Learning design Workshop

an approach to creating new and innovative learning activities

Professor Gráinne ConoleUniversity of Cyprus, Cyprus

7th-8th April 2008

What do you want to get out of the workshop?

Introductions & Aspirations

Workshop outline

Today and tomorrow’s learners

What is Learning Design and why is it important?

Strategies for design

CompendiumLD: A tool for visualizing design

Exploring Learning Design resources and tools

Different ways of thinking about design

Activity 1

15 years ago...

How were technologies predicted to impact on education?

What has happened which wasn’t predicted?

How do you think students’ use of technology has changed in recent years?

What tools are students using to support their

Discussion

Technology trends

Web 1.0 Information, critical massInstitutional web sites

Email for communicationInformation strategies

Integrated institutional systemsWeb 2.0

Interactive, “openness”User generated

Wisdom of crowdsDistributed, large-scale dataArchitecture of participation

Remote observationAnesa Hosein

GeocachingGill Glough

Education in Second Life Karen Littleton & Rebecca Ferguson

Podcasting

Create and upload audioCombine with RSS feeds

Blogs

Personal journalExpert filter

Wikis & social networking

Giddens, Castells Globalisation, the Networked society

Unpredictable, changing world, culturally rich, complex society, changing values

Becks, Land, VirioliTechnology dependent

Unintended consequences & risksIncreasing impact of technology

Sharples, Duval, Dillenbourg, SalomonInformation rich, social networking, new

learning spaces, distributed cognition

An inter-connected world

SocietyWork patterns

CultureBoundariesEconomy

TechnologyPervasive

Social toolsPersonalised

Mobile/Smart

EducationLifelong

IndividualSocial

Purposeful

Learner voicesLearning in

the digital age

Communication & networking

ConcernsBenefits

Expectations

JISC Learner Experience programme and publication ’in their own words’

Changing student/institutional relationship

I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university

Almost all our communications .... are though email…invaluable because we’re ... all off site so much…

Laura: Technology immersed

Core tool for learning

I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers

It basically opens up a whole world of learning for everybody, you know. You can find, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you don’t have to flick through a big file, you can type, search your computer for what you’re looking for

Laura:Immersion: technology-enhanced learning environment

Today’s learners

Adaptive

SkillsDigitised

Personalised

Core toolsetWord, email, Web

InformationGoogle first, peer

approval

CommunicationMix-mode,

personalised

Key themes

Pervasive

Time/space

Learning patterns

Integrated

LXP framework

ECAR research

studies and surveys

The JISC Learner Experience programmeKennedy et al., Oblinger et al., DEMOS, TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007, etc....

ECAR 2007

Access: 73% broadband, 96% Mobile, 90% PC, 76%

Digital camera, 69% MP3 player, 63% Laptop

Activities: Email (94%), Creating

documents (88%), Music (84%), Searching (83%),

Chat (80%)

Emerging: Blogs, file sharing, web

conferencing, social networking

Kennedy et al. 2006

Learning processes

Attitudes & approaches

Task orientated

Experiential

Cumulative Social aspectsMulti-faceted

Engaging & relevant

What is learning design?

Shift of focus from content to activity

A means of describing and representing learning activities

Provides a means of sharing learning

activities

Key questionsHow can we design learning activities which make effective use of tools and pedagogy?

How can we capture and share practice?scaffold and support the design process?

Learning connections

Design Support

Student experience

Outcomes

Tasks Assessment

Learning activities

Why is it useful?Means of eliciting design - common language/

understanding of learning activities

Sharing/reuse of designs not just content

Provides guidance on the design process

Makes process more explicit, aids reflection

Creates an audit trail

Highlights policy implications

Guides learner through activities sequences

Activity 2

How do you currently design your courses?

How do you get new ideas?What resources and support do you use?

What issues do new technologies raise?

Discussion

Design strategies

Problem:What specific problem

do you want to address?

Learning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?Activities:

What do you want the students to do?

