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
Recommended