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The OU Learning Design Initiative
Gráinne Conole, Open University, UKLearning Design Workshop, Utretcht, 10th March 2010
Slides and links:http://cloudworks.ac.uk/cloudscape/view/2030
+OutlineOverview of OULDI
Demonstrations of some of the tools
DiscussionThe landscape of the web 2.0 world….
Exploring new digital territories
+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
Free resources Little reuse
Array of technologies
Not fully exploited
+Designing for Learning Representing pedagogy
Guiding design Sharing ideas
Tools and resources to help teachers design better
OULDIOpen University Learning Design Initiative
OLnetAbout designing and using Open Educational Resources
+OULDI….
Design methods:schema & patterns
Visualisation: CompendiumLD
Support and guidance:Events
Sharing and discussing:Cloudworks
+Focus today
Cloudworks A space to share and discuss learning and
teaching ideas and designs
The power of visualisation Making design explicit Seven course views Tools for visualisation
+
Teaching is a ‘craft’ practice: Developing Discussing Adapting Improving
Key aspects to support Sharing best practice Ideas, support and advice Enhancing professional
knowledge
Communication
+Cloudworks: sharing teaching practice A space for sharing and
discussing learning and teaching ideas and designs
Application of the best of web 2.0 practice to a teaching context
Iterative development and evaluation – based on use
Part of OU Learning Design Initiative Juliette Culver – developer Rebecca Galley – cloudworks
facilitators Growing international
‘cloudworks champions’
+Why was it developed?
Aim To bridge the gap between
technologies and use
Issues Lack of uptake of technologies
in education Teachers say they want
examples/want to share/discuss New skills needed for engaging
with new technologies
+Key concepts
Clouds: core objects in Cloudworks
Cloudscapes: collections of clouds
Activity streams: dynamic filters of new activity
Follow and be followed: Personal activity stream
and peer recognition
+Homepage
Active clouds
New Cloudscapes
Orientation Search Browse Login User panel
Cloudstream
+Clouds
Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems
+Active clouds
Current topics
Hot issues
Questions
Flash debates
Presentations
+Cloudscapes
“Learn about” Cloudscape: Presentations 24 Clouds Twitter stream Recent activities
Space to Discuss Add Follow Collate Archive
+Individuals, collectives, communities Views from 160 countries Users:
Teachers (from K-12, tertiary, independent) Researchers Educational technologists/support staff Policy makers Researchers Learners
Characteristics Boundary crossing Multi-purpose, different motivations Lurking through active participation
+Digital trails and pathways
Filtering – personalisation and tailoring RSS feeds for people and cloudscapes Different levels of email alert Activity streams
Public activity stream (all activities on the site), Cloudscape activity streams, User activity streams
Tabbed views – all, clouds, cloudscapes, comments links, references, extra content
Your favourites
Serendipity Active clouds on home page Featured cloudscapes on home page Browse clouds, cloudscape, tags, people Search for keywords
+Uses and benefits
Events: conferences and workshops ETUG workshop, 20th-21st October 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1903
Discussions: Flash debates The changing nature of conferences http://cloudworks.ac.uk/cloud/view/2577
Eliciting expertise and open reviews Literature review of Web 2.0 use in Higher Education http://cloudworks.ac.uk/index.php/cloudscape/view/1895
Aggregating resources Personalising formal learning with technology http://cloudworks.ac.uk/index.php/cloudscape/view/1871
+Some stats….Aspect Everyone Team Non-team
Cloudscapes 227 97 130
Clouds 1830 1141 689
Comments 2894 944 1950
Links 2602 1549 1053
1932 registered users
Added Sept.
From 160 countries
+New features!
Recently added Tag users Events Deadlines Sections Favourites, recommendations Reputation
+Recently added
User tagging
Dynamic events list
Deadline clouds
Sections for Cloudscapes
Favourites
Recommendations
Reputation
+User profile
+ LD Toolbox
A ‘pick and mix’ of learning design tools and resources
Supporting advice and guidance
Trialled across a range of teaching and learning environments
http://cloudworks.ac.uk/cloudscape/view/1882
+Using the toolbox
Activities graded: Introductory Intermediate Advanced
4 interventions offered: Independent, Community-peer support Tailored events Side-by-side mentoring
+Activity Take the Cloudquest challenge
http://cloudworks.ac.uk/cloud/view/2454
Exploring the site, find the following: How many people registered from the OU? What reputation does Martin Weller have? Can you find anything interesting about collaborative learning? What’s the latest Cloudscape on the site? Name an event which will run in June 2010? What happens if you click you are attending an event? What’s a good place to find out more about the site? Post your reflections http://cloudworks.ac.uk/cloud/view/3056
+Visualisation
Helps articulate and share designs
Supports effective design
Highlights key requirements at different levels
Integrates design advice and support at key points in the process
+Course views Three levels:
Micro (activity level) Meso (block level) Macro (course level)
Seven views Course map Pedagogy profile Course dimensions Learning outcomes map Task swimlane Cost effectiveness Course performance
+Benefits and drawbacks of models Can be used to guide:
Design of learning activities and courses Development of learning systemsThe student experience and learning
environmentAnalysis and understanding of learning and
teaching
Drawbacks
Simplicity of views belies their complexityMismatch between theory and actual practice
+
Guidance and Support“Learning pathway”: Course
structure and timetablee.g. course calendar, study
guide, tutorials
Thinking and reflection“Meta-cognition”: Internalization and
reflection, e.g. in-text questions, blogs, e-portfolios
Evidence and demonstration
“Assessment”: Diagnostic, formative or summative, e.g.
