1. Designing the next generation of HSC courses new and innovative approaches to thinking Grinne Conole and Adrian KirkwoodAccentura, Kents Hill5th-6th June 2008

2. Introductions & Aspirations What you said you wanted from the workshop? 3. Workshop outcomes The context of HSC course developmentOverview of different approaches to designAwareness of the range of tools and resources for design and how they can be usedHands on exploration of some tools and resourcesReection on relevance to your context & the constraintsAction plans for next steps 4. The HSC contextContext of course design in HSCReecting on the nature of courses 5. T1 - context - pastWhat impact were technologies predicted to have - on life generally, on education? What has happened which wasnt predicted?How do you think students use of technology has changed in recent years?How has OUproduction/presentation systems adapted to these changes? 6. Technology trends 7. Technology trendsWeb 1.0 Information, critical massInstitutional web sitesEmail for communicationInformation strategies Integrated institutional systems 8. Technology trendsWeb 1.0 Information, critical massInstitutional web sitesEmail for communicationInformation strategies Integrated institutional systemsWeb 2.0 Interactive, openness User generated Wisdom of crowdsDistributed, large-scale dataArchitecture of participation 9. An inter-connected world 10. Society Work patternsCultureBoundaries Economy An inter-connected world 11. SocietyWork patterns Culture BoundariesEconomyAn inter-connected world Technology PervasiveSocial tools Personalised Mobile/Smart 12. SocietyWork patterns Culture BoundariesEconomyAn inter-connected world Education TechnologyLifelong Pervasive IndividualSocial tools Social Personalised Purposeful Mobile/Smart 13. Changesin society Technology Economy Work Culture Education Globalisation 14. Changesin societyTechnologyPolicy Lifelong& initiatives learning Economy Work Culture Education Personalisation Globalisation 15. Changesin societyTechnologyPolicy Lifelong& initiatives learning Economy WorkPracticeCulture Education Personalisation Globalisation 16. context - presentAdapt the diagram to your own context What are the key factors impacting on your coursedesign? What are the characteristics of your students, yourcourses? 17. Mapping the OU contextExternalContent Activities Resources Tools Assessment SupportcontextWorkValuesTechnology CultureEconomy 18. T2: The teacher perspective 19. T2: The teacher perspectiveFour inter-connected facets of learning 20. T2: The teacher perspectiveThinking & reection Four inter-connected facets of learning 21. T2: The teacher perspectiveThinking & reection Four inter-connected facets of learning ommunication & interaction 22. T2: The teacher perspectiveThinking & reection Four inter-connected facets of learning ommunicationExperience & interaction & activity 23. T2: The teacher perspectiveThinking & reection Four inter-connected facets of learning ommunicationExperience & interaction & activity Evidence & demonstration 24. T2: The teacher perspectiveThinking & reection Four inter-connected facets of learningCan we use this as aframework for mapping tools and activities? ommunication Experience & interaction& activity Evidence & demonstration 25. media useHow are media used and how might they be used to engage students in learning?Think about current media you use and describe the nature of the activity and to what extent it promotes the four types of meta-learning?List new tools or ways of using tools and consider how they map to these types of learning (you can change the tool or way it is used or both) 26. Mapping tools to learningThinking Conversation Experience DemonstrationTools Useandand interaction and activityand evidencereection Forums Podcasts Wikis Blogs DVDs 27. The HSC contextWorkload issuesResources constraints 28. T3: The student perspective What are your students doing withtechnologies? How has student use of technologies changedin recent years What are the core tools and technologies theyare using? How are they using them? 29. Learner voices JISC Learner Experience programme and publication in their own words 30. Learner voices Learning inthe digital age JISC Learner Experience programme and publication in their own words 31. Learner voices Learning inthe digital age Communication& networkingJISC Learner Experience programme and publication in their own words 32. Learner voices Learning inthe digital age Communication& networkingJISC Learner Experience programme and publication in their own words 33. Learner voicesLearning in the digital ageConcernsExpectationsBenets Communication & networking JISC