Conole Openlearn

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Paper on use of Compendium for learning design with Open Educational resources

Text of Conole Openlearn

  • 1. Using Learning design as aframework for support the design and reuse of OERs Grinne ConoleOpenLearn Conference, Milton Keynes30th October 2007 e4innovation.com

2. OERs and design 3. OERs and design Increased interest in and arguments for OERs 4. OERs and design Increased interest in and arguments for OERs Benets:Sharing and reuseMore variety and exibility Promote user-generated approach 5. OERs and design Increased interest in and arguments for OERs Benets:Issues:Sharing and reuse CopyrightMore variety and exibilityQuality assurance Promote user-generated approachSustainability 6. OERs and design Increased interest in and arguments for OERs Benets:Issues:Sharing and reuse CopyrightMore variety and exibilityQuality assurance Promote user-generated approachSustainability Challenge: take up, adaptation and reuse 7. OERs and design Increased interest in and arguments for OERs Benets:Issues:Sharing and reuse CopyrightMore variety and exibilityQuality assurance Promote user-generated approachSustainability Challenge: take up, adaptation and reuse Solution: Adopting a Learning Design approach 8. THE OU Learning Design projectA. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson 9. THE OU Learning Design project Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson 10. THE OU Learning Design project Formal means ofdescribing activities Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson 11. THE OU Learning Design project Formal means ofdescribing activities Facilitates re-use of learning activities Adopting a learning design methodology A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson 12. THE OU Learning Design project Formal means ofdescribing activities Facilitates re-use of learning activities Adopting a learning design methodologyProvides scaffolding for the design process A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson 13. THE OU Learning Design project Formal means ofdescribing activities Facilitates re-use of learning activities Adopting a learning design methodologyProvides scaffolding for the design process Enables a shared language& representation A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson 14. Innovations in designLearning OutcomesTasks AssessmentCourse Studentexperiencedesign ...through activity 15. Innovations in design LearningOutcomes Tasks AssessmentCourse Studentexperiencedesign...through activity How can we design learning activities whichmake effective use of tools and pedagogy? 16. Innovations in design Represent and share Learning OutcomesTasks AssessmentCourseStudent experiencedesign ...through activityHow can we design learning activities which make effective use of tools and pedagogy? 17. Innovations in design RepresentCreate and and share scaffold Learning OutcomesTasks AssessmentCourse Studentexperiencedesign ...through activityHow can we design learning activities which make effective use of tools and pedagogy? 18. Approaches to learning design 19. From existing practice (case studies)Approaches to learning design 20. From existing practice(case studies)Approaches to learning designBy scaffolding (templates & contextual help) 21. Fact nding & user requirementsPhase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshops 22. Fact nding & user requirementsPhase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshopsTool and resource developmentPhase 1: Compendium, LD workshopsPhase 2: Compendium LD, + 23. Fact nding & user requirementsPhase 1: User consultation, case studies Phase 2: Interviews and focus groups/workshopsTool and resource developmentPhase 1: Compendium, LD workshopsPhase 2: Compendium LD, + 24. Phase 1: User consultation and case studies Compendium and LD workshops 25. Peter Wilson, Pat Grace, Simon Cross 26. Design strategies 27. Design strategies Learning outcomes: What do you want thestudents to achieve? 28. Design strategies Learning outcomes: What do you want thePedagogy:students to achieve? What pedagogical principlesdo you want to emphasis? 