the 7cs of learning design
TRANSCRIPT
The 7Cs of Learning Design
Gráinne Conole
University of Leicester
19th November 2012
Wollongong workshop
National Teaching Fellow 2012
How to ruin a course
Discussion
Promise and reality
Social and participatory media offer new ways to communicate and collaborate
Wealth of free resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills
Learning Design
Shift from belief-based, implicit
approaches to design-based, explicit
approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
Learning Design A design-based approach to
creation and support of courses
The Larnaca Declaration, Sept 2012
Learning Design representations
Adapted from Falconer & Littlejohn (2009)
Representation Description Target users
Module plan or
master folder
Text based overview of the module, usually available
as a Word document or in paper form
Tutors
Programme leaders
External examiners
Case study Narrative overview of a teaching & learning situation –
ranging from entire module to single classroom activity
Tutors
Course developers
Briefing
document
Narrative overview of a teaching & learning situation,
focusing on class management issues
Tutors
Programme leaders
External examiners
Pattern overview Structured, text-based structured way of analysing a
pedagogic problem & conveying best practice solution
Tutors
Course developers
Technical developers
Contents table List of contents of a module or a single class Tutors
Students
Concept map Mapping of concepts and/or learning activities Tutors
Students
Learning design
sequence
Sequence of learning activities, sometimes shown
diagrammatically
Tutors
Students
Technical developers
Storyboard Mapping of concepts and/or learning activities Tutors
Audio visual/instructional
developers
Lesson plan Matrix mapping learning activities against a timescale -
lesson plans are commonly used in Further Education
Tutors
LD Visual Sequence
2 pages/2 pictures
Pattern
LAMS Sequence
Compendium LD
Simulation Triad
Design Decisions Framework 77 decisions in designing online role plays
Design Decisions
Design Decisions
Role Play LD Visual
Sequence
2 page/2
picture
Simulation
Triad
Design
Decisions
Compendium
LD
IMS LAMS Pattern
Accident Investigation
Ardcalloch
First Fleet
Foochow Road
Indontgoto Uni
Mekong
Middle Eastern Politics
Political Science
Round Table Discussion:
Environment Round Table Discussion:
Pain Save Wallaby Forest
Scarlet Letter
Securities Market
Versailles Treaty
Join the conversation now at: http://cloudworks.ac.uk/cloudscape/view/2344
Conceptualise What do we want to design, who for and why?
Capture Resource audit
Create Storyboard, activities,
content, artefacts, pathways
Communicate Synchronously and
asynchronously
Collaborate Improve the design with
others
Consider Reflect, pilot, enhance
Consolidate Evaluate and embed your design
The 7Cs Framework
How to ruin A course
Course features
Course map
Collaborative Ped. Patterns
Learning outcomes map
Assessment Ped. Patterns
Story board
Affordances
Activity profile
Refine LD views Rubrics for evaluation
Resource audit
Socio-cultural perspectives
Other teachers and learners can use or repurpose
Vygotsky, Activity Theory
Research questions What Mediating Artefacts do teachers use?
What Mediating Artefacts can we create to guide
the design process?
Design Has an inherent
Teacher
Learning activity
or Resource
Creates
Mediating Artefacts (MA)
Design Mediating Artefacts Concepts
Tools
Dialogues
Activities
Teacher
Learning activity
or Resource
Creates
Mediating Artefacts (MA)
Community Division of
labour Rules
Analysis: Activity Theory
Design and learning occur within a context
Co-evolution of tools and practice
Evolving
practices
Characteristics
of tools
Reflection
Dialogue
Aggregation
Interactivity
Characteristics
of people
Preferences
Skills
Interests
Context
Affordances
Reflection
Dialogue
Collaboration
Interaction
Inquiry
Tools
Forum, wiki, blog, etc.
Tasks
Read, search, critique, etc.
Learning Activity
Technology affordances Affordances,
promotes…
Interaction
Collaboration
Reflection
Dialogue
Creativity
Organisation
Inquiry
Authenticity
Costly to produce
Time consuming
(development)
Difficult to use
Time consuming (support)
Assessment issues
Lack of interactivity
Difficult to navigate
New literacy skills
Constraints,
think about…
A blog for reflective practice
Affordances (Gibson) All "action possibilities"
latent in an environment…
but always in relation to the
actor and therefore
dependent on their
capabilities.
For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
sheep.
• Think of a learning activity, e.g.
– Aggregating a set of class resources
– Collaborating on a group report
– Presenting evidence of learning
• Choose three technologies
• Identify their affordances to support the learning activity
• Decide which technology to use
Activity: Mapping affordances
Activity: Course Features
E-tivity Rubric: http://tinyurl.com/SPEED-e4
Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience.
Linoit canvas
Activity: Course Map
E-tivity Rubric: http://tinyurl.com/SPEED-e5
Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.
