+

LEARNIG DESIGN WORKSHOP

Gráinne Conole, Open University, UKETUG Learning Design WorkshopSimon Fraser University 21/10/09

+Outcomes An overview of learning design

An understanding of challenges and opportunities in learning design

An awareness of current learning design research

Hands-on experience of OULDI tools, resources and activities Exploration of the OULDI toolbox Creation of visual design maps using CompendiumLD Finding, sharing and discussing learning and teaching ideas and

designs in cloudworks

Discussion of and reflection on relevance of the workshop tools, resources and activities to your context

+Outline Presentation: Introduction

Paradoxes in learning and teaching Learning Design –definition &overview of the

OU Learning Design Initiative (OULDI) Presentation: An introduction to cloudworks

Activities: Introduction & strategies for design Introductions, what do you want out of the workshop and

exploration of cloudworks – the cloudquest challenge Strategies for design – think/pair/share Discussion: In cloudworks plus plenary

Presentation: Representing designs: Different types & value of representations Two specific examples: task-swim line visualisation & patterns Introduction to CompendiumLD

+Outline Activities: Starting to use CompendiumLD

Creating a CompendiumLD map: either your own learning activity or an OER from OpenLearn

Discussions (optional): Thoughts on CompendiumLD Thoughts on cloudworks

Presentation: Some advanced features

Activities: Advanced features Saving designs as jpegs on Flckr Uploading and downloading CompendiumLD maps Importing and creating stencil sets Activity (optional): Making a design more collaborative Activity (optional): Share/discuss designs in cloudworks Activity: Reflections on the workshop and action plans

+Paradoxes

Open Educational Resources

Little evidence of reuse

New technologies offer new pedagogical opportunities

Potential for reuse with Open Educational Resources

Significant learning design and pedagogical patterns research

Array of technologies

Not fully exploited

New design methods Little known beyond research circuit

+Learning design: a definition

A methodology for enabling teachers/designers to make more informed decisions in how they go about designing, which is pedagogically informed and makes effective use of appropriate resources and technologies Covers design of resource and individual learning

activities up to whole curriculum level Helps make the design process more explicit and

shareable

Includes resource, tools and activities

+OU Learning Design Initiative

Empirical evidence:

Interviews, surveys, web stats, workshops

Representation: CompendiumLD toolDesign methods

Guidance:ToolsResourcesActivitiesWorkshops

Sharing:Research projectsWorkshopsCloudworks

Team: Andrew Brasher, Gráinne Conole, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin

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Teachers/design want examples, want to share/discuss!

Many repositories of good practice, but little impact

Blogging

Facebook

Twitter Slideshare

Flckr

Youtube

Commenting

Live commentary

Tagging

RSS feeds

Embedding

Following

At the heart of the paradox

Can we change practices through use of web 2.0 ideas?

+Cloudworks: Harnessing web 2.0

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Clouds: Learning & teaching ideasDesign or case studiesTools or resourcesQuestions or problems

Cloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject

Key concepts

+Cloud

Content

Extra content

Links

References

Tags

3 words Social Cummulativ

e Collective

+Cloudscape

“Communities”/clusters of interest - clouds around a shared purpose

Clouds can belong to more than one cloudscape

Lists clouds + comments

Can “follow” cloudscapes, all activities appear in your “Your cloudstream”

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+Cloudstream

Means of personalising and tailoring

Three types: Public cloudstream – everything Your cloudstream – things your are

following Cloudscape cloudstreams – all

activities associated with a cloudscape

User cloudstreams – a user’s activities in the site

“Follow and be followed” – people or cloudscapes you follow appear in your personal cloudstream

“Tsb” view for filtering All Clouds Cloudscapes Links References Extra content

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+

+Other features

Customised email alert

RSS feeds cloudscapes and people

Embedding different kinds of content – videos, images, presentations

Cumulative intelligence: Additional cloud content, collective tagging of clouds and cloudscapes, addition or links or resources, discussion

Multiple navigation routes - browse clouds or cloudscapes, search, via people, home page – active clouds, featured cloudscapes, site cloudstream, email alerts

