Embed Size (px)
Citation preview
+
Designing in practice: aligning design creativity with practice
Gráinne Conole, Open University, UKTechItUp Conference, KamloopsKamloops University, 23/10/09
More info, slides and references:
http://cloudworks.ac.uk/index.php/cloud/view/
2559.html
http://static.worldarchitecturenews.com/news_images/11190_3_JLB%20PREFERRED%20External%20Image%201000px%20wide.jpg
+Improving the design process
How can we design learning activities that make effective use of technology and that are pedagogical informed?
How can we represent and share designs?What kind of help and support can we provide?
Assessment
Learning outcomes
Tasks
Aspects of design
+Learning design: a definition
A methodology for enabling teachers/designers to make more informed decisions in how they go about designing, which is pedagogically informed and makes effective use of appropriate resources and technologies Covers design of resource and individual learning
activities up to whole curriculum level Helps make the design process more explicit and
shareable
Includes resource, tools and activities
+What do we know about design?
How do teachers go about the design process?
Where do they get ideas and inspiration from?
How do they represent their design process?
To what extent do they share their design ideas with others?
Where do they get help and advice?
How do they evaluate the effectiveness of their designs?
+Design strategies
Design process creative, messy, iterative
Sharing and reuse difficult, but valuable
Serendipitous routes to support
Every teacher does it differently
Different aspects to design - focus and level of granularity
No one perfect design tool or approach
Different aspects – resources, tools, outcomes, support, etc.
+Design creativity vs. design practice The vision…
Open plan, with creative spaces, “quiet rooms”, hot desking areas, technology-enhanced, lots of social space
The Jennie Lee Building, The Open University, UK
+
Representing pedagogy
Guiding design Sharing ideas
Empirical evidence base
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley & Paul Mundin
The OU Learning Design Initiative
+OULDI tools, resources, activities
Design methods:schema & patterns
Tools: Visualisation & guidance
Events:
Cloudworks: sharing & discussing
+
Design tools & methods
Resources & examples
Towards an OULDI Learning design toolbox
+Facets of OULDI work
Evidence base: Understanding the design process
Collaboration: Structured events for fostering shared meaning and collaboration
Representation: Tools to support different forms of representation
Connection: Harnessing web 2.0 practices to foster debate and sharing
Reification: Abstraction and guidance through schema for thinking differently
+Facets of OULDI work
+
Design challenge
Cloudfests & Design summits Blurring real & virtual
Collaboration: events
Workshops
+Facets of OULDI work
+Representations
Seeing curriculum differently Not content-focused Alternatives to simple
text-based descriptions Different views to
foreground different aspects
Recognising design at different levels – from activity to whole course
Visual – tables & diagrams, descriptive & metaphorical
+CompendiumLD
Tool for visualisation designs
The method is an important as the tool
Will provide a demonstration
Hands-on exploration of the tool
+CompendiumLD
Core icon set
Design icon set
+A simple design
Learning activity
Output
Learning outcome
Resource
Role
End of activity
Task
Tool
+Key features
Time allocation for tasks
In-situ help
Conditional branching
Design templates
+Summary Visual maps with icons +
connections Generic icon set +
customised design icon set
Multiple layers, maps within maps
Drag and drop different file formats (images, videos etc.)
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
+Forms of representation We have indentified six “views” for a course
Task swim line Course map Pedagogy profile Cost effectiveness Course performance Design factors views
Uses Representing an existing course Comparing courses As part of the design process
Describing the curriculum Cloudscape: http://cloudworks.ac.uk/cloudscape/view/1907
+Task swim line
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
+Pedagogy profile
Map of student tasks to time periods (weeks, semesters, etc)
Six types of student tasks + assessment
Each cell indicates the amount of time spent in that period on each type of task
Widget provides graphical view
22
Guidance &support
Evidence & demonstration
Information & experience
Communication &interaction
Thinking & reflection
Course map
Gives an “at a glance view”
Five components to any course
Uses:
Represent a course
Compare
Design
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
Evidence & demonstration
6 TMAs – submitted online (505 of overall score)
3hr examination (50% of overall score)
Thinking & reflection
Activities throughout learning guides (4-7 per guide)
5 website ‘interactives’
Journal space in MyStuff
Core questions, thinking points and summaries in course books
Communication & interaction
Course-wide Café forum
Tutor group forums with sub-forums for each block
F2F tutorials near beginning, middle and end of course (some regional variation)
KE312 Working Together for Children60pt course over 32 weeks3 blocks/20 learning guidesWhole weeks devoted to TMAsConsolidation week (week 22)
• Practice related• Aligned to latest prof framework for mult-agency working• Rich case studies• Read – relate to practice – reflect – write
Information & experience
PDF resources
Links to e-journal articles and other websites
3 co-published course books (21 chapters/ 960pp)
DVD – videos of 3 practice settings + interviews (XXmin)
Plus own experience and practice
Guidance & support
Study planner
20 Learning guides
General assessment guidance
TMA questions
Course guide
Study calendar
Tutor support – 1:20; 21 contact hrs; band 7
Course map example
25 Mick Jones
+Facets of OULDI work
+
Teachers/design want examples, want to share/discuss!
Many repositories of good practice, but little impact
Blogging
Twitter Slideshare
Flckr
Youtube
Commenting
Live commentary
Tagging
RSS feeds
Embedding
Following
Harnessing web 2.0 practices
Can we change practices through use of web 2.0 ideas?
+Cloudworks: Social and collective
+Vision & principles
Connect people with similar interests
Showcase work
Provide a place for different communities
Encourage sharing
Low barrier to entry
People-orientated
Open site, open content
Target particular communities
The site acting as a conduit
Enable people to find, share & discuss learning & teaching ideas
+Key concepts: Clouds
Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems
+
+Key concepts: CloudscapesCloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject
+
+Emergent patterns of use
Events: conferences and workshops ALT-C conference, 8-11th September 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1870
Discussions: Flash debates Is Twitter killing blogging? http://cloudworks.ac.uk/index.php/cloud/view/2266
Eliciting expertise and open reviews Literature review of educational technologist http://cloudworks.ac.uk/index.php/cloudscape/view/1872
Aggregating resources En Rumbo Spanish course http://cloudworks.ac.uk/index.php/cloudscape/view/776
+Case study: Personalised learning Irma Pianucci, Santander Fellowship
Interested in more personalised forms of learning
http://cloudworks.ac.uk/index.php/cloudscape/view/1871
+Case study: personalised learning
+
+
+
+Conclusions
Motivation: helping teachers/designers make more innovative use of technologies to create better learner experiences
Approach: development of a range of resources, tools, methods and events to support this
Evidence-base and agile development: on-going evaluation and reflection to enhance understanding and drive future developments
Reflection: How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?
