1. A new methodologyfor learning designcurrent research from the OU LD project Grinne Conole g.c.conole@open.ac.ukEden Conference, Lisbon12th June 2008, London

2. What is learning design? 3. What is learning design?Designing for learning 4. What is learning design? Shift of focus from content to activity Designing for learning 5. What is learning design? Shift of focus from Guiding the design content to activity of learning activities Designing for learning 6. What is learning design?Shift of focus from Guiding the designcontent to activity of learning activitiesDesigning for learning A means of describing and representing learning activities 7. What is learning design?Shift of focus from Guiding the designcontent to activity of learning activitiesDesigning for learning A means of describing A means of and representingsharing learning activities learning activities 8. Why is it useful? 9. Why is it useful? New technologies offer new pedagogicalopportunities 10. Why is it useful? New technologies offer Potential for reuse with new pedagogicalOpen Educational Resourcesopportunities 11. Why is it useful? New technologies offer Potential for reuse with new pedagogicalOpen Educational ResourcesopportunitiesNew ways ofthinking and innovating 12. Why is it useful? New technologies offer Potential for reuse with new pedagogicalOpen Educational ResourcesopportunitiesNew ways of To enhance thethinking and learner experience innovating 13. Key questions 14. Key questions How can we design learning activities which make effective use of tools and pedagogy? 15. Key questionsHow can we designlearning activitieswhich makeeffective use of toolsand pedagogy? How can we capture and share practice? scaffold and support the design process? 16. Learning connections 17. Learning connections Learning activities OutcomesTasksAssessment 18. Learning connectionsLearning activitiesOutcomes DesignTasksAssessment 19. Learning connectionsLearning activitiesOutcomes Design SupportTasksAssessment 20. Learning connectionsLearning activitiesOutcomes Design SupportTasksAssessment Student experience 21. The OU LD project 22. The OU LD projectVisualizingdesign Understandingdesign Guiding Sharing designdesign 23. The OU LD project Visualizing designCompendiumLDUnderstanding design GuidingSharing design design 24. The OU LD project Visualizing designCompendiumLDCLouDworksUnderstanding design GuidingSharing design design 25. The OU Learning Design projectAndrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 26. The OU Learning Design project Fact nding & user requirements Phase 1: User consultation, case studies, LD workshopsPhase 2: Interviews, course evaluation, focus groups/workshops Tool and resource developmentPhase 1: Compendium, external resources Phase 2: CompendiumLD, CLouDworks Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 27. The OU Learning Design project44 case 8 facultystudiesworkshopsFact nding & user requirements Phase 1: User consultation, case studies, LD workshopsPhase 2: Interviews, course evaluation, focus groups/workshops15 designTool and resource development interviews & 2 in- Workshops &Phase 1: Compendium, external resourcesdepth coursefocus groups Phase 2: CompendiumLD, CLouDworks evaluationAndrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 28. The OU Learning Design project44 case 8 facultystudiesworkshopsFact nding & user requirements Phase 1: User consultation, case studies, LD workshopsPhase 2: Interviews, course evaluation, focus groups/workshops ToolResource identication:development:tools, case studies, waysCompendium,of thinking about designCLouDworks 15 designTool and resource development interviews & 2 in- Workshops &Phase 1: Compendium, external resourcesdepth coursefocus groups Phase 2: CompendiumLD, CLouDworks evaluationAndrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 29. Visualizing Guiding Sharing 30. Visualizing Guiding Sharing 31. Visualizing A learningdesign toolbox GuidingSharing 32. Resources & examplesVisualizing A learningdesign toolbox GuidingSharing 33. Resources & examplesVisualizing A learningdesign toolbox GuidingSharingDesign tools & methods 34. Resources & examplesVisualizing A learningdesign toolbox GuidingSharingDesign tools & methods 35. Resources & examplesVisualizing A learningdesign toolbox GuidingSharingDesign tools & methods 36. Resources & examplesVisualizing A learningdesign toolbox GuidingSharingDesign tools & methods 37. Interviews 38. Interviews ProcessSupportRepresentation BarriersEvaluation 39. Interviews ProcessConstraints From the heartTacit natureSupportThe big ideaRepresentation Sum greater than parts Interactive designBarriers Shared vision Evaluation Serendipity Link to assessment 40. Findings to date 41. Findings to date Design process creative, messy, iterative Serendipitous routesto supportSharing and reuse difcult, but valuableNo one perfect design tool or approachDifferent aspects to design -focus and level of granularity Compendium easy to use and makes design more explicitText, visual, models ofdesigns all have pros and cons 42. Design strategiesHow do teachers/designerscurrently design?How do they get new ideas? What resources and support do they use?What issues do newtechnologies raise? 