New methods to think about designGráinne Conole,The Open University, UKOnline Educa, Berlin, 1/12/10

cloudworks.ac.uk/cloudscape/view/2227

The OU Learning Design Initiative

Shift from belief-based, implicit approaches to design-based, explicit

approaches

Encourages reflective, scholarly practices

Promotes sharing and discussion

Learning DesignA design-based approach to

creation and support of courses

Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin

Aspects of learning design

Tools

Resources

Act

ivit

ies

Tools

Resources

Activities

Tools

Res

ourc

es

Activities

Foundations

Representation

Collaboration

Mediating artefactsAffordances

Excel template

CompendiumLD

Course views

Cloudworks

’DesignChallenge’

RepresentationThe Open University, UK

KE312Working together with children

What’s the problem?Text-based/focus on content

Doesn’t show what the course is really like or what it consists of

How are courses typically represented?How explicit is the inherent design?

Moving beyond content

The power of visualisationShift emphasis away from contentHelp articulate designsSupports effective designProvides focus at different levelsActs as a dialogic mediating artefactsProvides a design recordEncourages reflective practiceEnables sharing of designs

Now you!

How to ruin a course

Tools in use

Course views Course map Learning activities Course dimensions Pedagogy profile Learning outcomes map

How to ruin a course

Issues and strategies important for the success of a course

Check list for design and evaluation of a course

Activity: List 10 ways that technologies can make your

course fail Compare and discuss Look at other examples:

http://cloudworks.ac.uk/cloud/view/2597

Cloudworks

Social networking site for sharing and discussing learning and teaching ideas

Boundary crossing

Best of web 2.0 functionality and practices

Do the Cloudquest challenge!

Quick language guide

Cloud: Anything to do with learning and teaching

Cloudscape:A collection of clouds

Activity stream:Latest activities on a Cloudscape or people Favourites:

Vote for things your like

RSS feeds:For Cloudscapes, Clouds & people

Follow:Cloudscapes, Clouds or people

Attend: Conferences & workshops

Tools in use

In this activity you will explore the term ‘affordances’ and decide on tools based on their positive and negative affordances

Produce a map

Activity Choose a task and 3 tools Put the task in centre of paper and tools on the outside Add positive and negative affordances Decide which tool to use Compare and discuss Look at other examples:

http://cloudworks.ac.uk/cloud/view/4042

Co-evolution of tools and practice

Evolving practices

Characteristics of people

Preferences

Skills

Interests

Context

Characteristics of tools

Reflection

Dialogue

Aggregation

Interactivity

Affordances (Gibson)‘All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.

Basic communications & gestures

Symbolic representations (words, numbers)

1st wave technologies (phone, radio, fax, TV, CD/DVDs)

2nd wave technologies networks, mobiles, the Internet)

Foundations: technology affordancesPositive affordances, promotes…

Interaction

Collaboration

Reflections

Dialogue

Creativity

Organisation

Inquiry

Authenticity

Costly to produce

Time consuming (development)

Difficult to use

Time consuming (support)

Assessment issues

Lack of interactivity

Difficult to navigate

New literacy skills

Negative affordances, think about…

A blog for reflective practice

Affordances (Gibson)All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.

Course map

This activity produces an ‘at a glance’ view of a course

Produces a map of a course

Activity: Use the course map guide, fill in the six boxes for your course Compare and discuss Look at other examples:

http://cloudworks.ac.uk/cloud/view/3422

Guidance & SupportCourse structure and

timetablee.g. course calendar, study

guide, tutorials

Reflection & DemonstrationInternalization and

reflection, e.g. in-text questions, blogs, e-portfolios

Diagnostic, formative or summative assessment

Content & ActivitiesCourse materials, prior

experience, learner-generated content, e.g.

readings, DVDs, podcasts, labs

Communication & Collaboration

Dialogic aspect of the course, interaction between

learners &tutors - course forum, email, etc.

Course summaryLevel, credits, duration, key features

Key wordsDescriptive words indicating pedagogical

approach

Course map

Guidance & SupportCourse guide, study

calendar, study planner, 20 learning guides, General

assessment guidelines and assignments

Tutor support: 1:20, 21 contact hours

Reflection & Demonstration

Journal space in the Mystuff e-portfolio,

6 assignments online (50% of overall score)

Content & Activities3 co-published books, DVDs of 3 practice settings, core

questions, thinking points in course books

Plus own experience and practice

PDFs, e-journal articles & websites, activities in

learning guides, 5 website interactivities

Communication & Collaboration

F-t-F tutorials near beginning, middle and end,

Course-wide café forum, Tutor-group forums with sub-

groups for each block

Course summaryKE312 - Working together with

Children, 60 pt course over 32 weeks, 3 blocks/20

learning guidesWhole weeks devoted to assignments

Consolidation week (week 22)

Key wordsPractice-related, aligned to latest

professional framework for multi-agency working, rich case studies,

Read-Relate to practice – Reflect - Write

KE312 - Course map

Learning activities

This activity produces a task swimlane of an activity and the tools and resources used

Produces a swimlane diagram

Activity: Decide on the learning outcomes, tools, resources and

assessment for this activity Use the stickers/icons to map out the activity Use pens and arrows to add explanations Compare and discuss Look at other examples: http://cloudworks.ac.uk/cloud/view/3422

Task swimlane

Focus on the tasks learners doBase on:

Roles (learner, tutor, etc.)Tasks (read, discuss, etc.)Tools and resourcesOutputs

AdvantagesMakes design explicitMaps out designSharable with othersGood at activity level

UseMindmapping tools – CompendiumLD, CMap, FreemindPen, paper and stickers

Three more!

Course Map

Pedagogy Profile

Learning Outcomes

Course Dimensions Task Swimlane

Pedagogy profile

Learning Design Taxonomy - Conole, 2008

Map of learner tasks to time periods (weeks, semesters, etc.)6 types of learner task + assessment

AssimilativeInformation handlingCommunicationProductiveExperientialAdaptiveAssessment

Each cell indicates the amount of time spent on each type of task

Course dimensions

Guidance &Support

Content &Activities

Reflection &demonstration

Communication & Collaboration

+Learning outcomes

Mapping learning outcomes to:

ActivitiesAssessment

Based on Biggs’ work (1999) on constructive alignmentMaps course and highlights any gaps

Reflection

What three words would you use to describe this workshop?

What did you like about this workshop?

What could have been better?

What three words would you use to describe Cloudworks?

What three words would you use to describe the course views?

What action points will you do as a result?

References

Workshop material: http://prezi.com/ffbp3lwn-m7m/ouldi-toolbox/

Cloudworks: http://cloudworks.ac.ukMy blog: http://www.e4innovation.comLearning design paper:

http://cloudworks.ac.uk/cloud/view/4001

Papers and presentations: http://www.slideshare.net/grainne

Book: contemporary perspectives on e-learning (Conole and Oliver, 2007)