Activity: Activity Profile
E-tivity Rubric: http://tinyurl.com/SPEED-e6
Purpose: To consider the balance of activity types that will be included in your module/course.
Activity Profile Flash Widget
• Derived from Alexander’s work
• “Solutions to problems” – Introduction
– Context
– Problem headline
– Solution
– Picture
– Similar patters
Pedagogical Patterns
• Look at the Pedagogical Patterns handouts
• Choose one or more pattern and use it to create a collaborative learning activity
• You can combine or adapt patterns if you want
Activity: Pedagogical Patterns
• Using the JIGSAW pattern approach to look at the following repositories – Http://learningdesigns.uow.edu.au
– Http://enrole.uow.edu.au
– Http://cloudworks.ac,uk
– Http://www.globe-info.org/
• Complete the Carpe Diem Resource Audit sheet, indicating which OER you will include and what resources you need to create
Activity: Resource Audit
Start End
Assessment
Learning Outcomes
Activity: Storyboard
E-tivity Rubric: http://tinyurl.com/SPEED-e8
Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities.
Linoit Canvas
Storyboard http://linoit.com
Resource-based learning
• Over ten years of the Open Educational Resource (OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice
POERUP outputs
• An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies
• 3 EU-wide policy papers
Differences in education, internet, e-learning
• Diversity of educational contexts
• Diversity of internet provision
• Diversity of use of e-learning
– Distance Learning is a feature of educational system, Canada and Australia
– State of e-learning below EU average, Hungary
Country Internet (in 2011) Broadband (in 2011)
Australia 87% 83%
UK 73% 71%
Italy 62% 52%
Hungary 66% 61%
Emergent themes
• Shift from development to OER practices
• Shift from basic OER awareness to OER maturity and embedding
• Broader notion of open practices – open learning, teaching and research
• Use of social and participatory media to foster OER communities
Statement 1: OER will have a major impact on students' learning in the next five years.
• I agree
• I disagree
• Undecided
Statement 2: OER are better quality than commercially published textbooks.
• I agree
• I disagree
• Undecided
Statement 3: I will use more OER in my teaching/learning in the future.
• I agree
• I disagree
• Undecided
Challenges
Opportunities
Evaluation
• Three words to describe the workshop
• What I liked
• Suggestion plans for improvements
• Action plan
Three words…
• LD, fun, interesting • Group discussion and exchange • Lots of uses • Interaction, discussion, examples • The cards, collegiality, interactive • Frameworks for course mapping • Tools and widgets to support learning design • The cards and collaboration with colleagues • Games, talking with colleagues, fruit • The card activity, use of different technologies, interaction • Stimulating, relevant, useful • Enjoyed, collaborative, many to many
Three words
• Interactive, helpful;, interactive • Relevant, reflective, relentless • Interactive, collaborative, group based • Informative, long tiring • Nice to meet you • Active, informative, tiring • Interactive, collaborative, open-ended • Food for thought • V good • Good • Expert, well planned, comprehensive • Active, engaging, stimulating • Expansive, creative, aspirational • Explanation, ideas • Inspiring • Other peoples’ ideas • Inspiring, useful, interesting • Thoughtful, interesting, active • Stimulating, discursive, networking • Storyboards useful for my practice • UoW community of learning designers (connected to the global community)
Things I liked…
• References for new tools • People interactions met people whose work I used • Some ideas to think about RE design • Handouts • Got us talking • Activities (useful and fun) • Interactive and opportunity to discuss design ideas • Peer interaction • Not just a talking head • Card activity • Resources, LINOIT, overview • Activities, range of discussions, range of participants from different
fields
Suggestions for improvement
• More a workshop for academics • More about how you would use this at Leicester • Reiterate that these tools are to stimulate design ideas – you don’t
have to use all of them just ones that work for you • Have a list of tools glossary, online version • Modify and make an online resource • Time • Take direct to academics, MOOC for offshore • Less instructional time, use specific assessment not invented one • Longer time period with real task • Less is more • More time to complete the map • Wifi for guests at venue
Action plan…
• Apply model to school e-development projects • Need to apply VLD • Follow up, reflect • Form a reading group, read the book, look at activities again • Map activity in multiple designs • Reflect, apply, share • Reflection, sleep, share • Course renewal at UoW because of learning platform transition
(focus on learning design) • Follow up on resources provided from workshop • Look at my own template more formally (language issues, relevant
etc.
Action plans
• Do something to start with new learning tool
http://www.slideshare.net/GrainneConole http://www2.le.ac.uk/departments/beyond-distance-research-alliance
[email protected] http://e4innovation.com
• OULDI website http://www.open.ac.uk/blogs/OULDI/
• Carpe Diem website http://www.le.ac.uk/carpediem
• 7Cs OER page http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7cs-workshop-resources
• Cloudworks http://cloudworks.ac.uk/
Useful sites and resources