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Learning Design Workshop
Professor Gráinne Conole
e4innovation.co.uk
Learning objectives This is an intensive design workshop to help participants make pedagogically informed design decisions that
make appropriate use of digital technologies . This might include the design or re-design of face-to-face,
blended or online courses. A ‘course’ could be an individual module or a whole course. It is suggested that
participants have a course in mind, for which to design and storyboard the teaching and learning, in this
workshop. By the end of the workshop, participants will be able to:
conceptualise the learning design process from different perspectives
apply a range of learning design resources, tools and methods to a learning intervention
critique a range of pedagogical approaches and the role played by different technologies , in
supporting these
review and debate the theoretical underpinnings of learning design
develop a storyboard, with associated learning activities and assessment elements.
The workshop’s activities are part of the 7Cs of learning design framework, which consists of seven components:
1. Conceptualise – which initiates the design process and consists of imagine, design and prepare. 2. Create – which covers the ways in which search engines, Open Educational Resource (OER)
repositories and social bookmarking can be used to find and collate relevant resources and activities,
as well as strategies for creating resources . 3. Communicate – which covers the different ways in which communication can be fostered, this
includes how to moderate asynchronous and synchronous forums , as well as use of social media. 4. Collaborate – which considers how collaboration can be fostered and a review of the different tools
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that can be used to support collaboration. 5. Consider – which considers how reflection can be fosters and how students can demonstrate
achievement of the learning outcomes, i.e. the assessment elements. 6. Combine – which enables the designer to step back and look at the design from different
perspectives, this includes creating an activity profile of how much time students will spend on different types of activities, as well as creating a storyboard of the course.
7. Consolidate – implement the course in a real learning context and evaluate how effective it is.
Course Description The participants will engage with a range of learning design conceptual tools . They will work in groups and will periodically share back their discussions with the rest of the participants. They will benefit from having a laptop by which to join in activities. Artefacts produced will be captured and made available online. The workshop can be run face-to-face or online. Ideally it should be run as a one-day workshop, but a condensed
half-day workshop is also possible. Longer two- or three-day workshops, allow for flexibil ity and customization of material to meet participants needs.
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Activities Components of the 7Cs framework
Title Purpose and Description
Overview Overview of 7Cs of Learning Design workshop
To provide an overview of the 7Cs of Learning Design framework. Participants will also have the opportunity to share what they hope to get out of the workshop.
Conceptualise How to ruin a course
To consider ten ways in which technologies can ruin a course and then to identify strategies to avoid these.
Conceptualise Course Features To consider the features you want to include in your course, which will affect not only the look and feel of the course, but also the nature of the learners’ experience.
Conceptualise Student Personas To imagine the type of students who are likely to take your course. Students on a first-year undergraduate course will be very different from those doing a post-graduate certificate in teaching for example. The nature of your students will influence how you design and support the course.
Create Resource Audit
To decide how you will source the content for your module/course, including the possibility of incorporating existing content. Think about the time and expertise needed to do this.
Combine Course Map
To start mapping out your module/course, including your plans for student support, assessment, communication and collaboration. This provides more detail to the design following on from your use of the course features cards.
Communicate Tools for Communication
Three typical tools available in Virtual Learning Environments (VLEs)/Learning Management Systems (LMSs) are considered: forums, blogs and wikis.
Combine Activity Profile
To consider the balance of activity types that will be included in your course.
Combine Storyboard
To develop a storyboard for your course in which the learning outcomes are aligned with the assessment events, topics (contents) and student activities.
Consolidate Evaluate
To develop an evaluation rubric to evaluate the effectiveness of the course and how it might be improved.
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Activity: How to ruin a course
Image source
Purpose To identify ten ways in which technologies might ruin a course and then to identify strategies to
avoid these.
Task
With your group or team, list tens ways in which technologies could ruin a course for
learners.
Now think about strategies to avoid these.
Take a picture of your flip boards and load to the shared space for your course.
Template Ten ways technologies can ruin a course Strategies to avoid them
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Activity: Course Features
Purpose To consider the features you want to include in your course, which will determine not only the look
and feel of the course, but also the nature of the learners’ experience.
Task 1. Think about the course you are going to design. What would you like the experience to be
like for your learners? Think of this in terms of the following:
Principles
Pedagogical approaches
Guidance and support
Content and activities
Communication and collaboration
Reflection and demonstration
2. Work with your team members. Create the following three columns:
This will be a key feature in our course
This will feature but in a minor way
This won't feature in our course
3. Add the cut up course features cards to the three columns. Ask if a feature is unclear. There
are blank cards for you to add your own ideas.
4. Once you have finished take a picture and upload to the shared space for your course.
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Activity: Student Personas
Image source
Purpose To consider the types of students who are likely to take your course. Students on a first -year
undergraduate course will be very different to those doing a post-graduate certificate in teaching.