Tools: What tools do

you want to use? Resources: What resources do you want to use?

Assessment: What do you want to assess and how?

Activity 3

Brainstorm the different ways in which learning activities can be represented and shared

What are the pros and cons of each?

Which would be most useful

for sharing ideas with others?

to show to a professional accreditation body?

to get ideas from other people’s designs?

Learning Activities

Case study

Mind map

UML diagram

Lesson plan

Schema

Vocabulary

Pedagogical pattern

Model Design Narrative

Forms of representation

“Designer view” “Learner view”

Educational viewOverview, Pedagogical model,

assessment, constraints

Process-based viewSteps/stages involved,

Schema/Inventory

Technical viewTechnical blueprint, rule-based and

runtime of data flow

Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops

Phase 2: Interviews, course evaluation, focus groups/workshops

Tool and resource developmentPhase 1: Compendium, external resources

Phase 2: CompendiumLD, LD toolbox

The OU Learning Design project

Tool development: Compendium

Resource identification: tools,

methods, case studies

44 case studies

8 faculty workshops

15 design interviews & 2

in-depth course evaluation

Workshops & focus groups

Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White

Design tools & methods

Resources & examples

A learning design toolbox

Interviews

Process

Support

Representation

Barriers

Evaluation

Tacit nature

The ‘big’ idea

Shared vision

Sum greater than parts

Link to assessment

Constraints

Interactive design

Serendipity

‘From the heart’

findings to dateDesign process creative,

messy, iterative

Sharing and reuse difficult

Serendipitous routes to support

Compendium easy to use and makes design more explicit

Different aspects to design - focus and level of granularity

No one perfect design tool or approach

Text, visual, models of designs all have pros and cons

findings from interviews

Value in sharing and communicating designs

Informed by practice rather than theories

It’s about making networks faster to get hold of, into, and getting the right people for help and advice...having the opportunity to talk to somebody might cut through a lot of digging around whether there is anything that you

want and understanding it[Interviewee]

Case studies are of an historical moment and many change over

production and presentation. Case studies don’t record this change

[Focus group]

Approaches to learning design

From existing practice (resources & case studies)

By scaffolding (templates & contextual help)

Learning design tools

Different ways of thinking

Activity 4

Visualising the design process

Demonstration of CompendiumLD

Work in pairs represent a learning activity you have developed

Explore the in-situ help

Standard Compendium

icon set

Tailored icon set for learning

design

Workspace

Collaborative wiki activity - analysis of a pop song

Bernd Rüshchoff

Regine Hampel Ursula Stickler

CyberDeutschTools for interaction

and collaboration

Scaffolding & support

Providingstructured guidance

In-depth course evaluation

Discussion

Activity 5

Choose a scenario (or outline your own)

Choose a resource to explore

Find out as much as you can from the resource

Write down things you like and don’t like about the resource

Note the strategies you are using to search

Choose a second resource to explore and repeat

Scenarios

Refresher course for returner nurses, providing skills update and outline of latest changes in legislation, etc. Use an e-portfolio as the main vehicle of students demonstrating evidence

Beginners Spanish course, large cohort of students, want to encourage lots of communication and ways of students practicing their Spanish skills

Final year research project for Engineering students, want them to work in teams

resourcesEducause www.educause.edu/7ThingsYouShouldKnowAboutSeries

AUTC Learning Design site www.learningdesigns.uow.edu.au

OU Learn about guides epd.open.ac.uk/browseLAG.cfm

Globe repository globe.edna.edu.au/globe

Phoebe wiki phoebe-app.conted.ox.ac.uk

JISC Effective practice guide www.elearning.ac.uk/effprac/

LAMS community http://www.lamscommunity.org/

TELL pedagogical patterns cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf

