Upload
grainne
View
6
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Citation preview
+
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
+
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
+
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
+
Changing practices through use of social networking
Many repositories of good practice, but little impact
Blogging
Twitter Slideshare
Flckr
Youtube
Commenting
Live commentary
Tagging
RSS feeds
Embedding
Following
Cloudworks: social networking for learning & teaching
+
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
+
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