lsri seminar nottingham
DESCRIPTION
Seminar to LSRI at Nottingham UniversityTRANSCRIPT
Adopting a learning design approach to creating activities
Gráinne ConoleLSRI Seminar, Nottingham University
23rd October 2007e4innovation.com
Innovations in design
Outcomes
Tasks Assessment
Learning
...through activityCourse design
Student experience
Innovations in design
How can we design learning activities which make effective use of tools and pedagogy?
Outcomes
Tasks Assessment
Learning
...through activityCourse design
Student experience
Innovations in design
How can we design learning activities which make effective use of tools and pedagogy?
Represent and share
Outcomes
Tasks Assessment
Learning
...through activityCourse design
Student experience
Innovations in design
How can we design learning activities which make effective use of tools and pedagogy?
Represent and share
Create and scaffold
Outcomes
Tasks Assessment
Learning
...through activityCourse design
Student experience
THE OU Learning Design project
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
THE OU Learning Design project
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
Adopting a learning design methodology
THE OU Learning Design project
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
Formal means of describing activities
Adopting a learning design methodology
THE OU Learning Design project
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
Formal means of describing activities
Facilitates re-use of learning activities
Adopting a learning design methodology
THE OU Learning Design project
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
Formal means of describing activities
Facilitates re-use of learning activities
Provides scaffolding for the design process
Adopting a learning design methodology
THE OU Learning Design project
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
Formal means of describing activities
Facilitates re-use of learning activities
Provides scaffolding for the design process
Enables a shared language & representation
Adopting a learning design methodology
Approaches to learning design
Approaches to learning design
From existing practice (case studies)
Approaches to learning design
From existing practice (case studies)
By scaffolding (templates & contextual help)
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
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
Fact finding & user requirements Phase 1: User consultation, case studies
Phase 2: Interviews and focus groups/workshops
Fact finding & user requirements Phase 1: User consultation, case studies
Phase 2: Interviews and focus groups/workshops
Tool and resource developmentPhase 1: Compendium, LD workshops
Phase 2: Compendium LD, +
Fact finding & user requirements Phase 1: User consultation, case studies
Phase 2: Interviews and focus groups/workshops
Tool and resource developmentPhase 1: Compendium, LD workshops
Phase 2: Compendium LD, +
Phase 1: User consultation and case studies
Compendium and LD workshops
Design strategies
Design strategiesLearning outcomes: What do you want the students to achieve?
Design strategiesLearning outcomes: What do you want the students to achieve?
Pedagogy: What pedagogical principles
do you want to emphasis?
Design strategiesLearning 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?
Design strategiesLearning 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? Assessment:
What do you want to assess and how?
Design strategiesLearning 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?
Assessment: What do you want to assess and how?
Design strategiesLearning 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?
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?
Issues
Issues
Lack of transfer ofgood practice
(case studies or pedagogy)
Issues
Lack of transfer ofgood practice
(case studies or pedagogy) Tacit/messy nature of design
Issues
Production/presentation trade off
Lack of transfer ofgood practice
(case studies or pedagogy) Tacit/messy nature of design
Issues
Production/presentation trade off
Systems don’t reflect new models
Lack of transfer ofgood practice
(case studies or pedagogy) Tacit/messy nature of design
Issues
Production/presentation trade off
Systems don’t reflect new models
Changing skill sets:academics and students
Lack of transfer ofgood practice
(case studies or pedagogy) Tacit/messy nature of design
Towards a learning design tool… using Compendium as a prototype
Easy to use
Flexible and adaptable
Good support/documentation
Easy linking todiagrams, URLs, word files etc
Compendium
Workspace
Standard Compendium
icon set
Workspace
Standard Compendium
icon set
Tailored icon set for learning
design
Workspace
Examples
Examples
Templates
Examples
Help
Templates
Examples
Help
Templates
Examples
Help
TemplatesChoices
Examples
Help
Templates
Learning activity
Choices
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Regine Hampel Ursula Stickler
CyberDeutschTools for interaction
and collaboration
Regine Hampel Ursula Stickler
CyberDeutschTools for interaction
and collaboration
Providingstructured guidance
Activity versus course
Individual learning activities
Activity versus course
Individual learning activities
Activity versus course
Individual learning activities
Activity versus course
Course level information
Workshop Evaluation
Easy to use and groups quickly generated activities
