ouldi flyer
DESCRIPTION
TRANSCRIPT
OULDI people
OU Learning Design
Initiative (OULDI)
+
• Professor Gráinne Conole (Project
Leader)
• Dr Simon Cross (Project Manager,
visualisation, surveys)
• Rebecca Galley (Project Officer, events,
workshops, evaluation)
• Paul Mundin (Project Officer, curriculum
mapping)
• Dr Juliette Culver (Lead Cloudworks
developer)
• Andrew Brasher (CompendiumLD
developer)
• Dr Paul Clark (Project Consultant,
visualisation)
• Dr Nick Freear (Cloudworks developer,
internationalisation, accessibility)
Recent publications Conole, G. (2009), ‘Capturing and representing practice’,
in A. Tait, M. Vidal, U. Bernath and A. Szucs (eds),
Distance and E-learning in Transition: Learning
Innovation, Technology and Social Challenges, John Wiley
and Sons: London.
Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and
White, J. (2008), Visualising learning design to foster and
support good practice and creativity, Educational Media
International, Volume 54, Issue 3, 177-194.
Conole, G. and Culver, J. (in press), The design of
Cloudworks: applying social networking practice to foster
the exchange of learning and teaching ideas and designs,
Computers and Education, Available online: http://
www.sciencedirect.com/
Conole, G., Culver, J. (2009) Cloudworks: Social
networking for learning design, Australian Journal of
Educational Technology, Volume 25, Issue 5, 763-782.
Further information about the initiative
Website: http://ouldi.open.ac.uk
Gráinne Conole (Project Leader)
Blog: http://e4innovation.com
Overview
The project aim is to develop and
implement a methodology for
learning design composed of
tools, practice and other
innovation that both builds upon,
and contributes to, existing
academic and practitioner
research.
Facets of OULDI work
• Evidence base
• Connection
• Representation
• Collaboration
+
+
Collaboration: Structured events for
fostering shared meaning and co-creation
Design Challenge
Blurring real & virtual
A series of workshops and events exploring mechanisms
for enabling teachers/ designers to develop and co-create
learning designs. These range from specialised ‘real’
design events augmented by virtual support activities,
communities and resources, through to more reflective
events such as the Cloudfests which support practitioner
reflection, feedback and elicitation from other researchers
in the field.
Cloudfests and Design
summits
+
+ Methodology
• Interviewing teachers
• Baseline mapping of
Curriculum design
• Surveys and
questionnaires
• Evaluating workshops and
conferences
• Web statistics and Google analytics
• Observation and reflective logs
• Evidence from policy documents, blogs, Twitter,
email etc
+
CompendiumLD www.compendiumld.open.ac.uk CompendiumLD is a software tool for designing
learning activities using a flexible interface. It is being
developed as a tool to support lecturers, teachers
and others involved in education to help articulate
their ideas and map out a design or learning
sequence.
CompendiumLD is a
specialised form of the
concept mapping
software Compendium,
developed by the
Knowledge Media
Institute (KMi) at the OU.
Seeing curriculum differently
• Offering different views of design
• Process rather than content-focused
• Alternatives to text-based descriptions
• Recognising design at different levels – from activity to
whole course
• Visual – tables & diagrams, descriptive & metaphorical
+
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
+
Evidence base: Understanding the design process
Connection: Harnessing web 2.0 practices to foster debate and sharing
Representation: Tools, guidance and schema to support representation and design
Cloudworks www.cloudworks.ac.uk • Open, drawing on web
2.0 practices
• Clouds as core objects –
social, cumulative,
intelligent
• Cross-boundary, both filtering/
personalisable and serendipitous
• Dynamic and evolving through use
alongside real events as well as virtual
ones
• Focus always on sharing, finding and
discussing educational ideas and designs