43. Design strategies 44. Design strategies Learning outcomes: What do you want the Pedagogy:students to achieve?What pedagogical principlesdo you want to emphasis?Activities:What do you wantthe students to do? Assessment:What do you wantTools:to assess and how? What tools doyou want to use? Resources: What resources doProblem: you want to use? What specic problemdo you want to address? 45. Visualizing design 46. Categorizing designrepresentations Visualizing design 47. Categorizing designrepresentations List different Visualizing design purposes 48. Categorizing designrepresentationsList differentVisualizing designpurposes Moving between representations 49. Categorizing designrepresentations VisualizationList differentVisualizing design toolspurposes Moving between representations 50. An Inquiry activity 51. An Inquiry activityEducational scenarioto use technologyacross formal and informal contexts to promote an inquiry- based approach 52. An Inquiry activity Teacher poses question, prompts debate Handhelds linked to projector, initialresults displayed Educational scenario Teams based on differences, challenge is toto use technology move to agreement through inquiry &across formal and debate informal contexts to Choice of methods of inquiry (debate promote an inquiry-with expert, experiment) based approach Software provides resources & tools tosupport to guide between locations andstore/share results Results presented in class and discussed 53. Interview snapshots 54. Interview snapshots I was building a sense of what the Holistic One of the difculties is mapping the new course might be we mustwhole process I have tried to approach remember to do x, or a url of relevance approachcourse design using a holistic approach 55. Interview snapshots I was building a sense of what the HolisticOne of the difculties is mapping the new course might be we must whole process I have tried to approach remember to do x, or a url of relevance approach course design using a holistic approachIts in words, not diagrams adumping ground for thoughts Scrapbooks & List of words clustered into blocks,arrows...can you have clusters[to] capture thoughtsdoodle mapslink to TMAs [Assignments] 56. Interview snapshots I was building a sense of what the HolisticOne of the difculties is mapping the new course might be we must whole process I have tried to approach remember to do x, or a url of relevance approach course design using a holistic approachIts in words, not diagrams adumping ground for thoughts Scrapbooks & List of words clustered into blocks,arrows...can you have clusters[to] capture thoughtsdoodle mapslink to TMAs [Assignments]I tend to sit and doodle a map - Start from assessment strategies and learning Mappingwill draw the logic and ow ofthe course on paper and then outcomes and get an alignment elements go to compendium.Then the problem is sharing it 57. Contradictions 58. ContradictionsProcess 59. Contradictions Design as Capturing the process vs. Process implicit artifact 60. Contradictions Design as Capturing the process vs.Processimplicit artifact Representations 61. Contradictions Design asCapturing the process vs.Process implicit artifact Demand for case Variety of inuences Representations studies but underused 62. Contradictions Design asCapturing the process vs.Process implicit artifact Demand for case Variety of inuences Representations studies but underusedSupport 63. Contradictions Design as Capturing the process vs. Process implicit artifactDemand for caseVariety ofinuences Representations studies butunderused Variety: text,Changingvisual,, etc Supportrepresentations 64. Forms of representation 65. Forms of representationLearningActivities 66. Forms of representation CaseLessonstudyPedagogical planpatternUMLLearning Modeldiagram ActivitiesSchemaVocabularyMind map 67. Forms of representationCase LessonstudyPedagogicalplanpatternLearning Teacher UMLModel diagram Activities SchemaVocabulary Designer viewMindmap 68. Forms of representationCase LessonstudyPedagogicalplanpatternLearning Teacher UMLModel Learner diagram Activities SchemaVocabulary Designer viewMindLearner viewmap 69. Educational view Overview, Pedagogical model, assessment, constraints 70. Educational view Overview, Pedagogical model, assessment, constraintsProcess-based view Steps/stages involved, Schema/Inventory 71. Educational view Overview, Pedagogical model, assessment, constraintsProcess-based view Steps/stages involved, Schema/InventoryTechnical view Technical blueprint, rule-based and runtimeof data ow 72. Guiding design 73. From existing practice (resources & case studies) Guiding design 74. From existing practice (resources & case studies)Learning design Guiding design tools 75. From existing practice(resources & case studies) Learning designGuiding designtools By scaffolding (templates & contextual help) 76. From existing practice(resources & case studies) New waysLearning design of thinkingGuiding designtools By scaffolding (templates & contextual help) 77. Resources & Examples 78. Resources & Examples 79. Resources & Examples 80. Resources & Examples 81. Resources & Examples 82. Types of resources 83. Learning objectsMERLOT, GLOBE Types ofresources 84. Learning objectsMERLOT, GLOBE Types of OERsresources MIT,OpenLearn 85. Learning objectsMERLOT, GLOBE Types ofOERsresourcesMIT,OpenLearn Information on tools Educause 7things... 86. Learning objects MERLOT, GLOBE DesignsTypes ofOERs AUTC, JISCresourcesMIT,OpenLearnInformation on toolsEducause 7things... 