+ETUG workshop cloudscape

Pre-workshop space Evolving set of resources for the workshop, initial

introductions

During the workshop Guidance and additional resources Space for collective discussion around activities

Post workshop Cummulative addition to resources, continued

conversation, link to wider teaching and learning community

+Activity: Introductions, what do you want out of the workshop & exploration of cloudworks

Working with those at your table Agree what you want to get out of the workshop Take an exploratory tour of cloudworks

You can summarise your discussions/conclusions on the following two clouds in the ETUG cloudscape Cloud: Introductions and what do you want out of

the workshop http://cloudworks.ac.uk/cloud/view/2463

Cloud: Take the cloudquest challenge http://cloudworks.ac.uk/cloud/view/2454

+Activity: Strategies for design

Think of a resource you have created

Describe its inherent design

Share with the person next to you

Share with the wider group

You can also summarise your discussions in the cloud for this activity http://cloudworks.ac.uk/cloud/view/1800

+Discussion: Strategies for design

+Design strategies

Design process creative, messy, iterative

Sharing and reuse difficult, but valuable

Serendipitous routes to support

Every teacher does it differently

Different aspects to design - focus and level of granularity

No one perfect design tool or approach

Different aspects – resources, tools, outcomes, support, etc.

+ Design implicit, difficult to represent

Different representations highlights different aspects of the design Task swim line – mapping task,

tools, resource, time Pedagogy profile – view of tasks

profile Curriculum mapping – at a glance

view

Activity has a “design” “Think-pair-share” pedagogical pattern

Value of visual representations Makes design explicit and sharable Means of guiding process of design

Design representations

+Representations

Seeing curriculum differently Not content focused Different views to

foreground different aspects Recognising design at

different levels – from activity to whole course

Examples Task swim line Pedagogy profile Course map

+Task swim line

Based on: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs

Advantages Makes design explicit Maps out design Sharable with others Good at activity level

+CompendiumLD

Tool for visualisation designs

The method is an important as the tool

Will provide a demonstration

Hands-on exploration of the tool

Discussion

+CompendiumLD

Core icon set

Design icon set

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Creating a simple visual design in CompendiumLD

Demonstration

+CompendiumLD Features

Visual maps with icons + connections

Generic icon set + customised design icon set

Multiple layers, maps within maps

Drag and drop different file formats (images, videos etc.)

In-situ design help – customised google search and links to cloudworks

Aggregation of task times by roles

Design templates Flexible export options

from picture to interactive web page

+Activity: Create a design

Working in small groups, use CompendiumLD to visualise a design

Either work on your own idea or choose a OER resource from OpenLearn to map

Use the following for help and inspiration: CompendiumLD – google customised search CompenduumLD – design templates Cloudworks CSCL pedagogical patterns (Hernández et al.,

Appendix)

Cloud: http://cloudworks.ac.uk/cloud/view/393

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Look at the visual representation of part of a masters course in educational technology (H808)

Do this give you a good overview of what is it the students are doing? How does it compare to a textual version?

How much time does each task take?

Have the learning outcomes been met?

Activity (optional): The power of visualisation

+Presentation: Advanced features

Can export as an image (jpeg), html web map or zip file

Export stored: /compendiumld/exports/

Can upload images to sites like flckr

Can upload zip file to labspace for sharing

Can import or create new stencil sets

+Activity: Exporting as an image

Export your design as a jpeg

Upload to the flckr Using your own account or Use the workshop space - user name: etug2009

Add image as embedded content in cloud

Focus on one other design on the cloud and comment

Cloud: http://cloudworks.ac.uk/cloud/view/2529

+Activity: exporting as a map

Export as a power map

Upload into Labspace

View other designs uploaded

Download the design tips map

Import into CompendiumLD

Open the Learning Design Icons stencil

Cloud: http://cloudworks.ac.uk/cloud/view/2529

+Activity: new stencil set

Importing a stencil set Import the cloudquest or design tips map from

labspace (http://labspace.open.ac.uk/blocks/compendium/browsemaps.php?context=&id=5212)

