Open University Learning Design Initiative

1. People learn better when actively involved in doing something (i.e. are engaged in a learning activity).

2. Learning activities may be sequenced or otherwise structured carefully and deliberately in a learning workflow to promote more effective learning.

3. It is useful to be able to record ‘learning designs’ for sharing and re-use in the future. (JISC, 2009)

What is learning design?

Key concepts (not groundbreaking new ideas but applied in a new way, increasing the quality and variety of teaching and learning within an e-learning context):

Facets of OULDI work

• Evidence base: Understanding the design process

• Representation: Tools, guidance and schema to support representation and design

• Connection: Harnessing web 2.0 practices to foster debate and sharing

Associated internal projects

Institutional Learning Design case studies• IET will be working across the faculties to trial the OULDI

methodology. This will include a series of workshops and events, online resources and activities and side-by-side mentoring support

Course Business Models project• To date the project has produced 5-course views: Course Map,

Pedagogy Profile, Cost Effectiveness , Course Performance and Course dimensions. The project is now producing a set of cross-institutional exemplars

Learning in an Open World research programme• The OULDI work is a core aspect of one of 3 new research

programmes in IET. The programme links together related research on design and OER and explores what ‘openness’ means in 4 areas: Open Design, Open Delivery, Open Research and Open Evaluation.

Process mapping• Reviewing the formal institutional processes• Identifying ‘touch-points’• Exploring informal processes• Mapping tools, resources and methodologies

against ‘touch-points’

Programme Committee(s) new

and existing Award/Course/Pack

Review (See 2)

Faculty Curriculum Plan

8/7/2009

1 Institutional Curriculum Design - DRAFT

University Plan

Curriculum and Awards Office, Strategy Unit

Learning and Teaching,

Strategy Unit

Equality and Diversity Office

IET Student Statistics

MarketingFaculty Strategic

Planning

Unit Strategy Statement

Market Assessment Data

Primary input to the Curriculum Plan

Curriculum and Awards Strategy

Learning and Teaching Strategy ( Middle Tier Plan)

Equality, Diversity and Accessibility

GuidanceStudent Statistics

University Planning

Provides detail below Unit Strategy StatementComprises:1 Curriculum2 Learning and Teaching3 Research4 Staffing

Inputs to Curriculum Planning

Start of 1

Update PLANETstatus

Faculty Curriculum Planning

Extract REP01 for curriculum review

Update to A5 or A6 PLANET status

Annual Review

Review against:Market evidence for new courses/programmesFit with University strategyLevel of resources

Update

June annually

To 10: Stage Gate 3 for Courses

Annual spring review

IterativeUpdates

2009 Strategic Statement is superseded by the Faculty Action Plan

Approval by Faculty of Plan

Faculty Curriculum Manager submits

A3 and A4 PLANET status

Courses

Annual spring review

Update PLANET Status

PLANET

Autumn:Market EvidenceUniversity Strategic FitResources

Approval by CAVC

Curriculum Awards and Validation

Committee Review

Iterative

Rigorous review of Awards, Course and Packs having passed Stage Gate Two: Business Appraisal

Awards Committee

Approval by Awards

Committee

Award

To 8: Stage Gate 3 for Awards

Iterative

Curriculum Product Strategy

(CAO, SU)

Advisory supportFor new developments

FELSHSCArtsMCTScienceSocial ScienceOUBSIET

Strategic Planning and Resources

Committee

OU Futures (Organisational

Strategy)

Faculty/ CAU Unit Plan (Curriculum

Plan Tables)

Faculty review of Plan

Five year plan to correspond with OU Futures

Faculty/CAU Unit Planning

Includes

Agreement by CAU to include

new Award/Course/Pack in

Curriculum Plan

The Curriculum and Awards Office co-ordinates the development of the University’s curriculum strategy and maintains and applies policies on the award of degrees and qualifications

Activity 1: Reviewing the ‘touch-points’

Have a look at the ‘touch-points’ charts. Highlight the places where course teams might consider Informational Literacy.

Map the tools, resources, information you already have which support course teams at these points

Are there any gaps?

• To support effective design

• Identify key requirements at different levels

• Integrate design advice and support at key points in the process

Visualisation and representation

Guidance and Support

Course structure and timetablee.g. course calendar, study guide,

tutorials

Guidance and Support

Course structure and timetablee.g. course calendar, study guide,

tutorials

Reflection and demonstration

Internalization and reflection, e.g. in-text questions, blogs, e-portfoliosDiagnostic, formative or summative assessment e.g. TMAs, iCMAs, ECAs

Reflection and demonstration

Internalization and reflection, e.g. in-text questions, blogs, e-portfoliosDiagnostic, formative or summative assessment e.g. TMAs, iCMAs, ECAs

Content and activities

Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs

Content and activities

Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs

Communication and Collaboration

Dialogic aspects of the course, interaction between learners &

tutors - course forum, email

Communication and Collaboration

Dialogic aspects of the course, interaction between learners &

tutors - course forum, email

Course Map View: Course titleCourse Map View: Course title

Course summaryLevel, credits, duration, key features

Course summaryLevel, credits, duration, key features

Key worksDescription words indicating pedagogical approach,

special features

Key worksDescription words indicating pedagogical approach,

special features

• Key part of informal process

• Sharing best practice

• Ideas, support and advice

• Enhancing professional knowledge

Collaboration

Cloudworks

Activity 2:Introduction and investigation of Cloudworks

• Cloudquest activity

Toolbox• Bringing together tools, resources and

frameworks developed over a number of years across projects

• Mapped to ‘touch-points’ and gaps identified• Supporting advice and guidance• Trialled across a range of teaching and learning

environments

LD Toolbox

Questions and next steps