The nature of your students will influence how you design and support your course.
Task 1. Think about the types of students who are likely to take your course. Understanding the
types of students on your course and their motivations, along with the challenges they face
is an important part of the design process. More information on personas can be found
here.
2. Fill in the persona template. An example of a completed template is given on the next page.
3. Complete two student personas for your course.
4. Take a picture of your personas and upload to the shared space for your course.
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Student persona
Image source:
https ://www.123rf.com/stock-photo/math_cartoon.html
Name: Daniel James Age: 19 Lives: Birmingham, UK with his parents Likes: Computer games and Suduko
Education and experience Daniel has had a standard British education at a local comprehensive source. He secured nine GCSEs and three A levels (Maths – A, Further Maths B, Physicist B)
Responsibilities His father works full-time and his mother works on Mondays and Wednesdays so he needs to pick up his younger brother from school and look after him until his parent get home.
Technical skills He has excellent computer skills and knows a number of computer programs. He is an active gamer and particularly enjoys playing online World of Warcraft.
Subject domain skills and knowledge
He has a good secondary education and in particular an excellent foundation in Maths.
Motivations and desires He wants to go to university to do Maths and get a student experience. Ultimately he wants to teach Maths at secondary level.
Goals and expectations To achieve a first-class Maths degree and secure a good job.
Obstacles to their success His parents cannot support him financially, so he will have to take out a student loan and get a part-time job whilst at university.
Unique assets He has excellent logical skills and is a good communicator.
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Activity: Resource Audit
Image source
Purpose To decide how you will source the content for your module/course, including the possibility of
incorporating existing content. Think about the time and expertise needed to do this. To decide how
you will source the content for your module/course, including the possibility of incorporating OERs
produced elsewhere. An example of a completed resource audit is given on the next page.
Task 1. Working with your team members, open the Learning Design Resource Audit. The second
page of the document contains an example of a semi-completed resource audit.
2. Brainstorm your ideas for gathering or creating content for your course.
3. Include in brackets in each of the sessions, what equipment you will need and the
anticipated time to complete.
4. Once you have filled in your Resource Audit, take a picture and upload it to the shared area
for your course.
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Example of a completed Resource Audit
Format
Content (under
the appropriate
licences)
Text & graphics Audio Video Slides (e.g.
PowerPoint)
Other (e.g.
Adobe
Presenter)
What I find and
reuse as is
OER for section 1.
Reflective task from
source Z.
Guidelines on
assignment writing.
Podcast for section
3.
iTunesU resources
for sections 1 and 7.
Slideshare resource
for section 5.
Organisation X’s
website.
What I find,
tweak and use
OER for section 2.
Assessment rubric
from W.
What I find,
repurpose and
use
OER for section 3. New podcast based
on X.
Slides adapted from
resource Y.
What I create
for this module
Introduction to all
sections of the
module.
5 activity
summaries.
Assessment rubrics.
5 to 8-minute
summaries of key
points per section.
Advice and
guidance for
assessment.
Feedback on draft
assignments.
[Record using
iPhone, 2 hours to
prepare script and
record]
A 5-minute talking
head to introduce
the programme and
the academic team.
[Get a member of IT
to record, 2 hours
to prepare script
and record]
Support slides for
sections 4, 7 and 8.
Detailed
presentations for
sections 2, 3 and 6.
What I get
students to find
and collate
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Activity: Tools for Communication
Image source
Purpose Virtual Learning Environments (VLEs)/Learning Management Tools (LMSs) have a number of tools for
fostering communication. This activity explores this and gets you to brainstorm how these might be
used.
Task 1. In your groups brainstorm the different ways in which the following VLE/LMS tools can be
used to foster communication: forums, blogs, and wikis.
Forums Blogs Wikis
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Activity: Course Map
Purpose To start mapping out your course, including your plans for guidance and support, content and the
learner experience, reflection and demonstration, and communication and collaboration.
Task 1. Working with your team members, open the Course Map document. You can transfer items
from the Course Features activity to start filling in the boxes for:
● Guidance and support (orange)
● Content and learner experience (blue)
● Reflection and demonstration (purple)
● Communication and collaboration (green)
2. The colour coding of the Course Features cards will help you.
3. An example of a completed Course Map is provided on the next page.
4. Reflect on the balance of features in your course, from the students' point of view, and add
or modify anything you think would help to make the learning experience more engaging.
For help in deciding whether to use blogs, wikis, discussion forums or other tools, see "What
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technology can I use for...?" (from the University of Oxford's Phoebe project). You might also
find the 7 things you should know about guides from EDUCAUSE useful.
