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This is the introductory presentation for the workshop at Online Educa Berlin 2010 that was delivered by: (1) Charalambos Vrasidas, CARDET – UNIC, Cyprus (2)Gráinne Conole, The Open University, UK (3)Symeon Retalis, University of Piraeus, Greece
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design-practice.org
This project is partially funded with support from the European Commission. This presentation reflects the views of the partners and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Charalambos Vrasidas, CARDET – UNIC, Cyprus Gráinne Conole, The Open University, UKSymeon Retalis, University of Piraeus, Greece
Usable Representations of Learning Design for Educators and Instructional Designers
•Transfer innovation from Open University UK and global perspectives from the International Council for Educational Media
Leonardo Transfer of Innovation
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•Advance educators’ and trainers lifelong
learning skills •Develop educators’ learning design skills•Better prepare them in integrating ICT in
teaching and training in innovative ways.•Build a community of educators and trainers for
sharing, discussing, debating and improving instructional activities and learning designs.
The Project Aims to …
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Partners
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CARDETOpen
University UK
University of Piraeus
Cyprus Pedagogical Institute
International Council
for Educationa
l Media
Innovade LI Ltd
•Design is an inherent part of educators’ practice •Design’ is embedded in a teacher’s practice and
tends to be implicit (not formally articulated).•There is a need to better understand the design
process •There is a need to guide teachers in making
decisions about the creation of new learning activities.
Why care about design?
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•How do educators/ and instructional designers prepare education content & learning activities?
•What decisions do they make?
•How do they decide which activities, resource and technologies to incorporate?
•Where do they get support on the process?
Driving Questions
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•The process of planning, structuring and sequencing learning activities,
•The product of the design process – the documentation, representation(s), plan, or structure) created either during the design phase or later.
The term LD refers to …
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• Specifications: ▫ IMS (2003) – represent
design for machine interpretation & execution
• Modeling Approaches▫ Design Patterns ▫ EML▫ Task Swim Lanes▫ Scripts
• Pedagogy – focus on the learner and learning
Approaches
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http://www.elearning.ac.uk/features/whyped
program
course
lesson
activity
Multiple layers of Learning Design
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•Emphasis on learning and design, rather than on instruction
Learning Design Vs Instructional Design
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•Encourages reflection and collaboration
•Captures good practice▫(implicit Vs explicit)
•Facilitates idea exchange and feedback
Reflection and Collaboration
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•Emphasis on Design▫Visual representation▫Creativity▫Innovation▫Problem solving▫Intentional collaborative
process
Creativity and Design Thinking
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http://www.imindmap.com/articles/creativeThinkingMechanism.aspx
•Better selection of methods and tools•Alignment of outcomes, with activities, tools, and
assessment•Selection of tools according to their affordances
Learning Design Facilitates …
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Outcomes Activities Assessment
TOOLS
•Theoretical and methodological challenges - a very complex process
•Representations can vary in their form, role, granularity and level of abstractness
•Learning design is embedded within established cultural and social practices
• Issues that arise have to do with time, ownership, sharing, how to become proficient in skills of notation and representation and how to externalise and articulate practice.
Challenges
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www.design-practice.org
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CONTACT INFO
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• Charalambos Vrasidas, ▫CARDET – UNIC, Cyprus ▫[email protected]
• Gráinne Conole, ▫The Open University, UK▫[email protected]
• Symeon Retalis▫University of Piraeus, Greece▫ [email protected]
• http://www.design-practice.org• http://cloudworks.ac.uk/cloudscape/view/2227
