METIS Meta workshopDesigning workshops on the topic of collaborative

learning

http://www.metis-project.org/

Introduction

• Today’s activities• Tools to support you• Your knowledge• Our knowledge as facilitators

“Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation” (METIS project, 2012)

Goal: to design an activity (or sequence of activities) that will form part of a concrete workshop

Using the ILDE

• Register, if you have not already done so• register here: http://ilde.upf.edu/

• When you upload resources, please tag them: – 'agora-mw' or 'kek-mw'

• Then, put the ILDE link(s) on the “bucket” for the activity–Click on the artifact link in Moodle– Web Content artifact name , ILDE URL

Overview of today’s activities

Envision

ConnectPrototype

Introduction

Investigate

Evaluate / revision

METIS Tools

• Conceptualize• Author• Implement

Integrated Learning Design Environment http://ilde.upf.edu

Paper prototyping tools

Activity

Learning outcome

Tool

Resource

Learner’s work

A2: How to ruin a learning design workshop (20 minutes)1.List the 10 best ways to ensure that the

learning design workshop you are designing will fail!

2.Share these with the others via the ILDE. Use the ILDE Conceptualize/New Rich Text editor to create a document, then either create your list by editing it directly, or cut and paste e.g. from Word.

3.What are the key themes?ILDE rich text editorPersonas, barriers, concerns

A3: Barriers and challenges (40 minutes)a. What are the barriers and challenges from a

learner’s perspective of a learning design workshop on collaborative learning?

b. What are the barriers and challenges in implementing a learning design workshop on collaborative learning?

ILDE rich text editor

Technical challenges?

Motivational challenges?

Temporal challenges?

Other challenges and barriers?

A3: Barriers and challenges (40 minutes)1. As individuals, write down 3-4 barriers from a learner’s

perspective and 3-4 barriers/challenges to implementation, each one on a separate post-it. Green post it notes for learners’ perspective, Yellow post-it notes for implementation (5 minutes).

2. Share these with the others in your team by placing your post-its on an A1 paper and collaborate to arrange them in some order or map (15 minutes)

3. Present map to the workshop. Your team will have about 5 minutes to make its presentation. Make your map available to other teams by displaying it and by taking a photo of it and uploading it to the ILDE.

ILDE rich text editor

A4: Evidence and examples of learning design workshops on collaborative learning (30 minutes)

• A few activities that have been used successfully in learning design workshops on collaborative learning will be described.

• Listen to the descriptions, and, working in your team, please select one or two that you think could be used in your context.

• Note any features that make it a good example to use in your context, and any potential issues. Please do this in a rich text document in the ILDE.

ILDE rich text editor

A5: Initiate, Ideate, Investigate: produce your Vision (1.5 hours)

A5: Initiate, Ideate, Investigate: produce your Vision (1.5 hours)

• Describe your vision for an activity to occur in a learning design workshop on collaborative learning. Focus on describing the effects the workshop activity being designed is intended to have on the learners.

• Use a Learning Outcomes View and a Course Map to help structure your discussions and describe your vision e.g.• use the Learning Outcomes View to describe the activity you

will implement • use a Course Map to describe the workshop it will fit into

(i.e. you can use the Course Map to describe a particular version of the METIS workshop structure in D3.2 for KEK or Agora).

Course map Learning outcomes view METIS D3.2

A6: Connect: gather tools and resources (45 minutes)1. Think: which patterns do you think could be applied in your case?

(5 minutes)2. Pair: (20 minutes)

Which parts of the activity should be synchronous, and which should be asynchronous?Which tools have the right affordances for your activity?

3. Share: (20 minutes)Agree as a team which pattern(s) you will use, which stages will be synchronous and which asynchronous, and where particular tools and resources will be used.

Patterns Post-its for visualising learning designs

A7: Prototype (1.5 hour)

A prototype is a way of demonstrating how a design will work. Not the final product, but enough to clarify the functionality and technical issues for meeting the user requirements.

Use WebCollage to construct a prototype of the conceptual design you produced in activity A6.

ILDE guidance WebCollage

(by Daniel Y. Go) (by Zach Hoeken)

GLUE!-PS

A8: Evaluate (45 minutes)

Heuristic evaluation originates in usability research, as a technique for early formative evaluation of digital systems. A group of experts is asked to assess a particular design using a given rubric (set of heuristics)

• a low-fidelity rapid evaluation which often uncovers design flaws at an early stage.

• a group of experts “walk through” the evaluated system as if they were users (learners) engaged in a typical activity.

• The experts use a set of design heuristics - “rules of thumb” against which they are asked to assess their experience.

A8: Evaluate (45 minutes)

1. As a team, select a view or representation of your design that summarises its features. (5 minutes)2. Make your chosen representation available to another team (5 minutes) 3. As a team carry out a heuristic evaluation of the design you have been given using the template provided, and the corresponding evaluation checklist. Bear in mind the personas, factors and concerns of the learners relevant to this design (15 minutes)4. Each team will present its evaluation to the workshop (about 5 minutes per team). (20 minutes)

Heuristic evaluation guidanceHeuristic evaluation template

Other team’s design Other team’s checklist

A9: Wrap up & complete workshop evaluation (30 minutes)