Learner Experience programme and publication in their own words 34. Changing student/ institutional relationship 35. Changing student/ institutional relationshipI think the relationship between students and theuniversity itself, is becoming very technological most services are provided online, and that saves a lotof time, meaning you dont need to come to university...a lot of information about yourself... even your grades its been much easier to interact with the university 36. Changing student/ institutional relationshipI think the relationship between students and theuniversity itself, is becoming very technological most services are provided online, and that saves a lotof time, meaning you dont need to come to university...a lot of information about yourself... even your grades its been much easier to interact with the universityAlmost all our communications ....are though emailinvaluable becausewere ... all off site so muchLaura: Technology immersed 37. Core tools for learning 38. Core tools for learning It basically opens up a whole world of learning for everybody, you know. You can nd, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you dont have to ick through a big le, you can type, search your computer for what youre looking for 39. Core tools for learning It basically opens up a whole world of learning for everybody, you know. You can nd, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you dont have to ick through a big le, you can type, search your computer for what youre looking forI use email to communicate with everyone, especiallylecturers; arranging meetings, asking questions aboutwork and queries over assignments etc I write all myassignments using Word and to sort through theinformation I nd, make notes of what I still need to doand spell check my emails that I'm sending to lecturers 40. Jenny and Emma: ePortfolio Using technology for practice-based learning 41. Todays learners 42. Todays learners Core toolset Word, email, Web InformationCommunication Google rst, peerMix-mode, approvalpersonalised 43. Todays learners Core toolset Word, email, Web InformationCommunication The 8-part Google rst, peerMix-mode, approvalpersonalised LXP framework 44. Todays learners Core toolset Word, email, Web PersonalisedAdaptiveDigitisedSkillsInformation Communication The 8-part Google rst, peer Mix-mode, approval personalised LXP framework 45. Todays learnersCore toolsetWord, email, Web PervasivePersonalised Adaptive Integrated Time/space Digitised Skills Learning patterns InformationCommunication The 8-part Google rst, peerMix-mode, approvalpersonalised LXP framework 46. Learning processes 47. Learning processes Task orientatedExperientialCumulative 48. Learning processes Task orientatedExperientialCumulative 49. LearningAttitudes & processes approaches Task orientatedExperientialCumulative 50. LearningAttitudes & processes approaches Engaging & relevant Task orientatedMulti-facetedExperiential Social aspectsCumulative 51. Changing student expectationsWhat do you think is on the horizon? Whatimpact do you think increasing ubiquitousaccess will have? Inuence of gaming, virtualworlds, mobile devices, etc.? Reection on course evaluations - why aresome course components used less and ratedless favourably than others? 52. The HSC context What messages are we getting from our students?Impact of K101? 53. T4: Strategies for designWhat is learning design? 54. T4: Strategies for design Shift of focus fromcontent to activityWhat is learning design? 55. T4: Strategies for designShift of focus from content to activity What is learning design?A means of describingand representing learning activities 56. T4: Strategies for designShift of focus from content to activity What is learning design?A means of describingProvides a meansand representing of sharing learning learning activitiesactivities 57. Key questions 58. Key questionsHow can we designlearning activitieswhich makeeffective use of toolsand pedagogy? 59. Key questions How can we design learning activities which make effective use of tools and pedagogy? How can we capture and share practice? scaffold and support the design process? 