5. As you are working through the four categories, fill in any notes in the "roles and
relationships" columns. You can comment here on what the experience will be like for
students, and briefly describe the relationship between teacher, learners and materials.
6. Take a picture of your Course Map and upload to the shared space for you course.
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An example Course map
Course: Post-graduate module on accessibility in online learning and teaching
Course summary: This online postgraduate module has been designed to promote accessibility and improve
access for disabled students. The module is structured around a series of activities that ask students to
collaboratively read, think, debate and write about the subject with reference to their own, or an adopted,
context and practice.
Key words: accessibility; teaching and learning; postgraduate; professional; international; online; collaborative
learning; activity based
Guidance and support Content and activities Tools & resources Comments Tools & resources Comments
1. Student support portal
2. Programme website 3. Course website 4. Course Guide
5. Assignment Guide 6. University Library website 7. General forum
8. Technical self-Help forum 9. Café forum 10. Specific guidance
and information (i .e. Delicious bookmarks)
It is expected that students will already be
using graduate level study skil ls.
A spirit of mutual encouragement and support is encouraged.
Tutors use a developmental mentoring approach.
1. Three blocks of study activities
2. A set of detailed learning outcomes 3. Module material
(categorised as core, further and background) which includes articles, reports, readings.
4. One set book 5. JISC TechDis website 6. Delicious bookmarks
Students study for approximately 15 hours
per week (Incl. course- & self-directed study and the completion of
assignments) Variety of activities include reading,
discussing, practical tasks and collaborative activities
Students will use a real or adopted professional perspective throughout
to frame their discussions and reflections and in their assignments
Reflection and demonstration Communication and collaboration Tools & resources Comments Tools & resources Comments
1. Personal reflective blog
2. Tutor group wiki 3. ePortfolio (student optional)
4. Tutor group forum (10% of module marks) 5. Assignment 1 (1500 word report 15% of
module marks) 6. Assignment 2 (3000 word report 30% of module marks)
7. Final assignment (6000 word report 45%) 8. Assessment guide
9. Marking criteria for each assignment
Use of a reflective personal blog is
encouraged throughout the module
Assessment of the module integrated with the teaching and learning activities so that all
assignment work is a learning experience Assignments relate to
personal context and practices
Students and tutors use a shared marking criteria
1. 4x Asynchronous online forums
2. Live online discussions via Elluminate (optional
student) 3. Telephone (optional tutor) 4. Email (optional tutor)
5. Delicious (optional student) 6. ePortfolio (optional student)
7. Personal blog 8. Tutor group wiki 9. Access to an
international professional student community
Strong emphasis on peer communication and
collaboration, and learning from one another's experiences
Wide variety of communication methods and tools used with an
emphasis on the use of the tutor group forum Student activity on the
forum is supported, guided and assessed
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Activity: Activity Profile
Purpose To consider the balance of activity types that will be included in your course.
Task 1. Working with your team members, look at the Activity Profile in the Excel
spreadsheet.
2. Read the key so that you understand the terminology being used for the six
categories. Feel free to change any of the terms if you want to.
3. Now decide whether you want to use the tool to analyse the existing balance
between activity types in your course, or to determine the ideal balance.
4. Fill in the spreadsheet, indicating the amount of each activity type either in hours or
as percentages of the whole course.
5. Take a picture of your completed Activity Profile and upload it to the shared space for
your course.
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Activity: Storyboard
Purpose To develop a storyboard for your course in which the learning outcomes are aligned with the
assessment events, topics (contents) and activities.
Task 1. Working with your team members, use the ideas from your Course Map to develop
your storyboard, adjusting the Course Map if necessary.
2. Map out on a large sheet of flipchart paper, use a number of different coloured pens.
3. Start by indicating the time frame for your module/course in days or weeks across the
top.
4. Next, use a different coloured pens to represent the assessment events. Indicate
how each assessment elements addresses the learning outcomes.
5. If you want to review your learning outcomes, see the Cogen-T outcomes tool
produced by the University of Gloucestershire.)
6. Divide the “content” into a series of discrete topics and write each in a box.
7. Add learning activities appropriate to each section using a third colour post-it note
8. Take a picture of your completed storyboard and upload to the shared space for your
course.
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Activity: Course Evaluation
Purpose To develop an evaluation rubric to evaluate the effectiveness of the course and how it might be
improved.
Task 1. In your group brainstorm some criteria to evaluate the success of the design in a real
learning context.
2. Try and focus on measurable/observable things.
3. Think about what data collection you might use – classroom observation, surveys,
interviews:
a. Use the LTDI Evaluation Cookbook to get ideas
b. You might also consider using post it notes around the following four topics: things I
liked, three words to describe the session, room for improvement and action plan.
4. Take a picture of your flip board and upload to the shared space for your course.