87. CompendiumLD 88. CompendiumLDMain workspace for creating visual maps and designs 89. CompendiumLDStandard Compendium icon set Main workspace for creatingvisual maps and designs 90. CompendiumLDStandard Compendium icon setCustomisedMain workspace for creating Learning Design icon setvisual maps and designs 91. Visualizing designs 92. Visualizing designs 93. Visualizing designs Activity 94. Visualizing designs ActivityRole 95. Visualizing designs ActivityRoleTask 96. Visualizing designs ActivityRoleTaskTool 97. Visualizing designs ActivityResource Role Task Tool 98. Visualizing designsActivity AssignmentOutput ResourceRoleStopTaskTool 99. Visualizing designsActivity AssignmentOutput ResourceRoleStopTaskTool 100. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 101. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 102. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 103. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 104. Collaborative wiki activity - analysis of a pop song Bernd Rshchoff 105. CyberDeutsch Tools for interactionand collaborationRegine HampelUrsula Stickler 106. CyberDeutsch Tools for interactionand collaborationRegine HampelUrsula Stickler 107. Scaffolding & support 108. Scaffolding & support 109. Scaffolding & support 110. Scaffolding & support 111. Providing structuredguidance 112. In-depth course evaluation 113. In-depth course evaluation 114. In-depth course evaluation 115. In-depth course evaluation 116. Visualizing design: CompendiumLD Work in groups represent a learning activity you have developed Explore the in-situ help Keep a note of what you like and dislike Think about how you might use this individually or as a team 117. Design tools 118. Design tools LAMS 119. Design tools Londonpedagogical planner Select DistributeDefineEstimateDefineEstimate Define ratioTeaching learner timemaximum preparation reuse ofpresentation of cognitiveMethodsover TMsgroup sizetimematerials time activitiesSelect Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to useLectures . . . . . . . . . . . . . . . . . . . . . . . . .Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . .modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . .ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . .support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what students do with a diagram, LAMS Tutor-marked assignment . . . . . . . . . . . Computer-marked assignment . . . . . . . . picture, etc.Additional teaching methods ExamplesOther?. . . . . This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point. 120. Design tools Londonpedagogical plannerPhoebe wikiSelect DistributeDefineEstimateDefineEstimate Define ratioTeaching learner timemaximum preparation reuse ofpresentation of cognitiveMethodsover TMsgroup sizetimematerials time activitiesSelect Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to useLectures . . . . . . . . . . . . . . . . . . . . . . . . .Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . .modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . .ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . .support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what students do with a diagram, LAMS Tutor-marked assignment . . . . . . . . . . . Computer-marked assignment . . . . . . . . picture, etc.Additional teaching methods ExamplesOther?. . . . . This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point. 121. Learner focus http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8 122. Learner focus http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8 123. Learner focus http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8 Flashcards for each event showing teacher and learner activities 124. Blog as Mapping pedagogy Blog collective reective diary class resource 125. Blog asMapping pedagogyBlog collective reective diaryclass resource Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 126. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resource SocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 127. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourcePassiveActive SocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 128. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourceInformationPassiveActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 129. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourceInformationPassiveActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 130. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourceInformationPassiveActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 131. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourceInformationPassiveActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 132. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourceInformationPassiveActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 133. