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Harnessing learning design as a new approach to rethinking curriculum
Gráinne Conole, Open University, UKAECT conference, Louisville, Kentucky30th October 2009
More info, slides and references:
http://cloudworks.ac.uk/cloud/view/2544
http://static.worldarchitecturenews.com/news_images/11190_3_JLB%20PREFERRED%20External%20Image%201000px%20wide.jpg
+Outline
Converging practices, but lack of uptake
Learning design and introducing the notion of “Open design” as a solution
The OU Learning Design Initiative (OULDI) Evidence base Collaboration Representation Connection Reification
The Olnet initiative Case study: Repurposing a Spanish OER
+Converging practices
Modern technologies Modern learning & teaching
Web 2.0 practices
Location aware technologies
Adaptation & customisation
Second life/immersive worlds
Google it!
“Expert badges”, World of warcraft
User-generated content
Blogging, peer critiquing
Cloud computing
From individual to social
Contextualised and situated
Personalised learning & teaching
Experiential learning & teaching
Inquiry learning & teaching
Peer learning & teaching
Open Educational Resources
Reflection
Distributed cognition
+The gap between promise & reality Common reactions:
“I haven’t got time” “My research is more important” “What’s in it for me?” “Where is my reward?” “I don’t have the skills to do this” “I don’t believe in this, it won’t work”
Common resistance strategies: I’ll say yes (and do nothing) Undermine the initiative Undermine the person involved Do it badly
Classic mistakes: Emphasis on the technologies, not the people and processes Funding for technology developments but not use and support
OER Little reuse
Array of technologies
Not fully exploited
+Addressing the “What’s in it for me?”
The inertia dilemma – why has so little innovation spread?
Too difficult, bewildering, no incentive or support, no recognition
Want examples, someone to talk to,
Needs to be fun, motivating and useful
Web 2.0 practices: egocentric, addictive, motivational, peer support/regulation
Evolving ecology of tools and practices
People connected using tools: collective technical infrastructure
Changing practice – new ways of interacting and communicating
The problem A socio-technical “space”
+Bridging the gap
Characteristics of good pedagogy
PersonalisedSituativeSocialExperientialReflective
Affordances of new technologies
AdaptiveContextualNetworkedImmersiveCollective
“Open Design”
ExplicitShareableCross boundaryCollectiveCummulative
+Improving the design process
How can we design learning activities that make effective use of technology and that are pedagogical informed?
How can we represent and share designs?What kind of help and support can we provide?
Assessment
Learning outcomes
Tasks
Aspects of design
+Learning design: a definition
A methodology for enabling teachers/designers to make more informed decisions in how they go about designing, which is pedagogically informed and makes effective use of appropriate resources and technologies Covers design of resource and individual learning
activities up to whole curriculum level Helps make the design process more explicit and
shareable
Includes resource, tools and activities
+What do we know about design?
How do teachers go about the design process?
Where do they get ideas and inspiration from?
How do they represent their design process?
To what extent do they share their design ideas with others?
Where do they get help and advice?
How do they evaluate the effectiveness of their designs?
+Design strategies
Design process creative, messy, iterative
Sharing and reuse difficult, but valuable
Serendipitous routes to support
Every teacher does it differently
Different aspects to design - focus and level of granularity
No one perfect design tool or approach
Different aspects – resources, tools, outcomes, support, etc.
