Conole learning design_workshop NTU Innovations in Teaching Seminar

The 7Cs of Learning DesignGráinne Conole

University of Leicester 2nd October2014

Nanyang Technological University, Singapore

National Teaching Fellow 2012

Introductions

• Say who you are and what you hope to get out of the workshop

Outline

• An overview of learning design• Activities– A1: How to ruin a course– A2: Course Features– A3: Resource audit– A4: Course Map– A5: Activity Profile– A6: Story board– A7: Evaluation Rubric

• Evaluation

Promise and reality

Social and participatory media offer new ways to communicate and collaborate

Wealth of free resources and tools

Not fully exploited

Replicating bad pedagogy

Lack of time and skills

What is learning design? (1)

Guidance

https://www.flickr.com/photos/anonymouscollective/1899303123


Visualisation

https://www.flickr.com/photos/frawemedia/5187769740


https://www.flickr.com/photos/10075621@N06/3810402230

Sharing

A more participatory, social and mobile web

Flickr group: 1picaday

https://www.flickr.com/groups/2431873@N25/

Peer critiquing






Peer critiquing

Community formation






Peer critiquing

Community formationUser-generated content






Peer critiquing


Collective aggregation of content






Peer critiquing



Digital personas






Peer critiquing



Digital personasBlurring of boundaries



Do our VLEs make the most of all these affordances?

Now (typical online course in HE) The future?

Content generated by course designer/ teacher

Learner-generated content

VLE as content repository controlled by teacher/ course designer


Peer critiquing?

Community formation?

Digital personas?

Blurring of boundaries?

Learning design bridges the gap between the future offered by technologies and existing limitations of our

courses

https://www.flickr.com/photos/donabelandewen/3584154214/

7Cs: born out of the marriage between

https://www.flickr.com/photos/rvoegtli/8495629904

Carpe Diem (University of

Leicester)

OULDI (Open University)

and

Learning Design

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

http://olds.ac.uk

The 7Cs of Learning DesignConceptualise

Vision

CommunicateCreate ConsiderCollaborate

Activities

Combine

Synthesis

Consolidate

Implementation

http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

Conceptualise

• Vision for the course, including:– Why, who and what you want to

design– The key principles and

pedagogical approaches– The nature of the learners

Conceptualise

Course Features

Personas

Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration

http://cloudworks.ac.uk/cloud/view/5950

Principles

Theory based Practice based Cultural

Aesthetics

Political

International Serendipitous Community based

Sustainable

Professional

Pedagogical approaches

Inquiry based Problem based Case based

Dialogic

Situative

Vicarious Didactic Authentic

Constructivist

Collaborative

Guidance & Support

Learning pathway Mentoring Peer support

Scaffolded

Study skills

Tutor directed Help desk Remedial support

Library support

Step by step

Content & Activities

Brainstorming Concept mapping Annotation

Assimilative

Jigsaw

Aggregating resources

Learner generatedcontent

Information handling

Pyramid

Modeling

Reflection & Demonstration

Diagnostic E-Assessment E-Portfolio

Formative

Summative

Peer feedback Vicarious Presentation

Reflective

Feed forward

Communication & Collaboration

Structured debate Flash debate Group project

Group aggregation

Grouppresentation

Pair debate For/Against debate Question & Answer

Group project

Peer critique

Capture

• Finding and creating interactive materials– Undertaking a resource audit of

existing OER– Planning for creation of

additional multimedia such as interactive materials, podcasts and videos

– Mechanism for enabling learners to create their own content

Capture

Resource Audit

Learner Generate Content

Communicate

• Designing activities that foster communication, such as:– Looking at the affordances of

the use of different tools to promote communication

– Designing for effective online moderating

Communicate

Affordances

E-moderating

Collaborate

• Designing activities that foster collaboration, such as:– Looking at the affordances of

the use of different tools to promote collaboration

– Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.

Collaborate

Affordances

CSCL Ped. Patterns

Consider

• Designing activities that foster reflection

• Mapping Learning Outcomes (LOs) to assessment

• Designing assessment activities, including– Diagnostic, formative,

summative assessment and peer assessment

Collaborate

LOs/Assessment

Assessment Ped. Patterns

Combine

• Combining the learning activities into the following:– Course View which provides a

holistic overview of the nature of the course

– Activity profile showing the amount of time learners are spending on different types of activities

– Storyboard: a temporal sequence of activities mapped to resources and tools

– Learning pathway: a temporal sequence of the learning designs

Combine

Course View

Activity Profile

Storyboard

Learning Pathway

Consolidate

• Putting the completed design into practice– Implementation: in the classroom,

through a VLE or using a specialised Learning Design tool

– Evaluation of the effectiveness of the design

– Refinement based on the evaluation findings

– Sharing with peers through social media and specialised sites like Cloudworks

Combine

Implementation

evaluation

Refinement

Sharing

Evaluation (from SPEED pilot)• We made a big breakthrough. We have achieved insight about the need to

structure it as … an online course, and not just simply as a set of learning activities plus integrated resources.