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourceInformationPassiveActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 134. Blog asMapping pedagogyBlog collective reective diaryIndividualclass resourceInformationPassiveActiveExperienceSocialConole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33 135. Affordances Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 136. Affordances+ve and -ve affordances oftools and tasks Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 137. Affordances Organisation Creativity Dialogue Collaboration+ve and -ve Reection affordances ofInteractionInquiry tools and tasks Authenticity Positives Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 138. Affordances Organisation Time consuming CreativitySupport issues DialogueAssessment issues Collaboration+ve and -veExpensive Reection affordances ofLack of interactionInteractionDifcult to manageInquiry tools and tasksNew skills required AuthenticityUninspiring Positives Negatives Conole, G. and Dyke, M., (2004), What are the inherent affordances of Information andCommunication Technologies?, ALT-J, 12.2, 113-124. 139. Tools E-portofolio, blog,wiki, RSS feed,etc...Tasks Search, discuss, collate, present,etc 140. Tools OrganisationE-portofolio, blog, Creativity wiki, RSS feed, Dialogue etc...Tasks Collaboration Search, discuss, collate, present, ReectionetcInteractionInquiry Authenticity Positives 141. Tools OrganisationE-portofolio, blog,Time consuming Creativity wiki, RSS feed,Support issues Dialogue etc...TasksAssessment issues Collaboration Search, discuss,Expensive collate, present, Reectionetc Lack of interactionInteractionDifcult to manageInquiryNew skills required AuthenticityUninspiring Positives Negatives 142. Tools Organisation E-portofolio, blog, Time consuming Creativitywiki, RSS feed,Support issues Dialogueetc...TasksAssessment issues CollaborationSearch, discuss,Expensivecollate, present, Reection etcLack of interactionInteraction Difcult to manageInquiry New skills required Authenticity Uninspiring PositivesNegatives Assessment by Blog portfolio reection on Group report in practice Group a wikiresources viaRSS 143. Sharing design 144. Mechanisms for sharing (Real and virtual) Sharing design 145. Mechanisms for sharing (Real and virtual)Benets of Sharing design sharing 146. Mechanisms for sharing(Real and virtual)Benets ofSharing design sharing Critical mass and sustainability 147. Mechanisms for sharing(Real and virtual)Benets of Sharing toolsSharing design sharing Critical mass and sustainability 148. CLoudworks 149. CLoudworks 150. CLoudworks Find and share designs 151. CLoudworks Find and share designs Web 2.0 principles: tagging, proles, user generated 152. CLoudworks Find and share designs Cloudlets Web 2.0 principles: tagging, proles, user generated 153. CLoudworks Find and share designs CloudletsDesigns Web 2.0 principles: tagging, proles, user generated 154. CLoudworks Find and share designs CloudletsResourcesDesigns Web 2.0 principles: tagging, proles, user generated 155. CLoudworks Find and share designs CloudletsResourcesDesignsTools Web 2.0 principles: tagging, proles, user generated 156. Create & explore Put in a cloudlet describing an interesting learning activity/teaching innovation Complete your own user prole Browse cloudlets, designs, resources and tools Any of interest? Is the level of detail ok, too little, too much? 157. Why is it useful? 158. Why is it useful? Means of eliciting design - common language/ understanding of learning activities 159. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process more explicit, aids reection 160. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reection not just content 161. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reection not just contentProvides guidance on the design process 162. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reection not just contentProvides guidance on the design processCreates an audit trail 163. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reection not just contentProvides guidance on the design processCreates anHighlights policy audit trail implications 164. Why is it useful?Means of eliciting design - common language/understanding of learning activities Makes process moreSharing/reuse of designs explicit, aids reection not just contentProvides guidance on the design processCreates anHighlights policy audit trail implications Guides learner through activities sequences 165. Issues 166. Issues Adopting a Learning Design mindset Degree of control between tools and userIntegration of helpat the right time and level Forms of representationand levels of granularity Sustainable user-generatedactivitiesRoll out and support:research vs. practice 167. A learning design toolbox 168. CompendiumLDA learningdesign toolboxDesign tools 169. Resources & examples CompendiumLDA learningdesign toolboxDesign tools 170. Resources & examples CompendiumLDA learningdesign toolboxDesign toolsDesign methods(thinking differently) 171. Resources & examples CompendiumLDA learningdesign toolboxDesign tools CLouDworks Tag clouds, social networking,upload, annotate, downloadDesign methods(thinking differently) 172. Wrap around information:Descriptions, pros and cons, uses, outputs, users Resources & examples CompendiumLDA learningdesign toolboxDesign tools CLouDworks Tag clouds, social networking,upload, annotate, downloadDesign methods(thinking differently) 173. Further information OU Learning design brieng papers http://e4innovation.com/?page_id=13 Visualizing design - CompendiumLD http://kn.open.ac.uk/workspace.cfm?wpid=8446 Paul Clark - slidecast on using CompendiumLD http://www.slideshare.net/PerryW/using-compendiumld-to- design-a-learning-activity-435001/ Sharing designs - Cloudworks http://cloudworks.open.ac.uk 174. G.C.CONOLE@OPEN.AC.UKBlog: www.e4innovation.com