60. Learning connections 61. Learning connectionsDesign 62. Learning connections Learning activities Outcomes DesignTasks Assessment 63. Learning connections Learning activities OutcomesSupport DesignTasks Assessment 64. Learning connections Learning activities OutcomesSupport DesignTasks Assessment Student experience 65. The OU Learning Design projectAndrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 66. The OU Learning Design project Fact nding & user requirementsPhase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshopsTool and resource development Phase 1: Compendium, external resourcesPhase 2: CompendiumLD, LD toolbox Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 67. The OU Learning Design project 44 case 8 faculty studiesworkshops Fact nding & user requirementsPhase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops 15 design Tool and resource developmentinterviews & 2 Workshops &Phase 1: Compendium, external resources in-depth course focus groups Phase 2: CompendiumLD, LD toolboxevaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 68. The OU Learning Design project 44 case 8 faculty studiesworkshops Fact nding & user requirementsPhase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshopsTool Resource development:identication: tools, Compendiummethods, case studies15 design Tool and resource developmentinterviews & 2 Workshops &Phase 1: Compendium, external resources in-depth course focus groups Phase 2: CompendiumLD, LD toolboxevaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 69. Why is it useful? 70. Why is it useful? Means of eliciting design - common language/ understanding of learning activities 71. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process more explicit, aids reection 72. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reectionnot just content 73. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reectionnot just contentProvides guidance on the design process 74. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reectionnot just contentProvides guidance on the design processCreates an audit trail 75. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reectionnot just contentProvides guidance on the design processCreates anHighlights policy audit trail implications 76. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reectionnot just contentProvides guidance on the design processCreates anHighlights policy audit trail implications Guides learner through activities sequences 77. Your design strategies How do you currently design your courses? How do you get new ideas?What resources and support do you use? What issues do newtechnologies raise? 78. Design strategies 79. Design strategies Learning outcomes: What do you want thestudents to achieve? 80. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principlesstudents to achieve?do you want to emphasis? 81. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principlesstudents to achieve?do you want to emphasis? Activities: What do you want the students to do? 82. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principlesstudents to achieve?do you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you want to assess and how? 83. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principlesstudents to achieve?do you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you want to assess and how?Tools: What tools doyou want to use? 84. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principlesstudents to achieve?do you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you want to assess and how?Tools: What tools do Resources:you want to use? What resources do you want to use? 85. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principlesstudents to achieve?do you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you want to assess and how?Tools: What tools do Resources:you want to use? What resources doProblem: you want to use?What specic problem do you want to address? 86. Interviews 87. Interviews ProcessSupportRepresentation BarriersEvaluation 88. Interviews ProcessConstraints From the heartTacit natureSupport Representation Sum greater than parts The big ideaInteractive Barriers designShared visionEvaluation Serendipity Link to assessment 89. ndings to date 90. ndings to date Design process creative, messy, iterativeSerendipitous routesto supportSharing and reuse difcult No one perfect design toolor approachDifferent aspects to design - focus and level of granularity Compendium easy to use andmakes design more explicit Text, visual, models of designs all have pros and cons 91. ndings from interviews 92. ndings from interviews Value in sharing andcommunicating designs 93. ndings from interviews Value in sharing andcommunicating designsInformed by practice rather than theories 94. ndings from interviewsValue in sharing and communicating designsIts about making networks faster to get hold of, into, and getting the right people for help and advice...having the opportunity to talk to somebody might cut through a lot of diggingaround whether there is anything that you want and understanding it[Interviewee]Informed by practicerather than theories 95. ndings from interviewsValue