Embedding learning design processes: responding to context

Rebecca Galley, Maria Papaefthimiou, Phil Alberts, Natalie Parnis, Anu Sharma

The OU Learning Design Initiative (OULDI)

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

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

A Design approach Utilises a shared design language to both generate

designs and as a mechanism for interpreting and discussing them (Winograd, 1996:64)

Uses a notational system which helps us remember and navigate designs, enables designs to take form and be shared, and helps us sharpen and multiply abstract design categories (Gibbons and Brewer, 2005:121)

Recognises that different representations of a design are needed to articulate certain elements of the design, while ignoring others

A contextualised co-creative approach Responsive to project, institution and personal

pedagogic perspectives Aligned to institutional drives Feedback from participants used to inform

next steps Open and transparent decision making

process Driven forward by champions at every level

Areas of focus to engage with Academics at the Curriculum

Design stage to promote and support the use of pedagogically appropriate technology in course design and delivery.

to identify the most appropriate stage in this process to engage with Academics, and the best methods for doing so.

Objectives To review existing curriculum design processes; To work with academic teams to identify the most

appropriate stages in the curriculum design process where support is needed and the best method of offering this support to improve quality.

To pilot learning design methodologies, tools and techniques that have already being developed and to document and evaluate this experience;

To build and engage with a community of practice within the University and organise events about enhancing the curriculum and increase exchanges of learning and teaching ideas and experiences.

Activities 2 workshops –Design a course in a day New Lecturers

Piloting tools while (re-) designing modules/programmes

Online events 1-2-1 mentoring

Internal dissemination events Presentations on the experience of using the tools

Workshop output https://www.me.com/gallery/#100010

Next steps Engagement! Want more workshops on course design Reflective accounts Potential for developing new workshops as

standard offering

Mapping the Curriculum Design & Review processes

In-depth consideration of blended learning within the Quality processes at Brunel

Methods: Source documents and semi-structured interviews, to identify ‘touch points’ within Brunel’s quality life cycle - for the provision of consultation to staff in relation to blended learning

Use of Soft Systems Methodology (SSM)

Learning Design Initiative

Blending face-to-face teaching with e-learning within the context of student needs, the programme, the teaching style of the lecturer and available technologies

Encouraging lecturing staff to think profoundly about the best blend at the initial stages of the design process

Detailed consideration of pedagogic principles in programme design

Compendium LD Learning Design Visualisation Tool

Cloudworks Social Networking site for Learning & Teaching

Learning Design Tools : Cloudworks & Compendium LD

Blended Learning Design Workshops

Introducing staff to a new methodology for learning design, providing support and guidance for decisions about creating blended learning modules / learning activities

Participants acquire appropriate new skills

Objectives:

• Awareness of range of resources / tools / methods available to support learning design – including case studies of good practice, learning object repositories and learning design tools and methods

• Experience of thinking about the blended design process from different perspectives

• Transfer of the experience gained from the design challenge to participants’ own context

A visualisation map (using Compendium LD) of a new course designed during the workshop by one of the Business School Teams

Brunel University

Areas of focusBlending face-to-face teaching with e-learning within the context of student needs, the programme, the teaching style of the lecturer and available technologies

Encouraging lecturing staff to think profoundly about the best blend at the initial stages of the design process

Detailed consideration of pedagogic principles in programme design

Blended Learning Design Workshops

Purpose: Introduce staff to a new methodology for learning design, providing support and guidance for creating blended learning modules / learning activities

Objectives: Awareness of range of resources / tools / methods available to support learning design

Experience of thinking about the blended design process from different perspectives

Transferring the experience gained from the design challenge to participants’ own context

Mapping the Curriculum Design & Review processes

In-depth consideration of blended learning within the Quality processes at Brunel

Method: Source documents and semi-structured interviews, to identify ‘touch points’ within Brunel’s quality life cycle

For the provision of consultation to staff in relation to blended learning

Brunel’s Adaptation of SSM

Define project requirement

Define project requirement 1.

1.

2.

3. 4.

Compare models with real-world

processes

Compare models with real-world

processes

Define possible changes which

are both desirable and

feasible

Define possible changes which

are both desirable and

feasible

Recommend action plan to

areas for improvement

Recommend action plan to

areas for improvement

5.

6.

7.

Real World

Systems Thinking about the Real

WorldBuild revised visual model to reflect proposed systems

Build revised visual model to reflect proposed systems

Express current situation

Express current situation

Formulate definition of

proposed systems

Formulate definition of

proposed systems

Mapping the Current System

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Strong departments, weak centre

Academic freedom applies to teaching and learning, as well as research

Collaboration and co-ordination mechanisms are created as needed; rely on co-operation more than formal authority

Change approached as unique projects rather than as an established process

Informal process dominates, driven by consideration for students and colleagues

Interdisciplinary research creating need for more interdisciplinary programme endpoints

“Departmental boundaries should not determine Tripos provision”

Current changes include formation of Social Science Tripos, as part of effort to raise profile of social sciences, and redesign of chemistry first year

Institutional C

ontext

19

Aim

s

Develop an understanding of how OULDI tools might support the formal, and especially informal, parts of the design process at Cambridge.

Initiate, support and engage with a “learning and teaching innovation” network of University teaching staff, including curriculum enhancement events and exchange of ideas and experiences in design and delivery.

Monitor and evaluate the academic use of OULDI tools to share and reflect upon learning and teaching.  

20

Design

process

21

22

23

Support and

reflection

teachmeets informal flashmobs of teachers interested in technology, sharing their ideas and experiences

http://www.teachmeet.org.uk/  [original site]

http://teachmeet.pbworks.com/Cambridge-Librarian-TeachMeet  [Cam librarians]

23things self-directed course exploring and reflecting on 23 ‘things’ introduced over 12 weeks

http://23thingscambridge.blogspot.com/ [see ‘about’ section]

OULDI tools will both support and feature in the above

http://cloudworks.ac.uk/ [for sharing and reflection]

http://cloudworks.ac.uk/cloudscape/view/1882 [Learning Design Toolbox]

Questions?