Using tool in a group helped them reach consensus
Different granularities of use
The process helped surface hither to hidden complexity
LD icon set worked well
Process helped users understand different aspects of design
Focus on activity rather than content
Phase 2: Interviews and focus groups/workshops
Compendium LD, +
Current focus
VLE team: Integration with Moodle
Adaptation of Compendium
Inclusion of tailored and adaptive help
Identification of appropriate help - tools and examples
Fact finding interviews & focus groups/workshop
Fact finding
10 - 15 interviews
Focus groups/workshops
Support: external resources and case studies
Tools comparison (Compendium, LAMs, JISC, etc)
Innovation: Focus on other approaches to design and technology innovation - web 2.0
In-depth course team evaluations
Interviews
Interviews
Process
Interviews
Process
Support
Interviews
Process
Support
Representation
Interviews
Process
Support
Representation
Barriers
Interviews
Process
Support
Representation
Barriers
Evaluation
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’
Complementary studies
Complementary studiesPB-LXP project
Work-based learning
Thorpe, Conole, Edmunds, DeLaat
Complementary studiesPB-LXP project
Work-based learning
Thorpe, Conole, Edmunds, DeLaat
Learning across formal and
informal settings
Sharples and Scanlon, Ainsworth, Benford, Conole, Crook,
Jones, Littleton, Mulholland, O’Malley
Educational viewOverview, Pedagogical model,
assessment, constraints
Educational viewOverview, Pedagogical model,
assessment, constraints
Process-based viewSteps/stages involved,
Schema/Inventory
Educational viewOverview, Pedagogical model,
assessment, constraints
Process-based viewSteps/stages involved,
Schema/Inventory
Technical viewTechnical blueprint, rule-based and
runtime of data flow
Teacher poses an open questions to prompt debate
Students use handheld devices linked to projector to generate initial responses, which are clustered and displayed along different dimensions
Software selects teams, whose answers differ along dimensions and sets them the challenge to move closer in agreement through inquiry and debate
Each team chooses methods of inquiry (‘debate with expert’, ‘run experiment outdoors’)
Software on mobiles provides tools and materials to structure their investigation as they move between locations and to transmit results to team website
Teacher poses an open questions to prompt debate
Students use handheld devices linked to projector to generate initial responses, which are clustered and displayed along different dimensions
Software selects teams, whose answers differ along dimensions and sets them the challenge to move closer in agreement through inquiry and debate
Each team chooses methods of inquiry (‘debate with expert’, ‘run experiment outdoors’)
Software on mobiles provides tools and materials to structure their investigation as they move between locations and to transmit results to team website
Why is it useful?
Why is it useful?Means of eliciting designs and a vocabulary
for describing learning activities
Why is it useful?Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation and re-use of designs
Why is it useful?Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation and re-use of designs
Guides individuals throughprocess of creating activities
Why is it useful?Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation and re-use of designs
Guides individuals throughprocess of creating activities
Creates an audit trail of design decisions
Why is it useful?Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation and re-use of designs
Guides individuals throughprocess of creating activities
Creates an audit trail of design decisions Highlights policy
implications
Why is it useful?Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation and re-use of designs
Guides individuals throughprocess of creating activities
Creates an audit trail of design decisions Highlights policy
implications Could also guide learners
through activities
Issues
Issues
Adopting a Learning Design mindset
Issues
Adopting a Learning Design mindset
Degree of control between tool and user
Issues
Adopting a Learning Design mindset
Degree of control between tool and user
Integration of help at the right time and level
Issues
Adopting a Learning Design mindset
Degree of control between tool and user
Integration of help at the right time and level
Forms of representation and levels of granularity
Issues
Adopting a Learning Design mindset
Degree of control between tool and user
Integration of help at the right time and level
Forms of representation and levels of granularitySustainable user-generated
activities
Issues
Adopting a Learning Design mindset
Degree of control between tool 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
Learning DesignConole, G. and Weller, M. (forthcoming), Using learning design as a framework for the design and reuse of OER, OpenLearning Conference, Milton Keynes
Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design methodology to foster adn support creativity in design
Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography – software tools and mapping techniques
Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies
Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference, July 2007, Greenwich
Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and scaffolding learning design, EDEN conference, June 2007, Naples