in sharing and communicating designsIts about making networks faster to get hold of, into, and getting the right people for helpCase studies are of an historical and advice...having the opportunity to talk to moment and many change over somebody might cut through a lot of digging production and presentation. Casearound whether there is anything that you studies dont record this change want and understanding it [Focus group][Interviewee]Informed by practicerather than theories 96. T5: Different ways of thinkingWill introduce a range of different ways ofthinking about design 97. Types of media formatConsider the location of a range of media (video, audio, podcasts, forums, etc) in the following table Synchronous AsynchronousPresentation Interaction Dialogue Generative activity 98. pedagogy dimensions Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 99. pedagogy dimensions Individual SocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 100. pedagogy dimensions Individual Passive Active SocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 101. pedagogy dimensions Individual Information Passive ActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 102. Mapping tools/activitiesto pedagogyBlog asBlog collective reective diary class resource 103. Mapping tools/activitiesto pedagogyBlog asBlog collective reective diary Individual class resource Social 104. Mapping tools/activitiesto pedagogyBlog asBlog collective reective diary Individual class resource PassiveActive Social 105. Mapping tools/activitiesto pedagogyBlog as Blog collective reective diaryIndividual class resourceInformation PassiveActiveExperienceSocial 106. Mapping tools/activitiesto pedagogyBlog as Blog collective reective diaryIndividual class resourceInformation PassiveActiveExperienceSocial 107. Mapping tools/activitiesto pedagogyBlog as Blog collective reective diaryIndividual class resourceInformation PassiveActiveExperienceSocial 108. Mapping tools/activitiesto pedagogyBlog as Blog collective reective diaryIndividual class resourceInformation PassiveActiveExperienceSocial 109. Mapping tools/activitiesto pedagogyBlog as Blog collective reective diaryIndividual class resourceInformation PassiveActiveExperienceSocial 110. Mapping tools/activitiesto pedagogyBlog as Blog collective reective diaryIndividual class resourceInformation PassiveActiveExperienceSocial 111. Mapping tools/activitiesto pedagogyBlog as Blog collective reective diaryIndividual class resourceInformation PassiveActiveExperienceSocial 112. Mapping exercise Locate each on a pedagogy framework:Web search: students search the web and collate resourcesagainst a given set of criteria Drill and practice: students work through a set of resourceand then complete a formative self-assessment Debate: for and against debate, students choose a side, posttheir views and read other postings Portfolio: students gather evidence against learningoutcomes into a portfolio 113. Mapping tools to pedagogy warburton.typepad.com/liquidlearning/2007/11/how-do-we-inter.html 114. Mapping tools to pedagogy warburton.typepad.com/liquidlearning/2007/11/how-do-we-inter.html 115. A learner-centred view8LEM ashcards - focusing on the student activities View the LEM demonstrationhttp://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8 Create a design using the mapping gridhttp://cetl.ulster.ac.uk/elearning/documents/grid.pdf 116. Thinking About Affordances Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 117. Thinking About Affordances+ve and -veaffordances Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 118. Thinking About Affordances Organisation Creativity Dialogue+ve and -ve Collaborationaffordances ReectionInteractionInquiry Authenticity PositivesConole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 119. Thinking About Affordances Organisation Time consuming CreativitySupport issues DialogueAssessment issues+ve and -ve Collaboration Expensiveaffordances Reection Lack of interactionInteractionDifcult to manageInquiryNew skills required Authenticity UninspiringNegatives PositivesConole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 120. Thinking About Affordances Organisation Time consuming CreativitySupport issues DialogueAssessment issues+ve and -ve Collaboration Expensiveaffordances Reection Lack of interactionInteractionDifcult to manageInquiryNew skills required Authenticity UninspiringMap affordances forNegatives Positivesthe following toolsConole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 121. Thinking About Affordances Organisation Time consuming CreativitySupport issues DialogueAssessment issues+ve and -ve Collaboration Expensiveaffordances