conole ld workshop

Harnessing learning design…: 

Gráinne Conole, Stewart Nixon g.c.conole@open.ac.uk VLE LD Workshop 16th April 2007 Harnessing learning design… to create more effective learning activities

Slide2: 

Introductions and aspirations: what do you want to get out of the workshop?

Outline: 

Outline The learner experience What is learning design and why is it important? What constitutes a learning activity? Supporting the design process, summary of OU learning design work Different ways of thinking about the design process Applying to your own context: Using Compendium Brainstorm and next steps Case studies and tools for constructing learning activities

Learner Experiences Project: 

LXP Student experiences Subject discipline differences Uses of technologies Effective e-learning strategies Learner Experiences Project http://www.jisc.ac.uk/media/documents/lxp_project_final_report_nov_06.pdf

Commonalities and differences: 

Commonalities and differences

Slide6: 

Potentially endless possibilities

The crucial issue…: 

The crucial issue… How can we design learning activities which make effective use of tools and pedagogy? How can we capture practice? scaffold design?

What is learning design?: 

What is learning design? Formally representing (and thus reusing) learning sequences Shift of focus from content to activity LD is a means of describing learning activities Provides a way of representing learning activities so that they can be shared between tutors and designers and a scaffold to the process of creating new learning activities

Why is it useful?: 

Why is it useful? Means of eliciting designs from academics common vocabulary/language and understanding of learning activities Way in which designs can be reused Guides individuals through process of creating activities Creates an audit trail of design decisions Highlights policy implications Guide learners through activities

Discussion: 

Discussion

The best approach?: 

The best approach? There isn’t one! Everyone is different! 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?

Fundamentals: 

Learning activities Fundamentals

Supporting the design process: 

Supporting the design process Identify How teachers design (examples of good practice) How tools are being used (barriers and enablers) Based on Southampton DialogPlus and LADIE projects Open University VLE LD work and case studies Feed into Development of an online learning design tool Associating support mechanisms and workshops

Slide14: 

OU case studies

Arts: 

Arts A180 Multimedia simulation Tim BentonArts AA315 Multimedia simulation Kim Woods Mike Franklin AA100 Multimedia simulation Carolyn Price A215 Asynchronous discussion based collaborative learning Derek Neale A326 Resource based learning Paul Lawrence A218 CDROM simulation (images) Debbie Brunton

FELS (and IET): 

FELS (and IET) LZX193 Synchronous audio based collaborative learning Uschi Stickler LSE124 Reflective practice for tutors Alice Paige-Smith L195 Wiki based dialogue Anna Proudfoot U211 Interactive assessment (formative) Julia Gillen H808 Podcasting (by students) Adrian Kirkwood

HSC courses: 

HSC courses K315 Multimedia simulation Ali Wylie K214 ePortfolio Anthea Harris KE308 Forum-based collaborative learning Martin Robb SORRS project Resource-based learning Marion Hall K311 Online icebreaker Cathy Lloyd KZX100 Forum-based collaborative learning Ann Martin K113 Interactive assessment Ingrid Nix K315 Group project Sandy Fraser K216 Multimedia simulation Sandy Sieminski

Maths and Computing: 

Maths and Computing M887 ePortfolio (Journal) Darrel Ince M253 Asynchronous discussion based collaborative learning/ group project David Morse M889 Problem based learning Blaine Price M883 Wiki group project Shailey Minocha

OUBS: 

OUBS B857 Asynchronous discussion based collaborative learning Geoff Peters B680 Interactive Assessment Jonathan Winship BXR636 Online residential Sheila Tyler B700 Asynchronous discussion based collaborative learning Mark Fenton-O’Creevy B201 Group project/ resource based learning Gill Mordaunt BZX713 Online tutorials (for global presentation) Fenella Galpin

Science: 

Science BS811 Resource based learning Peter Taylor S104 Online icebreaker Neil McBride S104 Multimedia simulation Neil McBride S104 Interactive assessment Sally Jordan SMT895 ePortfolio James Bruce S396 Multimedia modelling Sarah Jane Davies U316 Asynchronous discussion based collaborative learning Mary Thorpe S804 ‘near – synchronous’ collaborative group project Richard Holliman

Social Science: 

Social Science DD306 Multimedia case study Jef Huysmans DZX222 Online residential Kathy Robinson DSE232 Wiki group project Volker Patent

Technology: 

Technology T320 Wiki group project Nick Heap T885 Group project George Weidmann T324 Resource based learning Chris Bissell

Recap: 

Recap How to best match pedagogical approaches, types of activities and use of tools Definition of the components of a learning activity and review of pedagogical approaches and key characteristics of learning Learning design as an approach to representing practice and scaffolding design A look at a selection of tools and resources for design New technologies provide new opportunities

Tailoring to your needs: 

Tailoring to your needs Reflect again on how you design learning activities Reflect on how you might use learning design tools and resources A lot of factors! Pedagogy, activities, tools, support, resources, … AND A lot of potential tools, resources and different approaches to design!

