Conole Lams Keynote 7 July

+

Learning Design at the OU: visualising, guiding and sharing designs

Gráinne Conole, The Open University, UKLAMS European conferenceThe Open University, 7/7/09

Blog:www.e4innovation.com

Websites:ouldi.open.ac.uk

olnet.org

+Focus

OU Learning Design Initiative

Representing Guiding Sharing

OL-net Learning Design Pedagogical

patterns Open Learn

+OU Learning Design InitiativeRepresenting pedagogy

Guiding design

Sharing ideas

Empirical evidence base

Andrew Brasher, Paul Clark, Gráinne Conole, Simon Cross, Juliette Culver, Rebecca Galley and Paul Mundin

+Project strands and plans

Strategically funded institutional strand (Aug 07) Development and trialing of a range of tools, methods and

approaches to learning design Institutional embedding

JISC-fund Curriculum Design strand (Sept 08) Alignment with Course Business Models works Refinement, cascading and validating

Hewlett-funded OL-net initiative (March 09) A network of support for researchers and users of Open

Educational Resources Learning Design strand: Applying Learning Design and

Pedagogical Patterns to OER development and reuse

+Representations

Features Granularity: micro (a learning activity) to macro

(course level) Types: Sequential/temporal, pedagogical, financial

Some examples1. Task timeline2. Pedagogical profile3. Course map/”At a glance view”4. Other views: financial, course performance,

tool/task mapping, etc

+1. Task timeline

Task1

Task2

Task3

Tasks

Resources

Tools

Forum

Chapter 1

Wiki

+

Block 1

Block 2

Block 3

Total

2. Pedagogy profile

Block 1 5 3 4 1 0 0 4

Block 2 6 3 3 3 3 2 4

Block 3 6 3 3 3 4 3 4

Total 17 9 10 7 7 5 12

Conole, 2008 in Locker et al.

+L140 En rumbo – Unidad 1 Task Matrix Summary

L140 En rumbo Task Profile Review

34.50

2.50 3.25

13.0014.75

0.75 0.000.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Stu

den

t H

ou

rs

Task Type

PM

8OU Course Business Models - Paul Mundin

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Guidance & support

Evidence & demonstration

Communication & interaction

Information & experience

Thinking & reflection

3. Course map/At a glance view

Guidance & support

Evidence & demonstration

Information & experience

Communication & interaction

Thinking & reflection

+ Course map/At a glance representation

Guidance and support “Learning pathway”Course structure and timetableCourse calendar, study guide, tutorials

Information and experience “Content and activities”Could include course materials, prior experience or student generated contentReadings, DVDs, podcasts, lab or field work, placements

Communication and interaction “Dialogue”Social dimensions of the course, interaction with other students and tutorsCourse forum, email

Thinking and reflection “Meta-cognition”Internalisation and reflection on learningIn-text questions, notebook, blog, e-portfolio,

Evidence and demonstration “Assessment”Diagnostic, formative and summativeMultiple choice quizzes, TMAs, ECA

+CompendiumLD

Tool for visualising designs

Provides in-situ help and templates to guide the design process

Designs can be exported in a range of formats

Can have multi-layer designs

Supports importing of range of file types (word, audio, video, powerpoint, etc) and can link to web pages

Semi-runable design

+CompendiumLD workspace

Core icon set

Design icon set

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Temporal, sequential

Swim lines: Roles + tasks,Resources + tools

Task timeline representation

+Time aggregation

+Layers and branching

+The power of visualisation

Captures design at a glance

Makes structures and relationships explicit

Collaboration, group activities and communication of ideas

Organising thoughts, including mind-mapping and brainstorming

Sharing the visual design or ‘learning plan’ with students

+Evaluation Communication

Getting involved in course design discussionCommunication with course team at very early stage

Process & PlanningInitial drafts/spec of course material/Note takingIdentifying gaps (or unnecessary activities in material

Clarification and mappingSimplification of potentially complex problemsBig pictureMapping course items/Mapping online activities

Benefits Aspects of their work would benefit from using visual

representations (80.6%) Want to improve knowledge of visualisation (80.6%) Visualisation helped them more quickly see structure and

components of the course (51.6%)

Simon Cross

+ The value of representationsGC

19

Guidelines for curriculum design

Comparing between courses

Deconstruction of existing learning activities

Checklist of good practice

Reflective evaluation

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Changing practices through use of social networking

Many repositories of good practice, but little impact

Blogging

Facebook

Twitter Slideshare

Flckr

Youtube

Commenting

Live commentary

Tagging

RSS feeds

Embedding

Following

Cloudworks: social networking for learning & teaching

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Clouds: Learning & teaching ideasDesign or case studiesTools or resourcesQuestions or problems

Cloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject

Core concepts

+A cloud

+Cloudscape

+Examples of use

Aggregation of student generated course resources and course twitter stream

Conference collective blogging and backroom chat

Workshops: workshop material, live blogs of sessions and plenary discussions, aggregate of group discussions

+User profile

+Features

Dynamic list of clouds + new comments

Comments on clouds + cloudscapes

Can “follow” people + cloudscapes

RSS feeds of cloudscapes + people

Embedding: pictures, video, presentations

Twitter feeds for people +cloudscapes

+Adding in abstracted good practice

Derived from Alexander’s work “Solutions to problems”

Introduction Context Problem headline Solution Picture Similar patters

Pedagogical Patterns

Andrew Brasher, Yannis Demistriadis, Patrick McAndrew, Tina Wilson

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Sharing and discussing:

Harnessing Web 2.0 practice, Cloudworks

Good practice:Templates, principles, Pedagogical

patterns

Tools for design:

Pedagogical

planners, CompendiumLD

Putting it all together: “Open Design”

+A mediating layer

Designer DesignHas an inherent

OERCreates

Vygotsky

Mediating artefacts

Mediating artefactsPedagogical planner toolsTemplates and patternsResource sitesRepositories of designsDialogic channels

Can we develop new innovative mediating artifacts?How can we make the design more explicit and sharable?

User

Open Design in practice

+Explicit design Shows tasks and associated tools and resources Lists learning outcomes Begins with a diagnostic test Includes branching Uses the jigsaw pedagogical pattern

Design, use, reuse

Designer

OER

Design

Creates

Deposits

Deposits

Learner A

OER

DesignLearner B

Tutor

Chooses

UsesQuiz + beginners route

UsesQuiz + advanced route

Repurposes New OER

New Design

Process designPrior designs & resources New designs

Content: (OER repositories, etc)

Designs: (Pedagogical Patterns, CompendiumLD designs)

New OER & designs

+Questions/issues

Paradox: “I want to share/give me examples” vs. “lack of time”

Cloudworks good for “live” events (conferences, workshops), how do we shift to use to support ongoing communities?

How do we shift attitudes and practice towards more open and web 2.0 approaches?

Which communities should we work with across the sector?

What is the right balance of technical development with real use?

+References & Acknowledgements

Funding: The OU, JISC and

Hewlett foundation

People: Andrew Brasher,

Simon Cross, Paul Clark, Juliette Culver, Yannis Demitriadia, Patrick McAndrew, Tina Wilson

http://ouldi.open.ac.uk

http://compendium.open.ac.uk

http://cloudworks.ac.uk

http://olnet.org

Acknowledgements