Reection Lack of interactionInteractionDifcult to manageInquiryNew skills required Authenticity UninspiringMap affordances forNegatives Positivesthe following toolsWiki ForumChat Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 122. Thinking About Affordances Organisation Time consuming CreativitySupport issues DialogueAssessment issues+ve and -ve Collaboration Expensiveaffordances Reection Lack of interactionInteractionDifcult to manageInquiryNew skills required Authenticity UninspiringMap affordances forNegatives Positivesthe following toolsWiki Blog ForumE-PortfolioChat Search engine Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 123. Thinking About Affordances Organisation Time consuming CreativitySupport issues DialogueAssessment issues+ve and -ve Collaboration Expensiveaffordances Reection Lack of interactionInteractionDifcult to manageInquiryNew skills required Authenticity UninspiringMap affordances forNegatives Positivesthe following toolsWiki BlogWord ForumE-PortfolioDVDChat Search engineVideo conference Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 124. Thinking About Affordances Organisation Time consuming CreativitySupport issues DialogueAssessment issues+ve and -ve Collaboration Expensiveaffordances Reection Lack of interactionInteractionDifcult to manageInquiryNew skills required Authenticity UninspiringMap affordances forNegatives Positivesthe following toolsWiki BlogWord Powerpoint ForumE-PortfolioDVDSpreadsheetChat Search engineVideo conference Simulation Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 125. ToolsE-portofolio, blog, wiki, RSS Tasksfeed, etc... Search, discuss,collate, present, etc 126. Organisation ToolsE-portofolio, Creativity blog, wiki, RSS DialogueTasksfeed, etc... Search, discuss, Collaborationcollate, present, Reection etcInteractionInquiry AuthenticityPositives 127. OrganisationTime consumingToolsE-portofolio, Creativity Support issues blog, wiki, RSS Dialogue Assessment issues Tasksfeed, etc... Search, discuss, CollaborationExpensivecollate, present, ReectionLack of interaction etcInteraction Difcult to manageInquiry New skills required AuthenticityUninspiringPositivesNegatives 128. Organisation Time consuming Tools E-portofolio, CreativitySupport issuesblog, wiki, RSS DialogueAssessment issuesTasks feed, etc... Search, discuss, Collaboration Expensive collate, present, Reection Lack of interactionetcInteractionDifcult to manageInquiryNew skills required Authenticity UninspiringPositivesNegatives Assessment Blog by portfolio reection on practice Group Group report in aresources viawikiRSS 129. Designing the next generation of HSC courses new and innovative approaches to thinking DAY TWO Grinne Conole and Adrian KirkwoodAccentura, Kents Hill5th-6th June 2008 130. T6: Forms of representation Brainstorm different ways designs can berepresented and shared Compare the pros and cons of text and visualrepresentations Discussion of existing HSC representations Introduction to the HSC Grid 131. Abstracting practice 132. Abstracting practice U316 The Environmental Web studied by Thorpe and Godwin 133. Forms of representation 134. Categorizing designrepresentations Forms ofrepresentation 135. Categorizing designrepresentations Forms ofList differentrepresentation purposes 136. Categorizing designrepresentations Forms ofList differentrepresentation purposesMoving betweenrepresentations 137. Categorizing designrepresentations Visualization Forms ofList different toolsrepresentation purposesMoving betweenrepresentations 138. An Inquiry activity 139. An Inquiry activity Educational scenarioto use technologyacross formal and informal contexts to promote an inquiry- based approach 140. An Inquiry activityTeacher poses question, prompts debateHandhelds linked to projector, initial resultsdisplayedTeams based on differences, challenge is to Educational scenariomove to agreement through inquiry &to use technologydebateacross formal and Choice of methods of inquiry (debate with informal contexts toexpert, experiment) promote an inquiry-Software provides resources & tools to based approachsupport to guide between locations andstore/share resultsResults presented in class and discussed 141. The HSC context Current ways of representing HSC designs Course models Study guides for students 142. Representations Brainstorm the different ways in which designs/ learning activities can be represented and shared. Pros and cons of each?What representations would be most useful for?others on the course teamcolleagues in LTSa professional accreditation bodyWhich would you nd useful in terms of taking and adapting other peoples designs? 