Capturing practice: 

Existing Learning activity Capturing practice

Slide26: 

Case study Narrative Textual description

Slide27: 

The Pattern Approach Problem + Solution

Diagrams: 

Diagrams Collaborative group work in a wiki

Slide29: 

Models: 

Models

Slide31: 

Slide32: 

Approaches to Learning Design From existing practice: OU case studies, AUTC Learning Design Pedagogical Patterns JISC effective practice case studies By scaffolding the design process: DialogPlus, Phoebe, JISC Pedagogic Planner, LAMS

Slide33: 

JISC Effective Practice case studies

Slide34: 

AUTC Learning Design Case studies

Slide35: 

DialogPlus toolkit

Slide36: 

JISC pedagogic planner

Slide37: 

JISC Phoebe planner

Slide38: 

LAMS Learning Activity Management System

Hands on: 

Hands on Explore using Compendium to design a learning activity Identify a learning activity of your own to design or use one of the case studies Demonstration of using Compendium

Different ways of thinking: 

Different ways of thinking No one approach to design Ideas for different ways of thinking about design Making connections Scaffolds for design

Affordances: 

Affordances By tagging tools, activities and pedagogical approaches with their affordances for learning we might be able to make better decisions on how these are used in a particular context 'Affordance' refers to the perceived and actual properties of a thing, primarily those functional properties that determine just how the thing could possibly be used

Affordances: 

Affordances Creativity Dialogue Collaboration Reflection Authenticity Interaction Organisation Inquiry

Discussion: 

Discussion Map on the key affordances for each of these tools Wiki Discussion forum MSN Chat Blog E-Portfolio Search engine Word Interactive DVD Video conference Powerpoint Spreadsheet E-assessment

Discussion: 

Discussion Map on the key affordances for each of these activities Web search: Students search the web and collate resources against a given set of criteria Drill and practice: Students work through a set of resource, Then complete a formative self-assessment Debate: For and against arguments posted, Students choose sides and post their views, read and respond to other postings Portfolio: Student gather evidence against learning outcomes into a portfolio

Constraints: 

Constraints Time consuming to develop Cost Difficult to use Assessment issues Lack of interactivity Time consuming to support

Tools, activities, problems: 

Is there a relationship between tools and activities? Is there a relationship between tools and pedagogy? Tools, activities, problems Is there a relationship between activities and problems?

Mapping problems to activities: 

Mapping problems to activities Discipline differences Addressing a real problem

Scenario for a design tool: 

Scenario for a design tool User wants to see examples or create a new activity Presented with a number of views and additional information (Tools, Resources, Activities, Problems) Set of templates offering different approaches to design and levels of scaffolding Starting with their preferred starting point the user can drag elements onto their workspace and create a design The system will then prompt related elements, eg 'a collaborative activity' will list relevant tools e.g. asynchronous conferencing, wikis etc. Advice and examples of other learning designs

Issues to consider: 

Issues to consider What information will people find useful, in what format? Balance of abstraction vs. context Making connections across the themes: pedagogies, problems, tools and tasks Can we draw out key affordances? How do we populate and update the tool? How can we incorporate user adaptation? How do we combine with workshops, etc?

Next steps: 

Next steps Feedback please! Work up of case studies Develop and testing of prototype tool Identification of additional support

Additional resources: 

Additional resources Case studies JISC effective practice guides (all as free pdfs) Effective practice with e-learning http://www.elearning.ac.uk/effprac/ Case studies of innovation http://www.elearning.ac.uk/innoprac/ Student experience (available Sept. 07) AUTC learning design http://www.learningdesigns.uow.edu.au/index.html Learning design tools DialogPlus JISC Pedagogic planner Phoebe http://phoebe-project.conted.ox.ac.uk/ LAMS http://www.lamsinternational.com/

References: 

References Overview of e-learning: Conole and Oliver (Eds) (2007), Contemporary perspectives on e-learning research, Routledge Falmer Learning Activity Taxonomy: Conole, G. (forthcoming), ‘Describing learning activities: tools and resources to guide practice’ in Rethinking pedagogy for a digital age, H. Beetham and R. Sharpe (Eds), Routledge Falmer. Policy and practice: Conole (forthcoming), ‘An international comparison of the relationship between policy and practice in e-learning’ in Andrews and Haythornthwaite (Eds), Handbook of e-learning research, Sage Classification of tools and their functions: Conole (2006), ‘What impact are technologies having and how are they changing practice?’, in McNay (ed), Beyond Mass Higher Education: Building on Experience, The Society for Research into Higher Education, Open University Press/ McGraw-Hill Education, 81-95.

References: 

References A model for learning theories: Conole, Dyke, Oliver, and Seale, (2004), ‘Mapping pedagogy and tools for effective learning design’, Computers and Education Affordances of technologies: Conole and Dyke, (2004), ‘What are the affordances of Information and Communication Technologies?’, ALT-J, 12.2, 113-124. A Pedagogical toolkit: Conole, G. and Fill, K. (2005) ‘A learning design toolkit to create pedagogically effective learning activities’, Journal of Interactive Multimedia Education, 8, http://www-jime.open.ac.uk/2005/08/ Learning design: Conole, G., Thorpe, M., Weller, M., Wilson, P., Nixon, S. and Grace, P. (2007), ‘Capturing practice and scaffolding learning design’ EDEN 2007, Naples. Mediating artefacts in design: 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 The learner experience: JISC learner experience projects – www.jisc.ac.uk/elp_learneroutcomes.html and www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learnerexperience.aspx and learner video clips http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learneroutcomes/elp_learnervoices.aspx