LSRI Seminar Nottingham

Adopting a learning design approach to creating activities

Gráinne ConoleLSRI Seminar, Nottingham University

23rd October 2007e4innovation.com

Innovations in design

Outcomes

Tasks Assessment

Learning

...through activityCourse design

Student experience


How can we design learning activities which make effective use of tools and pedagogy?

Outcomes

Tasks Assessment

Learning


Student experience



Represent and share

Outcomes

Tasks Assessment

Learning


Student experience



Represent and share

Create and scaffold

Outcomes

Tasks Assessment

Learning


Student experience

THE OU Learning Design project

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



Adopting a learning design methodology



Formal means of describing activities





Facilitates re-use of learning activities






Provides scaffolding for the design process






Provides scaffolding for the design process

Enables a shared language & representation


Approaches to learning design


From existing practice (case studies)


From existing practice (case studies)

By scaffolding (templates & contextual help)

Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use

Lectures . . . . . . . . . . . . . . . . . . . . . . . . .Tutorials . . . . . . . . . . . . . . . . . . . . . . . . .Seminars . . . . . . . . . . . . . . . . . . . . . . . .Workshops . . . . . . . . . . . . . . . . . . . . . . .Fieldwork . . . . . . . . . . . . . . . . .Study guides . . . . . . . . . . . . . . . . . . . . .Set readings . . . . . . . . . . . . . . . . . . . . .Computer-based tools . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . .Online asynchronous conferencing . . . .Online synchronous audio conferencing .Tutor-marked assignment . . . . . . . . . . .Computer-marked assignment . . . . . . . .

Additional teaching methods

Other?. . . . .

Could be data analysis andmodelling, such asspreadsheets, or simulations,such as economic models…Examples

This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point.

SelectTeachingMethods

Definemaximumgroup size

Estimatepreparationtime

Definereuse ofmaterials

Estimatepresentationtime

Distributelearner timeover TMs

Define ratioof cognitiveactivities

Audio-graphic systemssupport online audio chatwith linked visual displays,allowing tutors to see whatstudents do with a diagram,picture, etc.Examples

Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use

Lectures . . . . . . . . . . . . . . . . . . . . . . . . .Tutorials . . . . . . . . . . . . . . . . . . . . . . . . .Seminars . . . . . . . . . . . . . . . . . . . . . . . .Workshops . . . . . . . . . . . . . . . . . . . . . . .Fieldwork . . . . . . . . . . . . . . . . .Study guides . . . . . . . . . . . . . . . . . . . . .Set readings . . . . . . . . . . . . . . . . . . . . .Computer-based tools . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . .Online asynchronous conferencing . . . .Online synchronous audio conferencing .Tutor-marked assignment . . . . . . . . . . .Computer-marked assignment . . . . . . . .

Additional teaching methods

Other?. . . . .

Could be data analysis andmodelling, such asspreadsheets, or simulations,such as economic models…Examples

This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point.

SelectTeachingMethods

Definemaximumgroup size

Estimatepreparationtime

Definereuse ofmaterials

Estimatepresentationtime

Distributelearner timeover TMs

Define ratioof cognitiveactivities

Audio-graphic systemssupport online audio chatwith linked visual displays,allowing tutors to see whatstudents do with a diagram,picture, etc.Examples

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, +



Tool and resource developmentPhase 1: Compendium, LD workshops

Phase 2: Compendium LD, +

Phase 1: User consultation and case studies

Compendium and LD workshops

Design strategies

Design strategiesLearning outcomes: What do you want the students to achieve?


Pedagogy: What pedagogical principles

do you want to emphasis?



do you want to emphasis?Activities:

What do you want the students to do?




What do you want the students to do? Assessment:

What do you want to assess and how?





Tools: What tools do

you want to use?

Assessment: What do you want to assess and how?






you want to use? Resources: What resources do you want to use?


Design strategies

Problem:What specific problem

do you want to address?

Learning outcomes: What do you want the students to achieve?





you want to use? Resources: What resources do you want to use?


Issues

Issues

Lack of transfer ofgood practice

(case studies or pedagogy)

Issues


(case studies or pedagogy) Tacit/messy nature of design

Issues

Production/presentation trade off



Issues


Systems don’t reflect new models



Issues


Systems don’t reflect new models

Changing skill sets:academics and students



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

Collaborative wiki activity - analysis of a pop song

Bernd Rüshchoff


Bernd Rüshchoff


Bernd Rüshchoff


Bernd Rüshchoff


Bernd Rüshchoff

Regine Hampel Ursula Stickler

CyberDeutschTools for interaction

and collaboration

Regine Hampel Ursula Stickler

CyberDeutschTools for interaction

and collaboration

Providingstructured guidance

Activity versus course

Individual learning activities






Course level information

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


Compendium LD, +

Current focus

VLE team: Integration with Moodle

Adaptation of Compendium

Inclusion of tailored and adaptive help

Identification of appropriate help - tools and examples

Fact finding interviews & focus groups/workshop

Fact finding

10 - 15 interviews

Focus groups/workshops

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

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’

Complementary studies

Complementary studiesPB-LXP project

Work-based learning

Thorpe, Conole, Edmunds, DeLaat

Complementary studiesPB-LXP project

Work-based learning

Thorpe, Conole, Edmunds, DeLaat

Learning across formal and

informal settings

Sharples and Scanlon, Ainsworth, Benford, Conole, Crook,

Jones, Littleton, Mulholland, O’Malley

Educational viewOverview, Pedagogical model,

assessment, constraints



Process-based viewSteps/stages involved,

Schema/Inventory



Process-based viewSteps/stages involved,

Schema/Inventory

Technical viewTechnical blueprint, rule-based and

runtime of data flow

Teacher poses an open questions to prompt debate

Students use handheld devices linked to projector to generate initial responses, which are clustered and displayed along different dimensions

Software selects teams, whose answers differ along dimensions and sets them the challenge to move closer in agreement through inquiry and debate

Each team chooses methods of inquiry (‘debate with expert’, ‘run experiment outdoors’)

Software on mobiles provides tools and materials to structure their investigation as they move between locations and to transmit results to team website

Teacher poses an open questions to prompt debate

Students use handheld devices linked to projector to generate initial responses, which are clustered and displayed along different dimensions

Software selects teams, whose answers differ along dimensions and sets them the challenge to move closer in agreement through inquiry and debate

Each team chooses methods of inquiry (‘debate with expert’, ‘run experiment outdoors’)

Software on mobiles provides tools and materials to structure their investigation as they move between locations and to transmit results to team website

Why is it useful?

Why is it useful?Means of eliciting designs and a vocabulary

for describing learning activities



Facilitates representation and re-use of designs




Guides individuals throughprocess of creating activities





Creates an audit trail of design decisions





Creates an audit trail of design decisions Highlights policy

implications





Creates an audit trail of design decisions Highlights policy

implications Could also guide learners

through activities

Issues

Issues

Adopting a Learning Design mindset

Issues


Degree of control between tool and user

Issues



Integration of help at the right time and level

Issues




Forms of representation and levels of granularity

Issues




Forms of representation and levels of granularitySustainable user-generated

activities

Issues




Forms of representation and levels of granularitySustainable user-generated

activitiesRoll out and support:research vs. practice

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