143. HSC GRIDMapping of HSC courses against production and support models 144. Interview snapshots 145. Interview snapshotsHolistic I was building a sense of what theOne of the difculties is mapping the new course might be we mustwhole process I have tried to approach approach remember to do x, or a url of relevance course design using a holistic approach 146. Interview snapshots Holistic I was building a sense of what the One of the difculties is mapping the new course might be we must whole process I have tried to approachapproach remember to do x, or a url of relevancecourse design using a holistic approach Scrapbooks &Its in words, not diagrams aList of words clustered into blocks,dumping ground for thoughts arrows...can you have clusters doodle maps[to] capture thoughts link to TMAs [Assignments] 147. Interview snapshots Holistic I was building a sense of what the One of the difculties is mapping the new course might be we must whole process I have tried to approachapproach remember to do x, or a url of relevancecourse design using a holistic approach Scrapbooks &Its in words, not diagrams aList of words clustered into blocks,dumping ground for thoughts arrows...can you have clusters doodle maps[to] capture thoughts link to TMAs [Assignments]I tend to sit and doodle a map - Mapping Start from assessmentwill draw the logic and ow of strategies and learningthe course on paper and then elements outcomes and get an alignmentgo to compendium.Then the problem is sharing it 148. Contradictions 149. Contradictions Process 150. Contradictions Design as Capturing the Process process vs. implicit artifact 151. Contradictions Design as Capturing the Process process vs. implicit artifact Representations 152. Contradictions Design as Capturing the Process process vs. implicit artifactDemand for Variety of Representationscase studies inuences but underused 153. Contradictions Design as Capturing the Process process vs. implicit artifactDemand for Variety of Representationscase studies inuences but underusedSupport 154. Contradictions Design asCapturing theProcess process vs.implicit artifact Demand forVariety ofRepresentationscase studiesinuencesbut underused Variety: text,Changing Supportvisual,, etcrepresentations 155. Forms of representation 156. Forms of representationLearningActivities 157. Forms of representationCasePedagogicalLesson studypattern planLearningUMLModel Activitiesdiagram SchemaVocabulary Mindmap 158. Forms of representation Case Pedagogical Lessonstudy patternplan Learning DesignUML ModelActivities diagramSchemaVocabulary Designer view Mind map 159. Forms of representation Case Pedagogical Lessonstudy patternplan Learning DesignNarrative UML ModelActivities diagramSchemaVocabulary Designer view Learner view Mind map 160. Educational view Overview, Pedagogical model, assessment, constraints 161. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory 162. Educational viewOverview, Pedagogical model,assessment, constraints Process-based view Steps/stages involved, Schema/Inventory Technical view Technical blueprint, rule-based andruntime of data ow 163. The HSC contextNew models of worksTeams plus consultants 164. T7: Representation in actionHands on of tools for designLondon pedagogical plannerPheobe plannerCompendiumLDCloudworks 165. The OU LD project tools 166. The OU LD project tools Visualizingdesign Understandingdesign Guiding Sharing designdesign 167. The OU LD project toolsVisualizing design CompendiumLDUnderstanding design GuidingSharing design design 168. The OU LD project toolsVisualizing design CompendiumLDCLouDworksUnderstanding design GuidingSharing design design 169. JISC Design plannersCreate a design in either Phoebe or LPP Phoebe phoebe-app.conted.ox.ac.uk LPP www.wle.org.uk/d4l/Note down what you like and dislike about the tool 170. CompendiumLD DemonstrationUsing at the micro-activity levelUsing at the course level 171. CompendiumLD 172. CompendiumLDMain workspace for creating visual maps and designs 173. CompendiumLD Standard Compendiumicon set Main workspace for creating visual maps and designs 174. CompendiumLD Standard Compendiumicon set Main workspace for creating Customised Learning Design visual maps and designs icon set 175. Visualising designs 176. Visualising designs 177. Visualising designsActivity 178. Visualising designsActivityRole 179. Visualising designsActivityRoleTask 180. Visualising designsActivityRoleTaskTool 181. Visualising designsActivityResource Role Task Tool 182. Visualising designs Activity Assignment OutputResourceRoleStopTaskTool 183. Visualising designs Activity Assignment OutputResourceRoleStopTaskTool 184. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 185. