sample intervention

OU Learning Design Initiative

The purpose of this leaflet is to suggest a format for introducing a Learning Design methodology

to trainee teachers. This format is informed by observation and analysis of similar interventions

being trialled with practicing lecturers across five UK HE institutions.

The following is a sample only, as are the activities. Activities can easily be refocused to reflect

prior learning and experience, and teaching and learning context. Equally, the tools suggested

are a guide only - there may be others that meet needs better (i.e. where participants have

never used concept maps before, pen and paper may be more accessible during the Design

Challenge event). The important element is the Learning Design methodology and process. All

the tools and approaches detailed here, and many others, can be found in the Learning Design

toolbox on Cloudworks www.cloudworks.ac.uk/cloudscape/view/Learning+Design+toolbox .

Introduction

Sample Intervention


The support needs of individuals, groups and institutions will vary and we have developed a

series of flexible support interventions that aim to promote sustained engagement and

collaborative working. Some groups will effectively collaborate, and require less external

support and guidance, but generally groups will access each of these options at some point in

the design process. Some example activities are detailed below, and a sample 6-month timeline

can be found at the end.

The broad aims of the EUPT3 project include:

o To better prepare teachers in integrating ICT in teaching and training in innovative ways

o Advancing teachers’ lifelong learning skills by building a community

Additional and specific outcomes will be negotiated with the group and contextualised to

ensure relevancy. For example, a group may choose to focus on: the ‘quality’ of the design

against predefined criteria; increasing the variety of technological tools used; making clearer

links between the pedagogy and technology; and/or increasing confidence. It should be noted

that the process of evaluating the intervention is likely to also impact on learning, and so should

be explicitly incorporated into the plan. In addition, trainee teachers’ evaluations of their

designs might also be used to provide data used to evaluate the impact of the intervention and

their permission should be explicitly sought for this. The following evaluation methods are

examples of what might be used:

o Reflective logs (teachers/ trainers

and trainee teachers)

o Videoed interviews - staff, trainees,

pupils

o Questionnaires/ survey

o Training feedback forms

o Observation of activity on

Cloudworks

o Learning Design representations

Evaluating the intervention

Support and engagement

Open University Learning Design

Toolbox

Option 4. Side-by-side mentoring

Focused guidance and support for a course team/

group over a specific period in the use of

methodologies, tools and resources.

Option 2. Community peer support

Support and guidance is available from members of

the OULDI team and/or support from

peers/mentors via the Cloudworks community.

This support may be augmented by real or virtual

events allowing for reflection, integration and

extension of new knowledge, new practices and

intellectual debate over time

Option 1. Independent design

The OULDI activities, schema, resources and

tools are available openly on Cloudworks, and

designed to be self-explanatory. Materials

promote innovative thinking, practitioner

reflection and evaluation. Groups and individuals

can work through these independently.

Option 3. Tailored events A series of tailored real and/or virtual workshops

and events that introduce tools, resources and

methods at each stage of the design process, and

provide opportunities for teachers and designers

to develop and co-create learning designs


It is useful to hold a ‘kick off’ event to introduce people to the approach, resources and tools

(and provide an opportunity to ask questions easily). The Design Challenge is a one-day training

session and an example of such an event.

In order to get the most out of the day it is recommended that participants familiarise

themselves with the concept of Learning Design, and some of the key tools such as

CompendiumLD and Cloudworks, in advance. They can use the following resources and

activities to do this independently:

Learn about Learning Design guide – www.cloudworks.ac.uk/cloud/view/1513

Getting started with Compendium – www.cloudworks.ac.uk/cloud/view/2383

Cloudquest challenge – www.cloudworks.ac.uk/cloud/view/2454

As part of the Design Challenge, we ask participants to work where possible in curriculum,

special interest or faculty teams, and decide in advance what module or course they want to

design or re-design (this is an example of how Option 1 might work). Ideally, the course they

choose for the Design Challenge will be one that they intend to use at a specific point in the

future.

N.B Some groups may find it difficult to fence off time to do this preparatory work; if this is

anticipated then a scheduled and facilitated 1.5 hour session may be a better option (Option 4).

The Design Challenge is an example of an ‘Option 3’ event and can be facilitated face-to-face or

virtually. The day is split into four distinct parts and links clearly to the Learning Design lifecycle

(Conole, 2007). This type of big event in best placed early in the training time-line and may be

supplemented later by shorter topic-based events:

Part 1 - Vision

Activity 1: 15 mins: Setting workshop objectives – www.cloudworks.ac.uk/cloud/view/2596

Activity 2: 20 mins: How to ruin a course – www.cloudworks.ac.uk/cloud/view/2597

Activity 3: 40 mins: At a glance course maps – www.cloudworks.ac.uk/cloud/view/2598

The primary output of this part of the event is a one-page textual representation, which can

effectively communicate the ‘flavour’ or ‘vision’ of the course or module. Participants will

consider how key learning design decisions will impact on learner experience.

Step 1: Introduction and preparatory work

Vision Gather Assemble Evaluate

Conole (2007)

Step 2: ‘Kick-off’

Example Design Challenge type event: Brunel University, UK –

www.cloudworks.ac.uk/cloudscape/view/1912


Part 2 – Gather

Activity 4: 60 mins: Stalls activity – www.cloudworks.ac.uk/cloud/view/2326

This activity provides the opportunity to develop specific, individual knowledge and broaden

teams’ knowledge base to inform design decisions. In the example, the ‘stalls’ focus on

accessibility, e-pedagogy, using OERs and networking with other teams in the institution - other

types of stall may be more appropriate to different groups. If this is to be a face-to-face event

then this activity requires significant organisation as experts are required to man the stalls and

will need both booking and briefing. Evaluation of these events tells us that this activity is one

of the most valued.

Part 3 - Assemble

Activity 5: 90 mins: Visualising designs – www.cloudworks.ac.uk/cloud/view/2601

Visualised designs are easier to share with others, and make the relationships between roles,

outcomes, activities, tools and assessment explicit. In this example we suggest using

CompendiumLD to construct an early design visualisation.

Part 4 - Evaluate

Activity 6: 40 mins: Design Review – www.cloudworks.ac.uk/cloud/view/2599

Activity 7: 30 mins: Peer Evaluation – www.cloudworks.ac.uk/cloud/view/2602

It is recognised that designing a finished course or module will take longer than 6 hours;

however, it is useful at this stage for participants to evaluate their progress and receive early

feedback on designs. This activity will also introduce teams to some useful Learning Design

tools that can be used later in the design cycle.

Sustained engagement with the tools, resources and methods is key to ensuring that workshop

learning is transferred to design practice. A plenary at the end of the Design Challenge will

provide an opportunity to discuss design problems and action points, and agree development

timelines, proposed course or module launch dates and evaluation methods.

It is expected that all teams will trial their designs and evaluate design effectiveness. The final

course design may be very different to the one started at the Design Challenge and teams

should be encouraged to keep a log of the tools used and design decisions made. Teams should

receive feedback from their peers at stages through the design process (an example of Option

2). Cloudworks may be a good place to do this.

A sample timeline is detailed on the following page

Step 3: Agreeing next steps

Step 4: Design launch and evaluation

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sample intervention

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