1. National Teaching
Fellow 2012
The 7Cs of Learning Design
Gráinne Conole
University of Leicester
25th November 2012
Pre-Conference workshop
ASCILITE, Wellington
2.
3. Introductions
• Say who you are and
what you hope to get
out of the workshop
• During the day add
comments to the
reflection sheet
4. Outline
• An overview of learning design
• Activity: How to ruin a course
• Theoretical perspectives
• Activities
– Course Features
– Affordances
– Course Map
– Activity Profile
– Comparing forums, blogs and wikis
– Pedagogical Patterns
– Resource Audit
– Story board
– Evaluation Rubric
• Open Educational Resources
• Evaluation
5. Learning outcomes
• Conceptualise the learning design process from
different perspectives
• Apply a range of learning design resources, tools
and methods to a learning intervention
• Critique a range of pedagogical approaches and
the role played by different technologies in
supporting these
• Review and debate the theoretical underpinnings
of learning design
• Develop an innovative storyboard, learning
activities and a structure for implementation
6. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
7. Learning Design
Shift frombelief-based, implicit
approaches todesign-
based,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
10. How to ruin Conceptualise
What do we want to design, who for and why? Course features
A course
Resource audit
Learning outcomes Course map
map
Assessment Activity profile
Pedagogical Patterns
The 7Cs Storyboard
Framework
Collaborative
Affordances
Pedagogical Patterns
Rubrics for evaluation Consolidate Refine LD views
Evaluate and embed your design
12. Activity: How to ruin a course
Purpose: To consider the ways in which technologies can ruin a course
and creation of strategies to avoid these problems
• List the ten ways in which technologies can
ruin a course
• Consider strategies to avoid these issues
13. Discussion
• Institutional issues ID seen as a threat
• Lack of training of faculty to move from print to online – just pdf
• Too many communication method
• Log in problems – no single sign in
• No change in pedagogy! We teach how we were taught – focus on
transmission
• Lack of design
• No sense of belonging or community
• Not good technological or pedagogical instruction
• Inclusivity or accessibility
• Reliability
• Too technology focused or dumping content
• Choosing the right tool
14. Socio-cultural perspectives
Mediating
Design Mediating Artefacts
Concepts
Artefacts (MA)
Tools
Dialogues
Activities
Creates Learning activity
Teacher or Resource Has an Design
inherent
Research questions
What Mediating Artefacts do teachers use? Other teachers and learners
What Mediating Artefacts can we create to can use or repurpose
guide the design process?
Vygotsky, Activity Theory
15. Analysis: Activity Theory
Mediating
Artefacts (MA)
Creates Learning activity
or Resource
Teacher
Division of
Rules Community labour
Design and learning occur within a context
16. Course features
http://cloudworks.ac.uk/cloud/view/5950
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
17. Theory based Practice based Cultural
Aesthetics
Professional
Principles
Political
Sustainable
International Serendipitous Community based
18. Inquiry based Problem based Case based
Dialogic
Collaborative
Pedagogical
approaches
Situative
Constructivist
Vicarious Didactic Authentic
19. Learning pathway Mentoring Peer support
Scaffolded
Step by step
Guidance &
Support
Study skills
Library support
Tutor directed Help desk Remedial support
22. Structured debate Flash debate Group project
Group
Peer critique
aggregation
Communication &
Collaboration
Group
presentation Group project
Question &
Flash debate For/Against debate
Answer
23. Activity: Course Features
Purpose: To consider the features you want to include in your
module/course, which will determine not only the look and feel of the
course, but also the nature of the learners’ experience.
Linoitcanvas
E-tivityRubric: http://tinyurl.com/SPEED-e4
24. Activity: Forums, blogs and wikis
Purpose: To consider the use of three central, LMS-based tools for interaction
Discussion Forums Blogs Wikis
Collaboration
Discussion on a topic Longer pieces of reflection Co-construction of shared
Help students understand Changing perceptions over understanding of concepts
the assessment time Student created content
Sense of inclusion Resource documentation Collaborative creation of a
Tutor giving updates Annotated resources piece of work
Introductions and then Discipline /profession use Broadening of concepts
conversations in the workplace Can see who made
FAQs contributions – good for
Reflection group assessment and can
Peer teaching and support see how its developed
Collaborative activities Discipline /profession use
Discipline /profession use in the workplace
in the workplace
25. Co-evolution of tools and practice
Characteristics of Characteristics of
tools people
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
26. Affordances
Affordances (Gibson)
All "action possibilities"
latent in an
environment…
but always in relation to
the actor and therefore
dependent on their
capabilities.
For instance, a tall tree
offers the affordances of
food for a Giraffe but not
a sheep.
Gibson, 1979
27. Tools Tasks
Forum, wiki, Read, search,
blog, etc. critique, etc.
Affordances
Reflection Collaboration
Dialogue Interaction
Inquiry
Learning Activity
28. Technology affordances
Affordances, Constraints,
promotes… think about…
Collaboration A blog for reflective practice Time consuming
(development)
Reflection Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
latent in an environment…
Dialogue Time consuming (support)
but always in relation to the
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry Difficult to navigate
sheep.
Authenticity New literacy skills
29. Activity: Mapping affordances
• Think of a learning activity, e.g.
– Aggregating a set of class resources
– Collaborating on a group report
– Presenting evidence of learning
• Choose three technologies
• Identify their affordances to support the
learning activity
• Decide which technology to use
30. Activity: Course Map
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content and the learner experience, reflection and
demonstration, and communication and collaboration.
E-tivityRubric: http://tinyurl.com/SPEED-e5
31. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment
32. Activity: Activity Profile
Purpose: To consider the balance of activity types that will be
included in your module/course.
