www.le.ac.uk

New approaches to designing for learning

Gráinne ConoleUniversity of Leicester

6th September 2012Designs on e-learning conference

Outline

• Technologies trends• Teacher practice and paradoxes• The 7Cs of Learning Design

Technological trends• Mobiles and e-books• Games-based learning &

learning analytics• Gesture-based learning & the

Internet of things• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom

Teacher practices: paradoxes

• Technologies not extensively used (Molenda)

• Lack of uptake of OER (McAndrew et al.)

• Little use beyond early adopters (Rogers)

• Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)

4

Pandora’s box

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

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://www.open.ac.uk/blogs/OULDI/

OULDI + Carpe Diem

Open University Learning Design Initiative (OULDI) Carpe Diem at Leicester

The 7Cs of design and delivery framework

Cascading institutions: Leicester, SAIDE, SPEED

Wider dissemination: conferences, events

Course map

Learning outcomes

Pedagogy profile Course dimensions

Task swimlane

OULDIhttp://www.open.ac.uk/blogs/OULDI

Carpe Diem

Content (under the appropriate licences)

Format

Text & graphics Audio Video Slides (e.g.

PowerPoint)

Other (e.g. Adobe

Presenter)

What I find and reuse as is

What I find, tweak and use

What I find, repurpose and use

What I create for this module

Storyboard Resource audit

http://www.le.ac.uk/carpediem

ConceptualiseWhat do we want to design, who for and why?

ConsolidateEvaluate and embed your design

The 7Cs Framework

Course Featureshttp://linoit.com

Orange = Guidance and supportBlue = Content and activitiesPurple = Reflection and demonstrationGreen = Communication and collaboration

Course Map

Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.

1. 2. 3.4.5.6.7.

Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.

1. 2. 3.4.5.6.7.

Course/module summary: Key words:

A completed course map

Activity Profile

http://tinyurl.com/ActivityProfileFlash

http://tinyurl.com/ActivityProfileExcel

Storyboardhttp://linoit.com

Content (under the appropriate licences)

Format

Text & graphics Audio Video Slides (e.g.

PowerPoint)

Other (e.g. Adobe

Presenter)

What I find and reuse as is

What I find, tweak and use

What I find, repurpose and use

What I create for this module

Resource Audit

Session 1• Overview of learning design• Mini-pres: background to

workshop • Intro to e-tivity 1

Session 2• Review of Course Features• Intro to e-tivity 2

E-tivity: Course Features

E-tivity: Course Map

E-tivity: A Learning Design Resource Audit

Plenary work Course team work (e-tivities)

Session 3• Review completed course

maps • Intro to e-tivity 3

E-tivity: How to ruin a course

SAIDE workshop

Gabi Witthaus

Session 5• Review of Activity Profiles • Intro to e-tivity 5

Session 6• Review of Storyboards • Intro to e-tivity 6• Stock-taking and target-

setting for next day

E-tivity: Storyboard

E-tivity: E-tivities

Session 4• Review of completed

resource audit• Intro to e-tivity 4

E-tivity: Activity Profile

Plenary workCourse team work

(e-tivities)

SAIDE workshop

Evaluation of 7CsWe made a big breakthrough. We have achieved the insight about the need to structure it as a course, 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 without too much elaborative training. 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 with

course design teams.

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.’

Ming Nie

SPEEDhttp://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed

Free image courtesy of FreeDigitalPhotos.net

• JISC-funded, Transformation• Embed benefits from DUCKLING and

7Cs to:– Liverpool John Moores– London South Bank– Northampton– Derby

• Repackage resources into 3 categories:– Course Design– Activity Design– Moderating Online

• Resources available as OERs

http://mooc.ca/

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Course

Learning Design MOOC

http://cloudworks.ac.uk/cloudscape/view/2417

• 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/cloudscape/view/2406

• Slideshare http://tinyurl.com/7cs-bdra-11april

Useful sites and resources