The 7Cs of Learning DesignGráinne Conole
University of Leicester 25th November 2012
Pre-Conference workshopASCILITE, Wellington
National Teaching Fellow 2012
Introductions
• Say who you are and what you hope to get out of the workshop
• During the day add comments to the reflection sheet
Outline• An overview of learning design• Activity: How to ruin a course• Theoretical perspectives• Activities
– Course Features– Affordances– Course Map– Activity Profile– Comparing forums, blogs and wikis– Pedagogical Patterns– Resource Audit– Story board– Evaluation Rubric
• Open Educational Resources• Evaluation
Learning outcomes
• Conceptualise the learning design process from different perspectives
• Apply a range of learning design resources, tools and methods to a learning intervention
• Critique a range of pedagogical approaches and the role played by different technologies in supporting these
• Review and debate the theoretical underpinnings of learning design
• Develop an innovative storyboard, learning activities and a structure for implementation
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
The Larnaca Declaration, Sept 2012
ConceptualiseWhat do we want to design, who for and why?
ConsolidateEvaluate and embed your design
The 7Cs Framework
How to ruin A course Course features
Course map
Collaborative Pedagogical Patterns
Learning outcomes map
Assessment Pedagogical Patterns
Storyboard
Affordances
Activity profile
Refine LD viewsRubrics for evaluation
Resource audit
Gabi Witthaus
Ming Nie
Activity: 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
Discussion• Institutional issues ID seen as a threat• Lack of training of faculty to move from print to online – just pdf• Too many communication method• Log in problems – no single sign in• No change in pedagogy! We teach how we were taught – focus on
transmission• Lack of design • No sense of belonging or community• Not good technological or pedagogical instruction• Inclusivity or accessibility• Reliability • Too technology focused or dumping content• Choosing the right tool
Socio-cultural perspectives
Other teachers and learners can use or repurpose
Vygotsky, Activity Theory
Research questionsWhat Mediating Artefacts do teachers use?What Mediating Artefacts can we create to guide the design process?
DesignHas an inherent
Teacher
Learning activityor Resource
Creates
Mediating Artefacts (MA)
Design Mediating ArtefactsConceptsToolsDialoguesActivities
Teacher
Learning activityor Resource
Creates
Mediating Artefacts (MA)
CommunityDivision of
labourRules
Analysis: Activity Theory
Design and learning occur within a context
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
Flash debate For/Against debate Question & Answer
Group project
Peer critique
Activity: Course Features
E-tivity Rubric: http://tinyurl.com/SPEED-e4
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.
Linoit canvas
Activity: Forums, blogs and wikisPurpose: To consider the use of three central, LMS-based tools for interaction
Discussion Forums Blogs Wikis
Discussion on a topicHelp students understand the assessmentSense of inclusionTutor giving updatesIntroductions and then conversationsFAQsReflectionPeer teaching and supportCollaborative activitiesDiscipline /profession use in the workplace
Longer pieces of reflectionChanging perceptions over timeResource documentationAnnotated resourcesDiscipline /profession use in the workplace
CollaborationCo-construction of shared understanding of conceptsStudent created contentCollaborative creation of a piece of workBroadening of conceptsCan see who made contributions – good for group assessment and can see how its developed Discipline /profession use in the workplace
Co-evolution of tools and practice
Evolving practices
Characteristics of tools
Reflection
Dialogue
Aggregation
Interactivity
Characteristics of people
Preferences
Skills
Interests
Context
Affordances
Gibson, 1979
Affordances (Gibson)All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities.For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
Affordances
Reflection
Dialogue
Collaboration
Interaction
Inquiry
ToolsForum, wiki, blog, etc.
TasksRead, search, critique, etc.
Learning Activity
Technology affordancesAffordances, promotes…
Interaction
Collaboration
Reflection
Dialogue
Creativity
Organisation
Inquiry
Authenticity
Costly to produce
Time consuming (development)
Difficult to use
Time consuming (support)
Assessment issues
Lack of interactivity
Difficult to navigate
New literacy skills
Constraints, think about…
A blog for reflective practice
Affordances (Gibson)All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities.For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
• Think of a learning activity, e.g.– Aggregating a set of class resources– Collaborating on a group report– Presenting evidence of learning
• Choose three technologies• Identify their affordances to support the
learning activity• Decide which technology to use
Activity: Mapping affordances
Activity: Course Map
E-tivity Rubric: http://tinyurl.com/SPEED-e5
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.
Activity profile
• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment
Activity: Activity Profile
E-tivity Rubric: http://tinyurl.com/SPEED-e6
Purpose: To consider the balance of activity types that will be included in your module/course.
