conole etug oct 09
DESCRIPTION
TRANSCRIPT
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LEARNIG DESIGN WORKSHOP
Gráinne Conole, Open University, UKETUG Learning Design WorkshopSimon Fraser University 21/10/09
+Outcomes An overview of learning design
An understanding of challenges and opportunities in learning design
An awareness of current learning design research
Hands-on experience of OULDI tools, resources and activities Exploration of the OULDI toolbox Creation of visual design maps using CompendiumLD Finding, sharing and discussing learning and teaching ideas and
designs in cloudworks
Discussion of and reflection on relevance of the workshop tools, resources and activities to your context
+Outline Presentation: Introduction
Paradoxes in learning and teaching Learning Design –definition &overview of the
OU Learning Design Initiative (OULDI) Presentation: An introduction to cloudworks
Activities: Introduction & strategies for design Introductions, what do you want out of the workshop and
exploration of cloudworks – the cloudquest challenge Strategies for design – think/pair/share Discussion: In cloudworks plus plenary
Presentation: Representing designs: Different types & value of representations Two specific examples: task-swim line visualisation & patterns Introduction to CompendiumLD
+Outline Activities: Starting to use CompendiumLD
Creating a CompendiumLD map: either your own learning activity or an OER from OpenLearn
Discussions (optional): Thoughts on CompendiumLD Thoughts on cloudworks
Presentation: Some advanced features
Activities: Advanced features Saving designs as jpegs on Flckr Uploading and downloading CompendiumLD maps Importing and creating stencil sets Activity (optional): Making a design more collaborative Activity (optional): Share/discuss designs in cloudworks Activity: Reflections on the workshop and action plans
+Paradoxes
Open Educational Resources
Little evidence of reuse
New technologies offer new pedagogical opportunities
Potential for reuse with Open Educational Resources
Significant learning design and pedagogical patterns research
Array of technologies
Not fully exploited
New design methods Little known beyond research circuit
+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
+OU Learning Design Initiative
Empirical evidence:
Interviews, surveys, web stats, workshops
Representation: CompendiumLD toolDesign methods
Guidance:ToolsResourcesActivitiesWorkshops
Sharing:Research projectsWorkshopsCloudworks
Team: Andrew Brasher, Gráinne Conole, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
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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
At the heart of the paradox
Can we change practices through use of web 2.0 ideas?
+Cloudworks: Harnessing web 2.0
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Clouds: Learning & teaching ideasDesign or case studiesTools or resourcesQuestions or problems
Cloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject
Key concepts
+Cloud
Content
Extra content
Links
References
Tags
3 words Social Cummulativ
e Collective
+Cloudscape
“Communities”/clusters of interest - clouds around a shared purpose
Clouds can belong to more than one cloudscape
Lists clouds + comments
Can “follow” cloudscapes, all activities appear in your “Your cloudstream”
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+Cloudstream
Means of personalising and tailoring
Three types: Public cloudstream – everything Your cloudstream – things your are
following Cloudscape cloudstreams – all
activities associated with a cloudscape
User cloudstreams – a user’s activities in the site
“Follow and be followed” – people or cloudscapes you follow appear in your personal cloudstream
“Tsb” view for filtering All Clouds Cloudscapes Links References Extra content
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+
+Other features
Customised email alert
RSS feeds cloudscapes and people
Embedding different kinds of content – videos, images, presentations
Cumulative intelligence: Additional cloud content, collective tagging of clouds and cloudscapes, addition or links or resources, discussion
Multiple navigation routes - browse clouds or cloudscapes, search, via people, home page – active clouds, featured cloudscapes, site cloudstream, email alerts
+ETUG workshop cloudscape
Pre-workshop space Evolving set of resources for the workshop, initial
introductions
During the workshop Guidance and additional resources Space for collective discussion around activities
Post workshop Cummulative addition to resources, continued
conversation, link to wider teaching and learning community
+Activity: Introductions, what do you want out of the workshop & exploration of cloudworks
Working with those at your table Agree what you want to get out of the workshop Take an exploratory tour of cloudworks
You can summarise your discussions/conclusions on the following two clouds in the ETUG cloudscape Cloud: Introductions and what do you want out of
the workshop http://cloudworks.ac.uk/cloud/view/2463
Cloud: Take the cloudquest challenge http://cloudworks.ac.uk/cloud/view/2454
+Activity: Strategies for design
Think of a resource you have created
Describe its inherent design
Share with the person next to you
Share with the wider group
You can also summarise your discussions in the cloud for this activity http://cloudworks.ac.uk/cloud/view/1800
+Discussion: Strategies for design