+Design creativity vs. design practice The vision…
Open plan, with creative spaces, “quiet rooms”, hot desking areas, technology-enhanced, lots of social space
The Jennie Lee Building, The Open University, UK
+OU Learning Design Initiative
Design methods:schema & patterns
Tools: Visualisation & guidance
Events:
Cloudworks: sharing & discussing
+Facets of OULDI work
+Realising “open design”
Open University Learning Design
Initiative&
The Olnet network
Evidence base(interviews, surveys,observation, web stats, expert panels, focus groups)
Development(resources, methods, tools, session types, interventions)
Trialing (within the OU, workshops & conferences, project partners)
+Facets of OULDI work
+
Design challenge
Cloudfests & Design summits Blurring real & virtual
Collaboration: events
Workshops
+Facets of OULDI work
+Representations
Seeing curriculum differently Not content-focused Alternatives to simple
text-based descriptions Different views to
foreground different aspects
Recognising design at different levels – from activity to whole course
Visual – tables & diagrams, descriptive & metaphorical
+CompendiumLD
Tool for visualisation designs
The method is an important as the tool
Will provide a demonstration
Hands-on exploration of the tool
+CompendiumLD
Core icon set
Design icon set
+A simple design
Learning activity
Output
Learning outcome
Resource
Role
End of activity
Task
Tool
+Key features
Time allocation for tasks
In-situ help
Conditional branching
Design templates
+Summary Visual maps with icons +
connections Generic icon set +
customised design icon set
Multiple layers, maps within maps
Drag and drop different file formats (images, videos etc.)
In-situ design help –customised google search and links to cloudworks
Aggregation of task times by roles
Design templates Flexible export options
from picture to interactive web page
+Facets of OULDI work
+
Teachers/design want examples, want to share/discuss!
Many repositories of good practice, but little impact
Blogging
Twitter Slideshare
Flckr
Youtube
Commenting
Live commentary
Tagging
RSS feeds
Embedding
Following
Harnessing web 2.0 practices
Can we change practices through use of web 2.0 ideas?
+Open design: Social and collective
+Key concepts: Clouds
Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems
+
+Key concepts: CloudscapesCloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject
+
+Key concepts: Activity streams
Clouds Cloudscapes Comments Links References Extra content
+
+Theoretical perspectives
“Social objects”Social networking makes little sense if we leave out the objects that mediate the ties between peopleEngeström
Design framework for socialityEnabling practiceMimicking realityBuilding identityActualising selfBouman et al.
+Approach
Agile development: initially build in Drupal, now Codeigniter
Series of phases: design decisions, development, evaluation
Empirical evidence Web stats including google analytics Interviews “Cloudfests” and focus groups Workshops and conferences Observation and reflective diaries Critical friends group and design summits
+Principles
Open, drawing on web 2.0 practices
Clouds as core objects – social, cummulative, intelligent
Intentionally both built around “communities”/’clusters of interest”
Cross-boundary, both filtering/personalisable and serendipitous
Dynamic and evolving through use alongside real events as well as virtual ones
Variety of types of activities and uses, but focus always on sharing, finding and discussing educational ideas and designs
+Design decisions: Phase 1
Cloud metaphor
Seeding the site
Including social features
Tagging by pedagogy, tool, discipline
Low barrier to entry
No private content
User profiles
Cloud types
Using: Workshops, focus groups, surveys, “cloudfests”
“What’s in it for me”?
Privacy and provenance
Sustainability
Barriers to sharing
Lack of spontaneous use
Phase 1 Evaluation
+Design decisions: Phase 2
Amalgamate cloud types
Increase social features
Foster communities - cloudscapes
Follow functionality
My cloudstream
Usability report
Lack of spontaneous use
Navigation
Quality control
Phase 2 Evaluation
+Design decisions: Phase 3
Add RSS feeds
Integrate streams from other web 2.0 sites
Merge tag categories
Improve homepage
New patterns of behaviour
Divided views about “open”
Cognitive barrier to getting use to the tool and then using it
Significant increase in use of the site as a result of tools
Phase 3 Evaluation
+Emergent patterns of use
Events: conferences and workshops ALT-C conference, 8-11th September 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1870
Discussions: Flash debates Is Twitter killing blogging? http://cloudworks.ac.uk/index.php/cloud/view/2266
Eliciting expertise and open reviews Literature review of educational technologist http://cloudworks.ac.uk/index.php/cloudscape/view/1872
Aggregating resources En Rumbo Spanish course http://cloudworks.ac.uk/index.php/cloudscape/view/776
+Facets of OULDI work