ActivityProfile Flash Widget
E-tivityRubric: http://tinyurl.com/SPEED-e6
33. Pedagogical Patterns
• Derived from Alexander’s
work
• “Solutions to problems”
– Introduction
– Context
– Problem headline
– Solution
– Picture
– Similar patters
Alexander, 1977
Goodyear, 2005
34. Activity: Pedagogical Patterns
• Look at the Pedagogical Patterns handouts
• Choose one or more pattern and use it to
create a collaborative learning activity
• You can combine or adapt patterns if you want
• Useful links
– http://tinyurl.com/ascilite1
– http://tinyurl.com/ascilite2
35. Activity: Resource Audit
• Using the JIGSAW pattern approach to look at
the following repositories
– Http://learningdesigns.uow.edu.au
– Http://enrole.uow.edu.au
– Http://cloudworks.ac,uk
– Http://www.globe-info.org/
• Complete the Carpe Diem Resource Audit
sheet, indicating which OER you will include
and what resources you need to create
37. Activity: Storyboard
Purpose: To develop a storyboard for your module/course in which
the learning outcomes are aligned with the assessment events, topics
(contents) and e-tivities.
LinoitCanvas
E-tivityRubric: http://tinyurl.com/SPEED-e8
39. Activity: Rubrics for evaluation
Purpose: To devise a set of criteria for evaluating the success of the
design in a real learning context
• Brainstorming some criteria to evaluate the
success of the design in a real learning context
• Try and focus on measurable/observable
things
• Think about what data collection you might
use – classroom
observation, surveys, interviews
• Post its: Things I liked, room for
improvement, etc.
40. Resource-based learning
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER
repositories worldwide
• Presence on iTunesU
41. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/
42. POERUP outputs
• An inventory of more than 100 OER initiatives
http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports
http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies
• 3 EU-wide policy papers
43. Differences in education, internet, e-learning
• Diversity of educational contexts
• Diversity of internet provision
Country Internet (in 2011) Broadband (in 2011)
Australia 87% 83%
UK 73% 71%
Italy 62% 52%
Hungary 66% 61%
• Diversity of use of e-learning
– Distance Learning is a feature of educational system,
Canada and Australia
– State of e-learning below EU average, Hungary
44. Emergent themes
• Shift from development to OER practices
• Shift from basic OER awareness to OER maturity and
embedding
• Broader notion of open practices – open
learning, teaching and research
• Use of social and participatory media to foster OER
communities
45. Statement 1: OER will have a major impact
on students' learning in the next five years.
• I agree
• I disagree 14 1 agree
6 Undecided
• Undecided
46. Statement 2: OER are better quality than
commercially published textbooks.
• I agree
1 Agree
• I disagree 4 Not yet
2 Disagree
• Undecided 9 Undecided
47. Statement 3: I will use more OER in my
teaching/learning in the future.
• I agree
18 Agree
• I disagree 1 Undecided
• Undecided
48. • Challenges • Opportunities
• Copyright/IP • Possibilities for many viewpoints being seen
• Quality control • Communities
• Proliferation of tools • Reuse
• Selection • Workloads
• Job loses at pub. Houses • Cost effectiveness
• Student sense of belonging/community • Reflection
• Searching for OER • Reuse existing materials and invigorate
• Trustworthiness course
• Troubleshooting • Flexibility
• Boundaries of knowledge • Curation of resources
• Depersonalised • Increased availability
• Generic content • Cost effect for students
• Information overload • Collaboration
• Quality literacies • Content sharing
• Global connections and spread of learning
• Students can engage in a way that suits their
learning
49. Evaluation
• Three words to
describe the workshop
• What I liked
• Suggestions for
improvements
• Action plan
50. Three words…
• Challenging, full on, great wide coverage
• Inspiring, thought provoking, reflective
• Creative, problem solving and beneficial
• Well structured with plenty of sharing and plenty of supporting resources
• Exciting, exhausting, extending
• Thought provoking, inspiring, creative
• Thought provoking, nice pace and flow, academic rigorous
• Creative, thought provoking, very useful
• Inspiring, thought provoking, very useful tools
• Thought provoking, deep
• Active, accessible, relevant, NOT tiring
• Useful, timely, resourceful
• Thought provoking, challenging, lots to take home
• Thought provoking, useful, collaborative
• Useful and fun, lots to think about, need to read
• Relevant, engaging, fun
• Dynamic, useful, creative
• Interactive, lots of information, not enough time
• Dynamic, collaborative, mind stretching
51. Things I liked…
• Wide range of coverage
• Sound pedagogical progressions
• Contextualisation of courses
• Pedagogy focused, overview of process
• See bigger picture of elearning and course design
• Lots of food for thought
• Templates so helpful!
• Links to articles etc
• Ideas to improve my teaching in a sound and pedagogical way
• Reinforcing what is already happening by giving name/theory
• Meeting other educational developers
• Great ideas, practical examples, choice of tools, hearing ideas
52. Suggestions for improvement
• More theory on 7Cs
• More attention to the Cs clearer definition of final task
• More theory
• More time
• Delete OER as rushed
• Would have liked more theoretical explanation and
perhaps a little less group work
• One link to all resources
• Short videos of some of the stuff done in practice
53. Action plan…
• Introduce ideas to different groups in college
• Consult learning designs for my institution
• Read more and discuss with colleagues
• Buy Gráinne a drink ;-)
• Share models and plans with colleagues
• Share learning with colleagues
• Buy book and get the theory
• Work out what I can implement in 2013
• Do tailored workshop for our institution
• Create more opportunities for student/teacher evaluation and course in
light of aspects of today
• I have redesigned a course!
• Share information with colleagues
• Apply the principle to new courses
