Conole workshop

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  • 1. New methods to thinkabout designGrinne Conole, The Open University, UKOnline Educa, Berlin, 1/12/10

2. The OU Learning Design InitiativeShift from belief-based, implicit approaches to design-based, explicit approachesLearning DesignA design-based approach tocreation and support of courses Encourages reflective, scholarly practicesPromotes sharing and discussionAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin 3. Aspects of learning design CloudworksMediating artefactsAffordancesFoundationsCollaboration Representation DesignChallengeResources Excel templateCompendiumLDCourse views 4. RepresentationThe Open University, UK KE312How are courses typically represented?Working together with childrenHow explicit is the inherent design?Whats the problem? Text-based/focus on content Doesnt show what the course is really like or what it consists of 5. Moving beyond contentThe power of visualisation Shift emphasis away from content Help articulate designs Supports effective design Provides focus at different levels Acts as a dialogic mediating artefacts Provides a design record Encourages reflective practice Enables sharing of designs 6. Nowyou! How to ruin a course Tools in use Courseviews Coursemap Learningactivities Coursedimensions Pedagogyprofile Learningoutcomesmap 7. How to ruin a course Issues and strategies important for the success of a course Checklist for design and evaluation of a course Activity: List 10 ways that technologies can make your course fail Compare and discuss Look at other examples: 8. Cloudworks Socialnetworking site for sharing and discussing learning and teaching ideas Boundary crossing Bestof web 2.0 functionality and practices Dothe Cloudquest challenge! 9. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow:RSS feeds: Attend:Cloudscapes, CloudsFor Cloudscapes, Conferences &or peopleClouds & peopleworkshops 10. Tools in use In this activity you will explore the term affordances and decide on toolsbased on their positive and negative affordances Produce a map Activity Choose a task and 3 tools Put the task in centre of paper and tools on the outside Add positive and negative affordances Decide which tool to use Compare and discuss Look at other examples: 11. Co-evolution of tools and practice Characteristics ofCharacteristics tools of people ReflectionPreferences Affordances (Gibson)All"action possibilities" latent inan environmenttDialoguebut always inEvolving to the actorrelation Interestsand therefore dependent on their practicescapabilities.Aggregation SkillsFor instance, a tall tree offers theaffordances of food for a GiraffeInteractivity a sheep.but not ContextBasicSymbolic 1st wave technologies2nd wave technologiescommunications representations(phone, radio, fax,networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet) 12. Foundations: technology affordances Positive affordances,Negative affordances, promotesthink about Collaboration A blog for reflective practiceTime consuming (developmen ReflectionsDifficult to use Affordances (Gibson) Interaction All "action possibilities" Costly to produce latent in an environmentt Dialoguebut always in relation to theTime consuming (support) actor and therefore Creativitydependent on their capabilities.Assessment issues For instance, a tall tree Organisationoffers the affordances ofLack of interactivity food for a Giraffe but not a Inquiry sheep. Difficult to navigate Authenticity New literacy skills 13. Course map This activity produces an at a glance view of a course Produces a map of a course Activity: Use the course map guide, fill in the six boxes for your course Compare and discuss Look at other examples: 14. Course map Guidance & Support Course structure and timetablee.g. course calendar, studyguide, tutorials Communication &Content & Activities Course materials, prior Collaborationexperience, learner-generated Dialogic aspect of the course,content, e.g. readings, DVDs, interaction between learners podcasts, labs &tutors - course forum, email, Reflection &etc.Demonstration Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Diagnostic, formative or summative assessmentCourse summaryKey words Level, credits, duration, key features Descriptive words indicating pedagogical approach 15. KE312 - Course map Guidance & Support Course guide, study calendar, study planner, 20 learningguides, General assessmentContent & Activitiesguidelines and assignments3 co-published books, DVDs of 3Tutor support: 1:20, 21 contact hoursCommunicationpractice settings, core questions, thinking points in course books&CollaborationPlus own experience andF-t-F tutorials near beginning,practice middle and end, Course-widePDFs, e-journal articles &caf forum, Tutor-group forumswebsites, activities in learningReflection &with sub-groups for each block guides, 5 website interactivities Demonstration Journal space in the Mystuffe- portfolio, 6 assignments online (50% of overall score) Course summaryKey wordsKE312 - Working together with Children, Practice-related, aligned to latest professional 60 pt course over 32 weeks, 3 blocks/20 learningframework for multi-agency working, rich caseguidesstudies, Whole weeks devoted to assignments Read-Relate to practice Reflect - WriteConsolidation week (week 22) 16. Learningactivities This activity produces a task swimlane of an activity and the tools andresources used Produces a swimlane diagram Activity: Decide on the learning outcomes, tools, resources and assessment forthis activity Use the stickers/icons to map out the activity Use pens and arrows to add explanations Compare and discuss Look at other examples: 17. Task swimlaneFocus on the tasks learners doBase on:Roles (learner, tutor, etc.)Tasks (read, discuss, etc.)Tools and resourcesOutputsAdvantagesMakes design explicitMaps out designSharable with othersGood at activity levelUseMindmapping tools CompendiumLD, CMap,FreemindPen, paper and stickers 18. Three more! Pedagogy ProfileCourse Dimensions Course MapTask SwimlaneLearning Outcomes 19. Pedagogy profileMap of learner tasks to timeperiods (weeks, semesters, etc.)6 types of learner task +assessmentAssimilativeInformation handlingCommunicationProductiveExperientialAdaptiveAssessmentEach cell indicates the amount oftime spent on each type of taskLearning Design Taxonomy - Conole, 2008 20. Course dimensionsGuidance &Content &Support ActivitiesReflection &Communicationdemonstration & Collaboration 21. + Learning outcomesMapping learning outcomes to: Activities AssessmentBased on Biggs work (1999) onconstructive alignmentMaps course and highlights anygaps 22. Reflection What three words would you use to describe this workshop? What did you like about this workshop? What could have been better? Whatthree words would you use to describe Cloudworks? What three words would you use to describe the course views? What action points will you do as a result? 23. References Workshopmaterial: Cloudworks: My blog: Learning design paper: Papers and presentations: Book: contemporary perspectives on e-learning(Conole and Oliver, 2007)