+Forms of representation We have indentified six “views” for a course
Task swim line Course map Pedagogy profile Cost effectiveness Course performance Design factors views
Uses Representing an existing course Comparing courses As part of the design process
Describing the curriculum Cloudscape: http://cloudworks.ac.uk/cloudscape/view/1907
+Task swim line
Based on: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs
Advantages Makes design explicit Maps out design Sharable with others Good at activity level
+Pedagogy profile
Map of student tasks to time periods (weeks, semesters, etc)
Six types of student tasks + assessment
Each cell indicates the amount of time spent in that period on each type of task
Widget provides graphical view
43
Guidance &support
Evidence & demonstration
Information & experience
Communication &interaction
Thinking & reflection
Course map
Gives an “at a glance view”
Five components to any course
Uses:
Represent a course
Compare
Design
Course map/At a glance representation
Guidance and support “Learning pathway”Course structure and timetableCourse calendar, study guide, tutorials
Information and experience “Content and activities”Could include course materials, prior experience or student generated contentReadings, DVDs, podcasts, lab or field work, placements
Communication and interaction “Dialogue”Social dimensions of the course, interaction with other students and tutorsCourse forum, email
Thinking and reflection “Meta-cognition”Internalisation and reflection on learningIn-text questions, notebook, blog, e-portfolio,
Evidence and demonstration “Assessment”Diagnostic, formative and summativeMultiple choice quizzes, TMAs, ECA
Evidence & demonstration
6 TMAs – submitted online (505 of overall score)
3hr examination (50% of overall score)
Thinking & reflection
Activities throughout learning guides (4-7 per guide)
5 website ‘interactives’
Journal space in MyStuff
Core questions, thinking points and summaries in course books
Communication & interaction
Course-wide Café forum
Tutor group forums with sub-forums for each block
F2F tutorials near beginning, middle and end of course (some regional variation)
KE312 Working Together for Children60pt course over 32 weeks3 blocks/20 learning guidesWhole weeks devoted to TMAsConsolidation week (week 22)
• Practice related• Aligned to latest prof framework for mult-agency working• Rich case studies• Read – relate to practice – reflect – write
Information & experience
PDF resources
Links to e-journal articles and other websites
3 co-published course books (21 chapters/ 960pp)
DVD – videos of 3 practice settings + interviews (XXmin)
Plus own experience and practice
Guidance & support
Study planner
20 Learning guides
General assessment guidance
TMA questions
Course guide
Study calendar
Tutor support – 1:20; 21 contact hrs; band 7
Course map example
46 Mick Jones
Olnet: redefining openness
+Open design and mediation
Designer DesignHas an inherent
Learning activityor OERCreates
Mediating artefacts
Mediating artefacts1.Visualisation: CompendiumLD2.Methods: Schema & patterns3.Sharing: Cloudworks
Can we develop new innovative mediating artefacts?How can we make the design more explicit and sharable?
User – can now repurpose
+Mediating artefacts
Individuals use a range of mediating artefacts to achieve something – write a paper, design a learning event
With new technologies there is now a greater range of MA and new ways for individuals to connect and communicate with others
Taking a socio-cultural approach allows us to make sense of this because it helps articulate the MA and look at the context of use – rules, community, division of labour, as well as look over time at the evolving system as user-practice changes and co-evolves with the technologies
Open Design: Visualising and sharing
+Explicit design
Design, use, reuse
Designer
OER
Design
Creates
Deposits
Deposits
Learner A
OER
DesignLearner B
Tutor
Chooses
UsesQuiz + beginners route
UsesQuiz + advanced route
Repurposes & deposits
Process designPrior designs & resources New designs
Content: (OER repositories, etc)
Designs: (Pedagogical Patterns, CompendiumLD designs)
New OER & designs
+Conclusions
Motivation: helping teachers/designers make more innovative use of technologies to create better learner experiences
Approach: development of a range of resources, tools, methods and events to support this
Evidence-base and agile development: on-going evaluation and reflection to enhance understanding and drive future developments
Reflection: How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?
+Conclusions
Motivation: helping teachers/designers make more innovative use of technologies to create better learner experiences
Approach: development of a range of resources, tools, methods and events to support this
Evidence-base and agile development: on-going evaluation and reflection to enhance understanding and drive future developments
Reflection: How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?
