Designing for openness
description
Transcript of Designing for openness
www.le.ac.uk
Designing for opennessDr Alejandro Armellini
Senior Learning Designer
Beyond Distance Research Alliance
University of Leicester, UK
http://tinyurl.com/bdra-educa2012
Objectives
To illustrate how the Carpe Diem learning design process has evolved as a result of the OER agenda over the past 3 years
To show how Carpe Diem has become a platform for the dissemination of open practices
The Beyond Distance Research Alliance…
• Is a Research and Innovation Unit• Generates evidence that colleagues can relate
to through funded research projects• Promotes and disseminates evidence-based,
incremental change and embedding• Shapes and informs policy and strategy
www.le.ac.uk/beyonddistance
Our mantras• Research to practice• Innovation to mainstream• Low-cost, high-value learning technologies• Design once, deliver many times• Design for learning, e-moderate for
participation
…to inform, embed, disseminate and sustain change
Design for learning
E-moderate for participation
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Delivery
Good
Bad
Bad GoodDesign
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Delivery
Good
Bad
Bad GoodDesign
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Delivery
Good RECOVERY
Bad
Bad GoodDesign
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Delivery
Good RECOVERY
Bad WHAT A WASTE!
Bad GoodDesign
Designing together: Carpe Diem
Source: http://www.flickr.com/photos/susanvg/
Seize the Day
Invest two days of your timeand get your course online
Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/
Carpe Diem addresses…• ‘My use of e-learning is bad.’• ‘Help me redesign this.’• ‘The discussion forums are never used.’• ‘What is a wiki?’• ‘Can I run synchronous sessions? How?’• ‘What is Web 2.0 and how can my learners benefit from it?’• ‘Existing resources? What resources? Are they readily
available? For free? Really?’
Focus: designing for learningwww.le.ac.uk/carpediem
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Carpe Diem deliverables• Blueprint for the course• Storyboard• Running e-tivities (peer-reviewed and reality-checked)• Model for further development• Action plan
www.le.ac.uk/carpediem
www.le.ac.uk/mediazoo
Learning outcomes
Assessment
START END
Storyboard
Gather my materials & borrow materials from
colleagues
Review learning outcomes & assessment
Download stuff
Identify gaps
‘Write’ the rest (often a lot) to fill gaps
Check consistency, alignment & go
Storyboard
Create a scaffold
Generate a blueprint
Select and adapt OERs
Gather materials & identify gaps
Design missing bits as per storyboard
Reality check, review, adjust & go
Format
ContentText &
graphicsAudio Video Slides (eg
PowerPoint)Other (eg
Adobe Presenter)
What I already have
What I find and reuse as is
What I find, tweak and use
What I find, repurpose and use
What I create for this module
Resource Audit
New curriculum
Low-cost, high-value
enhancement
Strategic, embedded enhancement
>> Tweaked curriculu
m >>
Current
curriculum
Opportunistic enhancement Timely enhancement
Used as is >> Tweaked OER >> Repurposed
OER design
Curriculum design
High
Low High
OER-enhanced curriculum
The CORRE quality and evaluation frameworkhttp://tinyurl.com/otter-corre
Taking our materials through CORRE
Stage in CORRE
Sample challenges
Content Are the materials usable out of context (e.g. without seminar input)?
Openness Have I copyright cleared all 3rd party content (e.g. images) embedded in my materials?
Reuse & Repurpose
Are all authors happy with the CC licence assigned to the new version of the materials?
Evidence Who is your OER primarily aimed at? Future Leicester students? Academics in other universities? Others?
www.le.ac.uk/ostrich
www.le.ac.uk
Dr Alejandro [email protected]
http://tinyurl.com/bdra-educa2012
December, 2011
http://www.flickr.com/photos/wwworks/