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 186. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 187. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 188. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 189. CyberDeutsch Tools for interactionand collaborationRegine HampelUrsula Stickler 190. CyberDeutsch Tools for interactionand collaborationRegine HampelUrsula Stickler 191. Scaffolding & support 192. Scaffolding & support 193. Scaffolding & support 194. Scaffolding & support 195. Providing structuredguidance 196. In-depth course evaluation 197. In-depth course evaluation 198. In-depth course evaluation 199. In-depth course evaluation 200. Exploring CompendiumLDVisualising the design process Work in pairs represent a learning activityyou have developed Explore the in-situ help Keep a note of what you like and dislike Think about how you might use thisindividually or as a team 201. Comparing toolsPros and cons of the toolsAlternative tools and approachesThe design lifecycle and different granularities of design - how do the tools and approaches map? 202. THE HSC ContextLearning Design specication template 203. T8: Resources & Case studies Choose a scenario (or outline your own)Choose a resource to exploreFind out as much as you can from the resource Write down things you like and dont like about the resource Note the strategies you are using to searchChoose a second resource to explore and repeat 204. Scenarios 205. Scenarios Refresher course for returner nurses, providing skills update and outline of latest changes in legislation, etc. Use an e-portfolio as the main vehicle of students demonstrating evidenceBeginners social work course, large cohort of students, want to encourage lots of communication and ways of students practicing their interpersonal skillsFinal year research project in which students need to demonstrate an evidence-based approach 206. Discussion What strategies did you use for searching the sites?How useful was the information?What was missing? 207. resources OU Learn about guides epd.open.ac.uk/browseLAG.cfm OU E-learning case studies https://intranet-gw.open.ac.uk/eLearningCaseStudies/ Subject specic: Intute www.intute.ac.uk, LTSN SWAP www.swap.ac.uk, HE Academy www.heacdemy.ac.uk/healthEducause www.educause.edu/7ThingsYouShouldKnowAboutSeries AUTC Learning Design site www.learningdesigns.uow.edu.au Globe repository globe.edna.edu.au/globe Phoebe wiki phoebe-app.conted.ox.ac.uk JISC Effective practice guide www.elearning.ac.uk/effprac/ TELL pedagogical patterns cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf 208. CLouDworks 209. CLouDworks 210. CLouDworks Find and share designs 211. CLouDworks Find and share designs Web 2.0 principles: tagging, proles, user generated 212. CLouDworks Find and share designsCloudlets Web 2.0 principles: tagging, proles, user generated 213. CLouDworks Find and share designsCloudletsDesigns Web 2.0 principles: tagging, proles, user generated 214. CLouDworks Find and share designsCloudletsResourcesDesigns Web 2.0 principles: tagging, proles, user generated 215. CLouDworks Find and share designsCloudletsResourcesDesignsTools Web 2.0 principles: tagging, proles, user generated 216. createPut in a cloudlet describing an interesting learning activity/teaching innovationComplete your own user proleBrowse cloudlets, designs, resources and toolsAny of interest?Is the level of detail ok, too little, too much? 217. T9: Constructing the narrative How do we combine internal and externalresources? What are the difculties with repurposingother peoples materials? How do we construct a coherent narrative? 218. Example approachesThe HSC learning guidesH809 case study 219. The OU LD project: pick and mix 220. CompendiumLD The OU LD project: pick and mixDesign tools 221. Resources & examplesCompendiumLD The OU LD project: pick and mixDesign tools 222. Resources & examplesCompendiumLD The OU LD project: pick and mixDesign tools Design methods(thinking differently) 223. Resources & examples CompendiumLD The OU LD project: pick and mixDesign tools CLouDworks Tag clouds, social networking, Design methodsupload, annotate, download(thinking differently) 224. Wrap around information: Descriptions, pros and cons,uses, outputs, users Resources & examples CompendiumLD The OU LD project: pick and mixDesign tools CLouDworks Tag clouds, social networking, Design methodsupload, annotate, download(thinking differently) 225. T10: Action plans and next stepsReections on the workshop - what was usefuland how might you use the tools and resources Identication of areas to work on and teams Indicative timescales Discussion of process and additional support 226. Evaluation