Conole ld overview
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Learning design: an overview Gráinne Conole, Leicester University, [email protected] Learning Design Workshop, Online Educa, 30/11/11
description
Transcript of Conole ld overview
Learning design: an overview
Gráinne Conole,Leicester University, [email protected] Design Workshop, Online Educa, 30/11/11
The changing context of education
and technology paradoxes
A look at design practices
Learning design:Foundations,
representations, collaboration
Complexity of design
The learner experience
Putting it all together
Learning pathways
Outline
Technology paradoxesParadoxes
Technologies not fully exploitedLittle evidence of use of free
resources Media sharingBlogs & wikis
ReasonsTechnical, pedagogical,
organisational…lack of time, research vs. teaching, lack of skills, no
rewards, no support
Solutions?Case studies, support networks
Learning Design, Open Educational Practices
Virtual worlds &online games Social networking
A look at design practice
Design as…Conscious processDialogue with materialsCreative processCommunicative processSocial activity (Winograd)
LanguageTo communicate information & ideas
Design languageTo communicate design plans, and intentions
Design Languages…To generate designsMeans of interpreting and discussing
Chemistry‘Atoms’ = alphabet, ‘Molecules’ = wordsRange of representations – 2D & 3DDrawing and modeling tools
MusicMusic notation relatively recent Captures key factors to enable reproductionWorks across multiple instruments
Design in education
FindingsDifficult to represent
designsNot systematic
Predominately content focused
Teacher interviewsFive aspects: design
process, ideas, support, sharing, evaluation
Wish listExamples of good practice
Others to talk to
7A new learning design methodology
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Shift from belief-based, implicit approaches to design-based, explicit
approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
A Research-Based Design approach to creation and
support of courses
8Definition
A methodology for enabling teachers/designers to make more informed decisions in how they go
about designing learning activities and interventions, which is pedagogically informed
and makes effective use of appropriate resources and technologies. This includes the design of
resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and
shareable. Learning design as an area of research and development includes both gathering
empirical evidence to understand the design process, as well as the development of a range of
learning design resources, tools and activities.
Open Learning Design Methodology
Openness
Communities and interactions
Design representations and
tools
Mediating Artefacts
Affordances
Social and participatory
mediaTheory and methodology
Related fields
Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
Learning design: defining the field
Co-evolution of tools and practice
Evolving practices
Characteristics of users
Preferences
Skills
Interests
Context
Affordances of technologies
Representation
Communication
Connection
Interactivity
Affordances (Gibson)All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities.For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
Foundations: Mediating Artefacts
Teacher DesignHas an inherent
Mediating Artefacts (MA)
Design Mediating Artefacts1.Concepts•Tools•Dialogues•Activities
Other teachers and learners can use or repurpose
Learning activityor Resource
Creates
Vygotsky, Activity Theory
Research focusWhat Mediating Artefacts do teachers use?What Mediating Artefacts can we create to guide the design process?
Visualisations - making design explicit
Course map
Learning outcomes
Pedagogy profileCourse dimensions
Task swimlane
Visualisation tools
Pen, paper and stickers
Learning Design tools
Standard tools
Learning designer
Webcollege
Excel
Collaboration
CloudworksSpace to share and discuss
Design challengeCreate a course in a day!Carpe diem2-day design workshop
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I find the document quite thought-provoking, especially as a starting point in this journey for developing good understandings
I could understand the learning design process and would feel able to use this when designing some learning activities
It is iterative and so helps with ironing out any issues
But does it work? Evaluation data
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Questions What would a coherent learning design language
look like and how might it be shared? What other Mediating Artefacts do we need to
develop to enable learners and teachers make more effective use of technologies to support learning? What are the different ways in which learning interventions can be represented?
How can we foster a global network and Community of Practice to enable learners and teachers to share and discuss learning and teaching ideas?
What tools do we need to guide design practice, visualise designs and provide a digital environment for learners and teachers to share and discuss?
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Questions What are the implications and likely impact of
social and participatory media for education and how can they be harnessed more effectively to support learning?
What will be the impact of new emergent technologies on the stakeholders involved in education?
What new pedagogies are emerging as a result of these new technologies?What are the implications for learners, teachers and institutions of new social and participatory media?
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Questions How will the processes of supporting learning
(design, delivery, support and assessment) change as a result of new technologies?
What social exclusion issues are arising with the increased use of new technologies? How can we promote more socially inclusive practices?
How are Open Educational Resources being design, used and repurposed?
What are the implications for formal institutions of the increasingly availability of free resources, tools and even total educational offerings, such as Massive Online Open Courses
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Questions What digital literacy skills do learners and
teachers need to make effective use of these technologies and resources? To what extent are they evident and how can they be developed?
How are the ways in which learners and teachers communicate and collaborate changing with the use of these technologies?
How can we create effective new digital learning environments to promote the use of social and participatory media and OER?
How can informal learning using OER be assessed and accredited?
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What kinds of policy directives are in place to promote social inclusion through the use of OER and how effective are they?
What new methodologies and theoretical perspectives will be needed to address these research questions and to interpret the findings?
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Next steps A map of current learning design research A refined set of research questions Development of visualisations and tools Consolidate existing resources and activities DesignNet: towards a global network of
learning design researchers
URLs
• http://robwall.ca/2009/03/10/creativity-is-the-new-technology/
• http://www.youtube.com/watch?v=nvIQP-EBPqc
• http://vimeo.com/3365942
• http://blogs.hbr.org/video/2010/05/andrew-klavan-on-how-21st-cent.html
• Questionmark http://www.flickr.com/photos/crystaljingsr/3914729343/