Activity Profile Flash Widget
• Derived from Alexander’s work
• “Solutions to problems”– Introduction– Context– Problem headline– Solution– Picture– Similar patters
Pedagogical Patterns
Alexander, 1977Goodyear, 2005
• Look at the Pedagogical Patterns handouts• Choose one or more pattern and use it to
create a collaborative learning activity• You can combine or adapt patterns if you want • Useful links– http://tinyurl.com/ascilite1– http://tinyurl.com/ascilite2
Activity: Pedagogical Patterns
• Using the JIGSAW pattern approach to look at the following repositories– Http://learningdesigns.uow.edu.au– Http://enrole.uow.edu.au– Http://cloudworks.ac,uk– Http://www.globe-info.org/
• Complete the Carpe Diem Resource Audit sheet, indicating which OER you will include and what resources you need to create
Activity: Resource Audit
Start End
Assessment
Learning Outcomes
Activity: Storyboard
E-tivity Rubric: http://tinyurl.com/SPEED-e8
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.
Linoit Canvas
Storyboardhttp://linoit.com
Activity: 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.
Resource-based learning
• Over ten years of the Open Educational Resource (OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU Podcasts - iTunes U
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
POERUP outputs
• An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies• 3 EU-wide policy papers
Differences in education, internet, e-learning
• Diversity of educational contexts• Diversity of internet provision
• Diversity of use of e-learning– Distance Learning is a feature of educational system, Canada
and Australia– State of e-learning below EU average, Hungary
Country Internet (in 2011) Broadband (in 2011)
Australia 87% 83%
UK 73% 71%
Italy 62% 52%
Hungary 66% 61%
Emergent themes
• Shift from development to OER practices• Shift from basic OER awareness to OER maturity and
embedding• Broader notion of open practices – open learning,
teaching and research• Use of social and participatory media to foster OER
communities
Statement 1: OER will have a major impact on students' learning in the next five years.
• I agree• I disagree• Undecided
14 1 agree6 Undecided
Statement 2: OER are better quality than commercially published textbooks.
• I agree• I disagree• Undecided
1 Agree4 Not yet2 Disagree9 Undecided
Statement 3: I will use more OER in my teaching/learning in the future.
• I agree• I disagree• Undecided
18 Agree1 Undecided
• Challenges• Copyright/IP• Quality control• Proliferation of tools• Selection• Job loses at pub. Houses• Student sense of belonging/community• Searching for OER• Trustworthiness• Troubleshooting• Boundaries of knowledge• Depersonalised• Generic content• Information overload• Quality literacies
• Opportunities• Possibilities for many viewpoints being seen• Communities• Reuse• Workloads• Cost effectiveness• Reflection• Reuse existing materials and invigorate course• Flexibility• Curation of resources• Increased availability• Cost effect for students• Collaboration• Content sharing• Global connections and spread of learning• Students can engage in a way that suits their
learning
Evaluation
• Three words to describe the workshop
• What I liked• Suggestions for
improvements• Action plan
Three words…
• Challenging, full on, great wide coverage• Inspiring, thought provoking, reflective• Creative, problem solving and beneficial• Well structured with plenty of sharing and plenty of supporting resources• Exciting, exhausting, extending• Thought provoking, inspiring, creative• Thought provoking, nice pace and flow, academic rigorous • Creative, thought provoking, very useful• Inspiring, thought provoking, very useful tools • Thought provoking, deep• Active, accessible, relevant, NOT tiring• Useful, timely, resourceful• Thought provoking, challenging, lots to take home• Thought provoking, useful, collaborative• Useful and fun, lots to think about, need to read• Relevant, engaging, fun• Dynamic, useful, creative• Interactive, lots of information, not enough time• Dynamic, collaborative, mind stretching
Things I liked…• Wide range of coverage• Sound pedagogical progressions• Contextualisation of courses• Pedagogy focused, overview of process• See bigger picture of elearning and course design• Lots of food for thought• Templates so helpful!• Links to articles etc• Ideas to improve my teaching in a sound and pedagogical way• Reinforcing what is already happening by giving name/theory• Meeting other educational developers• Great ideas, practical examples, choice of tools, hearing ideas
Suggestions for improvement
• More theory on 7Cs• More attention to the Cs clearer definition of final task• More theory• More time• Delete OER as rushed• Would have liked more theoretical explanation and
perhaps a little less group work• One link to all resources• Short videos of some of the stuff done in practice
Action plan…
• Introduce ideas to different groups in college• Consult learning designs for my institution• Read more and discuss with colleagues• Buy Gráinne a drink ;-)• Share models and plans with colleagues• Share learning with colleagues• Buy book and get the theory• Work out what I can implement in 2013• Do tailored workshop for our institution• Create more opportunities for student/teacher evaluation and course in light of
aspects of today• I have redesigned a course!• Share information with colleagues• Apply the principle to new courses
http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance
[email protected]://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
Recommended
