Conole Openlearn

Using Learning design as a framework for support

the design and reuse of OERs

Gráinne ConoleOpenLearn Conference, Milton Keynes

30th October 2007e4innovation.com

OERs and design

OERs and designIncreased interest in

and arguments for OERs

OERs and designIncreased interest in

and arguments for OERs

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

OERs and designIncreased interest in

and arguments for OERs

Issues:Copyright

Quality assuranceSustainability

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

OERs and designIncreased interest in

and arguments for OERs

Issues:Copyright

Quality assuranceSustainability

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

Challenge: take up, adaptation and reuse

OERs and designIncreased interest in

and arguments for OERs

Issues:Copyright

Quality assuranceSustainability

Benefits:Sharing and reuse

More variety and flexibilityPromote user-generated approach

Challenge: take up, adaptation and reuse

Solution: Adopting a Learning Design approach

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Adopting a learning design methodology

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Formal means of describing activities

Adopting a learning design methodology

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

Formal means of describing activities

Facilitates re-use of learning activities

Adopting a learning design methodology

THE OU Learning Design project

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, 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

A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, 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

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

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)

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

Peter Wilson, Pat Grace, Simon Cross

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?

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

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 focusAdaptation of Compendium

Inclusion of tailored and adaptive help

Fact finding interviews & focus groups/workshop

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

OpenLearn: Global warming

Patrick McAndrew

OpenLearn: Global warming

Patrick McAndrew

OpenLearn: Global warming

Patrick McAndrew

OpenLearn: Global warming

Patrick McAndrew

OpenLearn: Global warming

Patrick McAndrew

Andreia Santos

Openlearn: Spanish

Andreia Santos

Openlearn: Spanish

Andreia Santos

Openlearn: Spanish

Andreia Santos

Openlearn: Spanish

OER specific IsSUes and uses

OER specific IsSUes and usesMeans of representing design and facilitating re-use

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Potential uses:At start of design process

To balance a set of activitiesTo critically deconstruct

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Potential uses:At start of design process

To balance a set of activitiesTo critically deconstruct

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

Benefits:Thinking differently

VisualisationCommunication

Collaboration

OER specific IsSUes and usesMeans of representing design and facilitating re-use

Could guide users throughprocess of creating or using activities

Potential uses:At start of design process

To balance a set of activitiesTo critically deconstruct

Context of OERs: informal learning,

original design not explicitlearners in isolation or

via community generated networks

Benefits:Thinking differently

VisualisationCommunication

Collaboration

Drawbacks:Level of granularity

Trade off: time investment/benefitNovice vs. expert users

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’

course level view

In-depth course evaluation:

H800

course level view

In-depth course evaluation:

H800

Identifying LD themes

course level view

In-depth course evaluation:

H800

Mapping the design process

Evaluation of adopting an ‘LD approach’ as a course develops

Identifying LD themes

Other features:LD temples

Other features:contextual guidance

Other features:adaptive help

Generic Issues

Generic Issues

Adopting a Learning Design mindset

Generic Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Generic Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Integration of help at the right time and level

Generic 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

Generic 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

Generic 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

Next steps

Next stepsMap of more OpenLearn content,

identification of OER specific issues

Next stepsMap of more OpenLearn content,

identification of OER specific issues

Wider scope focus groups and workshops

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

ScreenCam walk throughs: 1. Using Compendium for design2. Audio/visual of design process

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

Library of learning activities based on OpenLearn content

ScreenCam walk throughs: 1. Using Compendium for design2. Audio/visual of design process

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Next steps

LD Openlearn icons or library of ‘clip art’ icons to give user ownership’

Library of learning activities based on OpenLearn content

ScreenCam walk throughs: 1. Using Compendium for design2. Audio/visual of design process

Map of more OpenLearn content,identification of OER specific issues

Wider scope focus groups and workshops

Evaluation and refinement

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