Learning design workshop template

Opening Educational Practices in Scotland

Learning Design workshop template

Cite as: Macintyre R. Cannell P. (2016) “Designing for Openness: Learning Design Workshop Template”, CC BY 4.0

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Session(s) Structure• Introduction to OEPS and OER and OEP

• Our Approach – Designing for Openness & inbetween spaces

• Exercise 1: Define “The Problem”

• Exercise 2: The “Ideal Learner”

• Exercise 3: Mapping the Learning Journey

• Exercise 4: Planning and Production

• Conclusions and Questions


About OEPSThe Opening Educational Practices in Scotland ran from the summer of 2014 until July 31st 2017. It aimed to enhance Scotland’s reputation and capacity for developing publicly available and licenced online materials, supported by high quality pedagogy and learning technology.

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What do we mean by OER?The OEPS understanding of Open Educational Resources was grounded in established notions of openly licensed content. It had a specific focus on the freedoms afforded by openly licensing content (allowing “The 5 Rs”: retain, reuse, revise, remix, redistribute) and the degree to which design development and distribution accounts for equity and openness.

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What do we mean by OEP?OEPS found it useful to think about Open Educational Practices as those educational practices that are concerned with and promote equity and openness. The project’s understanding of ‘open’ builds on the freedoms associated with “the 5 Rs” of OER, promoting a broader sense of open, emphasising social justice, and developing practices that open up opportunities for those distanced from education.

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Hands Up!

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Hands Up, CC0 Public Domain, Free for commercial use, no attribution requiredhttps://pixabay.com/en/hands-hand-raised-hands-raised-220163/


Todays Purpose

TiTLE

Background

Agreed with Partner.

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Define “the problem”In order to tease out the purpose of the work we need to understand the nature of the intervention

“”Multiple Cause(s)/Influence Diagram

•Start with the central issue, •list the cause(s) and the cause(s) of these causes•Be Clear, what is a cause and what an influence•Arrows need to have direction and intensity•Look for +ve and -ve feedback loops•Look for points where one can intervene

The Open University, CC BY-NC-SA 4.0, Modified to include the possibility of multiple causes, http://www.open.edu/openlearnworks/mod/page/view.php?id=41167

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Partnership, Co-Production: Designing in, for through Partnership

• Starts with the Learner, use of data to profile learner – e.g front line care staff, possibly distanced from education, unfamiliar with learning online

• Build a journey based on their needs, think about where they are, their context, experience, where they want to go

• Builds on the resources and capabilities you bring and/or want to develop – strategic and operational alignment

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Linked Phases of Content Production

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We Start with the value you want to create for the learner and/or your organisation rather than what you know (or think learners ought to know) and how you think we ought to communicate

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Exploring Learner Journeys: Exercise 1

Tables may want to split and take different learners groups. [insert target audience as appropriate]

Think about the learner and think about the value you want to create, the nature of the transformation

•Draw out an “rich picture” of your “ideal” [transitional/workplace] learner

•Draw out a “rich picture” of your “actual” learner

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Exploring Learner Journeys: Exercise 2

• The ideal learner tells us a great deal about the resources and capabilities of the organisation – it is often what they are good at delivering

• The actual learner also tells us a great deal about the resources and capabilities

• [often] both highlight the limits of our knowledge about learners needs and wants

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Exercise 3: Storyboarding [Option 1]

Walk through with your “Learner”

Capture the Scene

The Sequence

Tell the Story

Do it quickly

Do it together, build consensus

Serge Lacinov, Public Domain, C0, Tapisserie de Bayeux, https://en.wikipedia.org/wiki/Bayeux_Tapestry#/media/File:Tapisserie_de_Bayeux_31109.jpg

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Exercise 3: Learner Journeys & Transformation [Option 2]

A Journey is about moving through, process and destinations, stops along the way

Sketch our a learning journey(s) for your ideal or actual learners (or perhaps a mix)

Detail the landmarks they encounter, the critical incidences, the support, the shift between non formal, informal and formal, the barriers and enablers.

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Exercise 3: Learning Journeys & Transformation [Option 2]

START WITH THE LEARNER

Do you "know " your student”

Think about their learning journey

•What are key things to learn – troublesome ideas

•Critical Points in Learning Journey – what keeps them going, what gets in the way?

•How will they learn, how/will they be taught- Do I need to know what they learn?

•Track and Assess – evaluation

•What happens at the end

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Exercise 4: Phases of Content Production

Time to put together a plan

Start with where you want to end up, e.g. content created and live by X date to coincide with Y

Sketch it out. Agree who does what. Set homework.

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For example …

At least 2 design workshopsDiverse and consistent design teamSet homework between meetingsAllow at least 3 months

Clear design brief, 2 to 3 drafts,Continuous Contact,Shared Spaces,Allow at least 2 months (AV, IP & Assessment can take longer)

Technical production, Minimal changes, Allow 2 months (at least)

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Concluding Remarks + Next Steps


Questions