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The 7Cs of Learning DesignGráinne Conole
University of Leicester 4th November 2014Hobarth, Australia
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 realitySocial media offer new ways to communicate and collaborate. Wealth of free resources and tools
Not fully exploitedReplicating bad pedagogyLack the time and skills
https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
What is learning design? (1)
Guidance
https://www.flickr.com/photos/anonymouscollective/1899303123
What is learning design? (2)
Visualisation
https://www.flickr.com/photos/frawemedia/5187769740
What is learning design? (3)
https://www.flickr.com/photos/10075621@N06/3810402230
Sharing
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
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
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…
• 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