Close and reopen compendiumld Tool, open stencil, choose “Learning Design Icon”

Creating a stencil set Tool, manage stencil Create new stencil Add items (care with size of image) and save

+Presentation: Pedagogical patterns

Pedagogical patterns Embedded good

pedagogy Derived from Alexander’s

work “Solutions to problems”

Introduction Context Problem headline Solution Picture Similar patters

+Activity: Adding in collaboration

Revisit the design you have created

Use the CSCL pedagogical patterns to consider how the design can be made more collaborative

Cloud: http://cloudworks.ac.uk/cloud/view/2526

+Presentation: Other representations

“Designs: can be represented in a variety of ways (text, images metaphor, etc) and different levels

Different types of representations have different values/purposes

Different levels of granularity – from resource or activity up to whole curriculum level

The design process is different at different stages in the lifecycle

+Other forms of representation We have indentified six “views” for a course

Task swim line Course map Pedagogy profile Cost effectiveness Course performance Design factors views

Uses Representing an existing course Comparing courses As part of the design process

Describing the curriculum Cloudscape: http://cloudworks.ac.uk/cloudscape/view/1907

Guidance &support

Evidence & demonstration

Information & experience

Communication &interaction

Thinking & reflection

Course map

Gives an “at a glance view”

Five components to any course

Uses:

Represent a course

Compare

Design

Course map/At a glance representation

Guidance and support “Learning pathway”Course structure and timetableCourse calendar, study guide, tutorials

Information and experience “Content and activities”Could include course materials, prior experience or student generated contentReadings, DVDs, podcasts, lab or field work, placements

Communication and interaction “Dialogue”Social dimensions of the course, interaction with other students and tutorsCourse forum, email

Thinking and reflection “Meta-cognition”Internalisation and reflection on learningIn-text questions, notebook, blog, e-portfolio,

Evidence and demonstration “Assessment”Diagnostic, formative and summativeMultiple choice quizzes, TMAs, ECA

Information & experience

PDF resources

Links to e-journal articles and other websites

Evidence & demonstration

6 TMAs – submitted online (505 of overall score)

3hr examination (50% of overall score)

Thinking & reflection

Activities throughout learning guides (4-7 per guide)

5 website ‘interactives’

Journal space in MyStuff

Core questions, thinking points and summaries in course books

Communication & interaction

Course-wide Café forum

Tutor group forums with sub-forums for each block

F2F tutorials near beginning, middle and end of course (some regional variation)

Guidance & support

Study planner

20 Learning guides

General assessment guidance

TMA questions

Course guide

Study calendar

KE312 Working Together for Children60pt course over 32 weeks3 blocks/20 learning guidesWhole weeks devoted to TMAsConsolidation week (week 22)

• Practice related• Aligned to latest prof framework for mult-agency working• Rich case studies• Read – relate to practice – reflect – write

3 co-published course books (21 chapters/ 960pp)

DVD – videos of 3 practice settings + interviews (XXmin)

Plus own experience and practice

Tutor support – 1:20; 21 contact hrs; band 7

Course map example

42 Mick Jones

+Pedagogy profile

Map of student tasks to time periods (weeks, semesters, etc)

Six types of student tasks + assessment

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

Widget provides graphical view

43

+Activity: pedagogy profile

Use the pedagogy profile to model one of your courses

Save the profile as an image

Upload to flckr

Save image as embedded content in the representation cloud

Comment on one other profile

Optional: Look at the representation cloudscape for information on the other representations

Pedagogy profile cloud: http://cloudworks.ac.uk/cloud/view/2459

+Activity: reflection & action points

Use post-its to answer the following Three words to describe:

CompendiumLD Cloudworks

What did you like about the format and content of the workshop?

What didn’t you like or could be improved? What action points are you going to do as a

result of the workshop?

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LEARNIG DESIGN WORKSHOP

Gráinne Conole, Open University, UKETUG Learning Design WorkshopSimon Fraser University 21/10/09