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The 7Cs of learning designGráinne Conole, Leicester University
14th May 2012Masterclass, DCU
Dublin
Outline
• New media• Paradoxes• A new approach to
design• Reflections and
implications
Activity
• What are the characteristics of new technologies?
• What are their implications for learning, teaching and research?
New media
Characteristics Implications
Conole and Alevizou, 2010
User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
Social media revolutionThe machine is us/ing us
7
• Technology immersed• Learning approaches: task-
orientated, experiential, just in time, cumulative, social
• Personalised digital learning environment
• Mix of institutional systems and Cloud-based tools and services
• Use of course materials with free resources
Sharpe, Beetham and De Freitas, 2010
Learner experience
8
EDUCAUSE study• Students drawn
to new technologies but rely on more traditional ones
• Consider technologies offer major educational benefits
• Mixed views of VLEs
http://www.educause.edu/studentsAndTechnologyInfographic
Game changers
• Harness the power of new media
• Need to rethink education• How can we reach more
learners, more effectively?• Impact of free resources,
tools and expertise?• New business models?• New digital literacies?
http://www.educause.edu/game-changers
Activity: What’s your digital network?
http://www.flickr.com/photos/factoryjoe/195492568/
My network
Activity: fb love it or hate it?
Pros Cons
Activity: fb love it or hate it?
Pros• Can see families photos• Know sons still alive! ;-)• Everyone is on it!• Keeping in contact with
people don’t see everyday• Good if you don’t like f-t-f• Opportunity to present
yourself to the world
Cons• Privacy• Adverts• Waste of time!• Increases the five mins of fame!• Encourages look at me!• Doesn’t give you time to feel,
think and do• Huge audience – making a fool of
yourself!
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/
ConsolidateEvaluate and embed your design
ConceptualiseWhat do we want to design,
who for and why?
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
Carpe Diem:7Cs of learning Design
MSc in Learning Innovation
Technology-Enhanced Learning
Learning Design
Research Design and Methods
Case Studies of Innovation
Dissertation
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
http://cloudworks.ac.uk/cloudscape/view/2379
E-tivity: How to ruin a course
Session 5•Review of Activity Profiles •Intro to e-tivity 5
Session 6•Review of Storyboards •Task Swimlane •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 work Course team work (e-tivities)
Background to the workshop• Useful sites and resources
– OULDI website– Carpe Diem website– 7Cs OER page– Cloudworks cloudscape
How to ruin a course
Course Features resources
• http://tinyurl.com/coursefeatures
• http://tinyurl.com/coursefeatures-Excel • http://linoit.com
Course features
Linoit.com
Course Features Key
• Orange = Guidance and support• Blue = Content and activities• Green = Communication and collaboration• Purple = Reflection and demonstration
Course map view
Course Map resources
• www.tinyurl.com/coursemap-cloudworks
• www.tinyurl.com/ouldi-coursemap • www.tinyurl.com/coursemap-ds • www.tinyurl.com/coursemap-flickr
Develop your Activity Profile
• http://tinyurl.com/ActivityProfileFlash • http://tinyurl.com/ActivityProfileExcel
Activity Profile Resources
• www.cloudworks.ac.uk/cloud/view/3420
• www.tinyurl.com/activity-profile-ds• www.tinyurl.com/ActivityProfileFlash • www.tinyurl.com/ActivityProfileExcel
Activity: mapping e-pedagogies to technologies
Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)
Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube
Social
Individual
Informal FormalExperience
Information
Informal Formal
Social
Individual
Informal Formal
PBL/VWDial/forumCollab/Wiki
IBL/TwitterCoP/Google+Dial/Skype
Ref/BlogIBL/GoogleUGC/YouTube
Ref/e-PortfolioDid/e-BookAss/MCQs
Experience
Information
Informal Formal
PBL/VWRef/e-PortfolioDial/Forum
Ref/BlogCoP/Google+Dial/Skype
IBL/TwitterIBL/GoogleUGC/YouTube
Coll/WikiDid/e-BookAss/MCQs
38
Mobile learning
E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting
39
The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
My community
Inquiry-based learning
Virtual genetics lab
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
Learning outcomes
Assessment
START END
Story board
Task Swimlane: Mapping an activity at the micro-level
http://cloudworks.ac.uk/cloud/view/3421
Develop your e-tivities
Conclusion
• Structured guidance to think about design
• The power of visualisation• Beyond content to activities and
experience• Iterative, creative and messy• Making designs explicit• Social media to foster
communication and collaboration
Final thoughts• Participatory and social media enable new forms of
communication and collaboration• Communities in these spaces are complex and
distributed• Learners and teachers need to develop new digital
literacy skills to harness their potential• We need to rethink how we design, support and assess
learning• Open, participatory and social media can provide
mechanisms for us to share and discuss teaching and research ideas in new ways
• We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication
http://cloudworks.ac.uk/cloud/view/6305http://www.ld-grid.org/
Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox
