptive help

Page 83: Conole Openlearn
Page 84: Conole Openlearn

Generic Issues

Page 85: Conole Openlearn

Generic Issues

Adopting a Learning Design mindset

Page 86: Conole Openlearn

Generic Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Page 87: Conole Openlearn

Generic Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Integration of help at the right time and level

Page 88: Conole Openlearn

Generic Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Integration of help at the right time and level

Forms of representation and levels of granularity

Page 89: Conole Openlearn

Generic Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Integration of help at the right time and level

Forms of representation and levels of granularitySustainable user-generated

activities

Page 90: Conole Openlearn

Generic Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Integration of help at the right time and level

Forms of representation and levels of granularitySustainable user-generated

activitiesRoll out and support:research vs. practice

Page 91: Conole Openlearn

Next steps

Page 92: Conole Openlearn

Next stepsMap of more OpenLearn content,

identification of OER specific issues

Page 93: Conole Openlearn

Next stepsMap of more OpenLearn content,

identification of OER specific issues

Wider scope focus groups and workshops

Page 94: Conole Openlearn

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Page 95: Conole Openlearn

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

ScreenCam walk throughs: 1. Using Compendium for design2. Audio/visual of design process

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Page 96: Conole Openlearn

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

Library of learning activities based on OpenLearn content

ScreenCam walk throughs: 1. Using Compendium for design2. Audio/visual of design process

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Page 97: Conole Openlearn

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

Library of learning activities based on OpenLearn content

ScreenCam walk throughs: 1. Using Compendium for design2. Audio/visual of design process

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Evaluation and refinement

Page 98: Conole Openlearn

Learning DesignConole, G. and Weller, M. (forthcoming), Using learning design as a framework for the design and reuse of OER, OpenLearning Conference, Milton Keynes

Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design methodology to foster adn support creativity in design

Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography – software tools and mapping techniques

Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies

Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference, July 2007, Greenwich

Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and scaffolding learning design, EDEN conference, June 2007, Naples