29. Design strategies Learning outcomes: What do you want thePedagogy:students to achieve? What pedagogical principlesdo you want to emphasis? Activities: What do you want the students to do? 30. Design strategies Learning outcomes: What do you want thePedagogy:students to achieve? What pedagogical principlesdo you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you want to assess and how? 31. Design strategies Learning outcomes: What do you want thePedagogy:students to achieve? What pedagogical principlesdo you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you wantTools: to assess and how? What tools doyou want to use? 32. Design strategies Learning outcomes: What do you want thePedagogy:students to achieve? What pedagogical principlesdo you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you wantTools: to assess and how? What tools do Resources:you want to use? What resources do you want to use? 33. Design strategies Learning outcomes: What do you want thePedagogy:students to achieve? What pedagogical principlesdo you want to emphasis? Activities: What do you wantAssessment: the students to do? What do you wantTools: to assess and how? What tools do Resources:you want to use? What resources doProblem: you want to use?What specic problem do you want to address? 34. Easy to useGood support/ documentation Towards a learning design tool using Compendium as a prototypeCompendium Easy linking to diagrams, URLs, Flexible and word files etcadaptable 35. Workspace 36. Standard Compendiumicon set Workspace 37. Standard Compendiumicon setTailored iconset for learning design Workspace 38. Examples 39. Examples Templates 40. ExamplesHelp Templates 41. ExamplesHelp Templates 42. ExamplesHelp Choices Templates 43. ExamplesHelp Learning activityChoices Templates 44. Workshop Evaluation Easy to use and groups quickly generated activitiesUsing tool in a group helped them reach consensusDifferent granularities of useThe process helped surface hither to hidden complexityLD icon set worked wellProcess helped users understand different aspects of designFocus on activity rather than content 45. Phase 2: Interviews and focus groups/workshopsCompendium LD, + 46. Current focus Adaptation of Compendium Inclusion of tailored and adaptive helpFact nding interviews & focus groups/workshop Support: external resources and case studies Tools comparison (Compendium, LAMs, JISC, etc) Innovation: Focus on other approaches to designand technology innovation - web 2.0In-depth course team evaluations 47. OpenLearn:Global warming Patrick McAndrew 48. OpenLearn:Global warming Patrick McAndrew 49. OpenLearn:Global warming Patrick McAndrew 50. OpenLearn:Global warming Patrick McAndrew 51. OpenLearn:Global warming Patrick McAndrew 52. Openlearn: Spanish Andreia Santos 53. Openlearn: Spanish Andreia Santos 54. Openlearn: Spanish Andreia Santos 55. Openlearn: Spanish Andreia Santos 56. OER specic IsSUes and uses 57. OER specic IsSUes and uses Means of representing design and facilitating re-use 58. OER specic IsSUes and uses Means of representing design and facilitating re-useCould guide users throughprocess of creating or using activities 59. OER specic IsSUes and usesMeans of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs:informal learning,original design not explicitlearners in isolation or a community generated networks 60. OER specic IsSUes and usesMeans of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs:Potential uses:informal learning,At start of design processoriginal design not explicit To balance a set of activitieslearners in isolation or To critically deconstruct a community generated networks 61. OER specic IsSUes and usesMeans of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs:Potential uses:informal learning,At start of design processoriginal design not explicit To balance a set of activitieslearners in isolation or To critically deconstruct a community generated networks Benets:Thinking differently Visualisation Communication Collaboration 62. OER specic IsSUes and usesMeans of representing design and facilitating re-use Could guide users through process of creating or using activities Context of OERs:Potential uses:informal learning,At start of design processoriginal design not explicit To balance a set of activitieslearners in isolation or To critically deconstruct a community generated networks Benets: Drawbacks:Thinking differentlyLevel of granularity Visualisation Trade off: time investment/benet CommunicationNovice vs. expert users Collaboration 63. Interviews 64. Interviews Process 65. Interviews ProcessSupport 66. Interviews ProcessSupportRepresentation 67. Interviews ProcessSupportRepresentation Barriers 68. Interviews ProcessSupportRepresentation BarriersEvaluation 69. Interviews ProcessConstraints From the heartTacit natureSupportThe big ideaRepresentation Sum greater than parts Interactive designBarriersShared visionEvaluation Serendipity Link to assessment 70. course level view In-depth course evaluation:H800 71. course level view In-depth course evaluation:H800Identifying LD themes 72. course level view In-depth course evaluation:H800Identifying LD themes Mapping the design processEvaluation of adopting an LD approach as a c