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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