• The visual nature of the tools and the quick and easy way that one could use it... They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront.

• I wanted to have my thinking challenged with regard to course design and development and I definitely left reflecting and questioning our unit's current approach and have some good tools and approaches to pilot...

• It’s a way of freeing your mind and putting all the ideas of all the people in the course team down somewhere, not having to be so prescriptive. It was just a much freer and [more] creative experience than getting the learning outcomes and writing them as active verbs, and getting in at a granular level. It was quite sort of a liberating thing to just have everybody move components around and say, ‘Do you know I really like all these features. I’d like to do some problem-based learning. I’d like to do peer-review.’

The broader context:The Larnaca Declaration

http://larnacadeclaration.org

http://larnacadeclaration.org/

The broader context: Integrated Learning Design Environment (ILDE)

http://ilde.upf.edu/



Summary• 7Cs – a new learning design framework. – involves a range of conceptual representations of

courses – evaluation indicates that the framework is

welcomed and that the conceptual designs enable teachers to rethink their design practice to create more engaging learning interventions for their learners

– can also be used with learners, to give them an indication of the nature of the courses they are undertaking

A1: How to ruin a course

• List the ten ways in which technologies can ruin a course

• Consider strategies to avoid these issues

Purpose: To consider the ways in which technologies can ruin a course and creation of strategies to avoid these problems

E-tivity Rubric: hhttp://tinyurl.com/m3x32se

http://tinyurl.com/SPEED-e5

A1: Discussions

A2: Course Features

E-tivity Rubric: http://goo.gl/CRpc5

Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience.

A2a: Forums, blogs and wikisPurpose: To consider the use of three central, LMS-based tools for interaction

Discussion Forums Blogs Wikis

A2a: Forums, blogs and wikisPurpose: To consider the use of three central, LMS-based tools for interaction

Discussion Forums Blogs Wikis

ReflectionCollaborationFeedbackProblem solvingEncouraging participationIce breakerObservation opportunityIdea generation Are they really good for all? Diversity of students

Expression Communicating successes and pitfallsDissemination of informationFacilitates in the moment thought!Audience and affirmation and reaction

CollaborationIdea development Project collaboration Students and self esteem Using existing wikis as a critical resource

A3: Resource audit

• E-tivity Rubric: http://goo.gl/C31yv

Purpose: To identify which free resources (Open Educational Resources) to include in your course/module, how much they need adapting and which new resources you need to create.

A4: Course Map

E-tivity Rubric:http://goo.gl/Z5eu7

Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.

A5: Activity Profile

• E-tivity Rubric: http://goo.gl/WMIzu

Purpose: To consider the balance of activity types that will be included in your module/course.

Activity Profile Flash Widget

Start End

Learning OutcomesLO1LO2LO3LO4

Assessment LO1LO2 LO3 LO4

Week 1Topic 1

Week 2Topic 2

Week 3Topic 3

Week 4Topic 4

A6: Storyboard

E-tivity Rubric: http://goo.gl/z1VON

Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities.

A7: Rubrics for evaluationPurpose: To devise a set of criteria for evaluating the success of the design in a real learning context

• Brainstorming some criteria to evaluate the success of the design in a real learning context

• Try and focus on measurable/observable things• Think about what data collection you might use

– classroom observation, surveys, interviews• Post its: Things I liked, room for improvement,

etc.

Evaluation and Action Plan

Three words…

Things I liked…

Suggestions for improvement

Action plan…

http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole

[email protected]://e4innovation.com

@gconole

http://www.slideshare.net/GrainneConole/conole-vienna-keynote

mailto:[email protected]

http://e4innovation.com/

• OULDI website http://www.open.ac.uk/blogs/OULDI/

• Carpe Diem website http://www.le.ac.uk/carpediem

• 7Cs OER page http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7cs-workshop-resources

• Cloudworks http://cloudworks.ac.uk/

Useful sites and resources

http://cloudworks.ac.uk/




Documents

Conole learning design_workshop NTU Innovations in Teaching Seminar