multiple choice questions, assignments, exams
Information and experience
“Contents and activities”: Course materials, prior
experience, learner-generated content, e.g.
readings, DVDs, podcasts, labs
Communication and Interaction
“Dialogue”: Social dimensions of the course,
interaction between learners and tutors, e.g.
course forum, email
Course Map View: Course title
Course summaryLevel, credits, duration, key features
Key worksDescription words indicating pedagogical
approach, special features
+Pedagogy profile Map of student tasks to time
periods (weeks, semesters, etc)
Six types of student tasks + assessment: Assimilative Information handling Communication Productive Experiential Adaptive Assessment
Each cell indicates the amount of time spent in that period on each type of task
Web-based interactive version available
29
+ Course dimensions
Communication & collaboration
% Interactivity
Content & activities
Reflection & demonstration
Guidance & support
% Student-generated
% Peer-communication
% Multimedia
% Web 2.0
% Collaboration
% OER
% Reflective
% Diagnostic
% Summative
% Formative
% Student-centred
% Tutor-guided
% Peer-supported
+Spider diagram
+Learning outcomes mapping
Biggs – constructive alignment
Mapping learning outcomes to: Activities Assessment
Drawn using CMap
+Task swimlane
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
Tool: CompendiumLD
+Cost effectiveness and course performance views
Cost effectiveness view is derived from finance data and compares production/presentation costs against income generation
Course performance view is derived from student satisfaction, course retention and progression data and gives an indication of how well the course is perceived overall
+Activities and discussion
Strategies for design activity
Task swimlane view
Exploration of tools – CompendiumLD and CMap
Course views activity
Pedagogy profile
Cloudquest challenge activity
Exploration of the LD toolbox
+Strategies for design
Think of a resource you have created
Describe its inherent design
Share with the person next to you
Group discussion
+Task swimlane activity
Previous activity can be represented in the task swimlane view
Represent the design you discussed as a task swimlane view
List what you think the pros and cons of this are
+Tools to explore CompendiumLD:
Visual maps with icons + connections Generic + customised design icon set Multiple layers, maps within maps Drag and drop different file formats 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
Cmap Free to download Good at mapping meso-level
+Course views activity
Working in pairs decide on a course to map
Use the excel template to complete the views for the course: Course map Course dimensions
Discuss how and where these views might be used
Can you see any limitations or improvements that would be made?
+Pedagogy profile
Work with the pedagogy profile widget in Cloudworks http://cloudworks.ac.uk/cloud/view/2459
This enables you to profile student tasks across a course
Think of a course (or part of a course)
Complete the pedagogy profile
Compare with the person next to you
What do you think are the pros and cons of this view?
How might it be used
Olnet - Design, use, reuse
Teacher A
Resources
Design
Creates
Deposits
Deposits
Learner A
Resource
DesignLearner B
Teacher B
Chooses
UsesQuiz + beginners route
UsesQuiz + advanced route
Repurposes & deposits
+Activity: evaluation Use post-its to answer the following
What did you think of the format and content of the workshop? What did you like about the session? What could be improved? What three words would you use to describe the
representations presented? What 3 words would you use to describe Cloudworks? What action points have you identified as a result of this
workshop?
Use the evaluation cloud to add any additional thoughts http://cloudworks.ac.uk/cloud/view/2701
+Flickr images
Treasure island 1 http://www.flickr.com/photos/tontoncopt/2075310775/
Web 2.0 city http://www.flickr.com/photos/4everyoung/313308360/
Grand challenges http://www.kamaelia.org/GrandChallengesCover.png
Flexible Open Space InQbate CETL in Creativity University of Sussex http://www.flickr.com/photos/jiscinfonet/403331689/
Secondlife image http://www.flickr.com/photos/ramona538/ / CC BY 2.0