DiScussion

Resources & Examples

Activity 6

Create a design in either Phoebe or LLP

Phoebe phoebe-app.conted.ox.ac.uk

LLP www.wle.org.uk/d4l/

Note down what you like and dislike about the tool

Design tools

LAMS

Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use

Lectures . . . . . . . . . . . . . . . . . . . . . . . . .Tutorials . . . . . . . . . . . . . . . . . . . . . . . . .Seminars . . . . . . . . . . . . . . . . . . . . . . . .Workshops . . . . . . . . . . . . . . . . . . . . . . .Fieldwork . . . . . . . . . . . . . . . . .Study guides . . . . . . . . . . . . . . . . . . . . .Set readings . . . . . . . . . . . . . . . . . . . . .Computer-based tools . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . .Online asynchronous conferencing . . . .Online synchronous audio conferencing .Tutor-marked assignment . . . . . . . . . . .Computer-marked assignment . . . . . . . .

Additional teaching methods

Other?. . . . .

Could be data analysis andmodelling, such asspreadsheets, or simulations,such as economic models…Examples

This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point.

SelectTeachingMethods

Definemaximumgroup size

Estimatepreparationtime

Definereuse ofmaterials

Estimatepresentationtime

Distributelearner timeover TMs

Define ratioof cognitiveactivities

Audio-graphic systemssupport online audio chatwith linked visual displays,allowing tutors to see whatstudents do with a diagram,picture, etc.Examples

London pedagogical planner

Phoebe wiki

Activity 7

Locate each on a pedagogy framework:

Web search: students search the web and collate resources against a given set of criteria

Drill and practice: students work through a set of resource and then complete a formative self-assessment

Debate: for and against debate, students choose a side, post their views and read other postings

Portfolio: students gather evidence against learning outcomes into a portfolio

pedagogy dimensions

Individual

Social

Passive Active

Information

Experience

Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43 (1-2), 17-33

Discussion

Mapping tools to pedagogy

warburton.typepad.com/liquidlearning/2007/11/how-do-we-inter.html

Activity 8Organisation

CreativityDialogue

CollaborationReflectionInteraction

InquiryAuthenticity

Positives

Time consumingSupport issues

Assessment issuesExpensive

Lack of interactionDifficult to manageNew skills required

Uninspiring

NegativesMap affordances for the following tools

Wiki ForumChat

Blog E-Portfolio

Search engine

Word DVD

Video conference

Powerpoint SpreadsheetSimulation

Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124.

+ve and -ve affordances

Discussion

OrganisationCreativityDialogue

CollaborationReflectionInteraction

InquiryAuthenticity

Positives

Time consumingSupport issues

Assessment issuesExpensive

Lack of interactionDifficult to manageNew skills required

Uninspiring

Negatives

ToolsE-portofolio,

blog, wiki, RSS feed, etc...

TasksSearch, discuss, collate, present,

etc

Assessment by portfolio

Group report in a

wiki

Blog reflection on practice

Group resources via

RSS

Activity 9

8LEM flashcards - focusing on the student activities

View the LEM demonstration

http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8

Create a design using the mapping grid

http://cetl.ulster.ac.uk/elearning/documents/grid.pdf

Discussion

Next steps

CLouDworks - Collaborative Learning Design

Find and Share....

CLouDlets

Designs

Resources

Tools

Activity 10

Describe a great learning activity

Read other learning activities

Vote for your favourite

Benefits of approacH

Adopting an iterative, evidence-based approach

Learning through the process

Engagement with faculties

Pick and mix toolbox - flexible, less risky

Exploring the value of new tools & methods

Developing a Learning Design community

Better understanding of design process

Capturing & representing practice

Highlights process & policy issues

Issues

Adopting a Learning Design mindset

Degree of control between tools and user

Integration of help at the right time and level

Forms of representation and levels of granularitySustainable user-generated

activitiesRoll out and support:research vs. practice

A learning design toolbox

Design tools

CompendiumLD

Wrap around information:Descriptions,

pros and cons, uses, outputs, users

Resources & examples

Design methods(thinking differently)

CLouDworksTag clouds, social networking, upload, annotate, download

Evaluation

G.C.CONOLE@OPEN.AC.UK

Blog: www.e4innovation.com