+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 implicit, difficult to represent
Different representations highlights different aspects of the design Task swim line – mapping task,
tools, resource, time Pedagogy profile – view of tasks
profile Curriculum mapping – at a glance
view
Activity has a “design” “Think-pair-share” pedagogical pattern
Value of visual representations Makes design explicit and sharable Means of guiding process of design
Design representations
+Representations
Seeing curriculum differently Not content focused Different views to
foreground different aspects Recognising design at
different levels – from activity to whole course
Examples Task swim line Pedagogy profile Course map
+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
+CompendiumLD
Tool for visualisation designs
The method is an important as the tool
Will provide a demonstration
Hands-on exploration of the tool
Discussion
+CompendiumLD
Core icon set
Design icon set
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Creating a simple visual design in CompendiumLD
Demonstration
+CompendiumLD Features
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
+Activity: Create a design
Working in small groups, use CompendiumLD to visualise a design
Either work on your own idea or choose a OER resource from OpenLearn to map
Use the following for help and inspiration: CompendiumLD – google customised search CompenduumLD – design templates Cloudworks CSCL pedagogical patterns (Hernández et al.,
Appendix)
Cloud: http://cloudworks.ac.uk/cloud/view/393
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Look at the visual representation of part of a masters course in educational technology (H808)
Do this give you a good overview of what is it the students are doing? How does it compare to a textual version?
How much time does each task take?
Have the learning outcomes been met?
Activity (optional): The power of visualisation
+Presentation: Advanced features
Can export as an image (jpeg), html web map or zip file
Export stored: /compendiumld/exports/
Can upload images to sites like flckr
Can upload zip file to labspace for sharing
Can import or create new stencil sets
+Activity: Exporting as an image
Export your design as a jpeg
Upload to the flckr Using your own account or Use the workshop space - user name: etug2009
Add image as embedded content in cloud
Focus on one other design on the cloud and comment
Cloud: http://cloudworks.ac.uk/cloud/view/2529
+Activity: exporting as a map
Export as a power map
Upload into Labspace
View other designs uploaded
Download the design tips map
Import into CompendiumLD
Open the Learning Design Icons stencil
Cloud: http://cloudworks.ac.uk/cloud/view/2529
+Activity: new stencil set
Importing a stencil set Import the cloudquest or design tips map from
labspace (http://labspace.open.ac.uk/blocks/compendium/browsemaps.php?context=&id=5212)
Close and reopen compendiumld Tool, open stencil, choose “Learning Design Icon”
Creating a stencil set Tool, manage stencil Create new stencil Add items (care with size of image) and save
+Presentation: Pedagogical patterns
Pedagogical patterns Embedded good
pedagogy Derived from Alexander’s
work “Solutions to problems”
Introduction Context Problem headline Solution Picture Similar patters
+Activity: Adding in collaboration
Revisit the design you have created
Use the CSCL pedagogical patterns to consider how the design can be made more collaborative
Cloud: http://cloudworks.ac.uk/cloud/view/2526
+Presentation: Other representations
“Designs: can be represented in a variety of ways (text, images metaphor, etc) and different levels
Different types of representations have different values/purposes
Different levels of granularity – from resource or activity up to whole curriculum level
The design process is different at different stages in the lifecycle
+Other 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
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
Information & experience
PDF resources
Links to e-journal articles and other websites
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)
Guidance & support
Study planner
20 Learning guides
General assessment guidance
TMA questions
Course guide
Study calendar
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
3 co-published course books (21 chapters/ 960pp)
DVD – videos of 3 practice settings + interviews (XXmin)
Plus own experience and practice
Tutor support – 1:20; 21 contact hrs; band 7
Course map example
42 Mick Jones
+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
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+Activity: pedagogy profile
Use the pedagogy profile to model one of your courses
Save the profile as an image
Upload to flckr
Save image as embedded content in the representation cloud
Comment on one other profile
Optional: Look at the representation cloudscape for information on the other representations
Pedagogy profile cloud: http://cloudworks.ac.uk/cloud/view/2459
+Activity: reflection & action points
Use post-its to answer the following Three words to describe:
CompendiumLD Cloudworks
What did you like about the format and content of the workshop?
What didn’t you like or could be improved? What action points are you going to do as a
result of the workshop?
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LEARNIG DESIGN WORKSHOP
Gráinne Conole, Open University, UKETUG Learning Design WorkshopSimon Fraser University 21/10/09