Download - Library Presentation 170310
Open University Learning Design Initiative
1. People learn better when actively involved in doing something (i.e. are engaged in a learning activity).
2. Learning activities may be sequenced or otherwise structured carefully and deliberately in a learning workflow to promote more effective learning.
3. It is useful to be able to record ‘learning designs’ for sharing and re-use in the future. (JISC, 2009)
What is learning design?
Key concepts (not groundbreaking new ideas but applied in a new way, increasing the quality and variety of teaching and learning within an e-learning context):
Facets of OULDI work
• Evidence base: Understanding the design process
• Representation: Tools, guidance and schema to support representation and design
• Connection: Harnessing web 2.0 practices to foster debate and sharing
Associated internal projects
Institutional Learning Design case studies• IET will be working across the faculties to trial the OULDI
methodology. This will include a series of workshops and events, online resources and activities and side-by-side mentoring support
Course Business Models project• To date the project has produced 5-course views: Course Map,
Pedagogy Profile, Cost Effectiveness , Course Performance and Course dimensions. The project is now producing a set of cross-institutional exemplars
Learning in an Open World research programme• The OULDI work is a core aspect of one of 3 new research
programmes in IET. The programme links together related research on design and OER and explores what ‘openness’ means in 4 areas: Open Design, Open Delivery, Open Research and Open Evaluation.
Process mapping• Reviewing the formal institutional processes• Identifying ‘touch-points’• Exploring informal processes• Mapping tools, resources and methodologies
against ‘touch-points’
Programme Committee(s) new
and existing Award/Course/Pack
Review (See 2)
Faculty Curriculum Plan
8/7/2009
1 Institutional Curriculum Design - DRAFT
University Plan
Curriculum and Awards Office, Strategy Unit
Learning and Teaching,
Strategy Unit
Equality and Diversity Office
IET Student Statistics
MarketingFaculty Strategic
Planning
Unit Strategy Statement
Market Assessment Data
Primary input to the Curriculum Plan
Curriculum and Awards Strategy
Learning and Teaching Strategy ( Middle Tier Plan)
Equality, Diversity and Accessibility
GuidanceStudent Statistics
University Planning
Provides detail below Unit Strategy StatementComprises:1 Curriculum2 Learning and Teaching3 Research4 Staffing
Inputs to Curriculum Planning
Start of 1
Update PLANETstatus
Faculty Curriculum Planning
Extract REP01 for curriculum review
Update to A5 or A6 PLANET status
Annual Review
Review against:Market evidence for new courses/programmesFit with University strategyLevel of resources
Update
June annually
To 10: Stage Gate 3 for Courses
Annual spring review
IterativeUpdates
2009 Strategic Statement is superseded by the Faculty Action Plan
Approval by Faculty of Plan
Faculty Curriculum Manager submits
A3 and A4 PLANET status
Courses
Annual spring review
Update PLANET Status
PLANET
Autumn:Market EvidenceUniversity Strategic FitResources
Approval by CAVC
Curriculum Awards and Validation
Committee Review
Iterative
Rigorous review of Awards, Course and Packs having passed Stage Gate Two: Business Appraisal
Awards Committee
Approval by Awards
Committee
Award
To 8: Stage Gate 3 for Awards
Iterative
Curriculum Product Strategy
(CAO, SU)
Advisory supportFor new developments
FELSHSCArtsMCTScienceSocial ScienceOUBSIET
Strategic Planning and Resources
Committee
OU Futures (Organisational
Strategy)
Faculty/ CAU Unit Plan (Curriculum
Plan Tables)
Faculty review of Plan
Five year plan to correspond with OU Futures
Faculty/CAU Unit Planning
Includes
Agreement by CAU to include
new Award/Course/Pack in
Curriculum Plan
The Curriculum and Awards Office co-ordinates the development of the University’s curriculum strategy and maintains and applies policies on the award of degrees and qualifications
Activity 1: Reviewing the ‘touch-points’
Have a look at the ‘touch-points’ charts. Highlight the places where course teams might consider Informational Literacy.
Map the tools, resources, information you already have which support course teams at these points
Are there any gaps?
• To support effective design
• Identify key requirements at different levels
• Integrate design advice and support at key points in the process
Visualisation and representation
Guidance and Support
Course structure and timetablee.g. course calendar, study guide,
tutorials
Guidance and Support
Course structure and timetablee.g. course calendar, study guide,
tutorials
Reflection and demonstration
Internalization and reflection, e.g. in-text questions, blogs, e-portfoliosDiagnostic, formative or summative assessment e.g. TMAs, iCMAs, ECAs
Reflection and demonstration
Internalization and reflection, e.g. in-text questions, blogs, e-portfoliosDiagnostic, formative or summative assessment e.g. TMAs, iCMAs, ECAs
Content and activities
Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs
Content and activities
Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs
Communication and Collaboration
Dialogic aspects of the course, interaction between learners &
tutors - course forum, email
Communication and Collaboration
Dialogic aspects of the course, interaction between learners &
tutors - course forum, email
Course Map View: Course titleCourse Map View: Course title
Course summaryLevel, credits, duration, key features
Course summaryLevel, credits, duration, key features
Key worksDescription words indicating pedagogical approach,
special features
Key worksDescription words indicating pedagogical approach,
special features
• Key part of informal process
• Sharing best practice
• Ideas, support and advice
• Enhancing professional knowledge
Collaboration
Cloudworks
Activity 2:Introduction and investigation of Cloudworks
• Cloudquest activity
Toolbox• Bringing together tools, resources and
frameworks developed over a number of years across projects
• Mapped to ‘touch-points’ and gaps identified• Supporting advice and guidance• Trialled across a range of teaching and learning
environments
LD Toolbox
Questions and next steps