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EDEN 2013 Learning Design and Designing TEL spaces workshop
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EDEN 2013 Learning Design and Designing TEL spaces workshop


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  • 1. Owning the place oflearning principlesfor designingpersonal learningspaces for learnersand teachersGráinne Conole and Mike KeppellEDEN Conference, Oslo13th June 2013
  • 2. Outline• Overview• Activity 1: Course Features• Tools to capture, communicateand collaborate• Activity 2: Designing TEL spaces• Activity 3: Course Map• Activity 4: Story board• Evaluation
  • 3. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborateWealth of freeresources and toolsNot fully exploitedReplicating bad pedagogyLack of time and skills
  • 4. Digital literacy skills cognitionJudgmentCollectiveIntelligenceTransmediaNavigationNetworkingNegotiationJenkins et al., 2006Lisa Marie Blaschke on fb
  • 5.
  • 6. Learning DesignShift from belief-based, implicitapproaches to design-based,explicit approachesEncourages reflective, scholarlypracticesPromotes sharing and discussionLearning DesignA design-based approach tocreation and support ofcourses
  • 7. The 7Cs of Learning DesignConceptualiseVisionCommunicateCapture ConsiderCollaborateActivitiesCombineSynthesisConsolidateImplementation
  • 8. Conceptualise• Vision for the course,including:– Why, who and what you want todesign– The key principles andpedagogical approaches– The nature of the learnersConceptualiseCourse FeaturesPersonas
  • 9. Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
  • 10. PrinciplesTheory based Practice based CulturalAestheticsPoliticalInternational Serendipitous Community basedSustainableProfessional
  • 11. PedagogicalapproachesInquiry based Problem based Case basedDialogicSituativeVicarious Didactic AuthenticConstructivistCollaborative
  • 12. Guidance &SupportLearning pathway Mentoring Peer supportScaffoldedStudy skillsTutor directed Help desk Remedial supportLibrary supportStep by step
  • 13. Content &ActivitiesBrainstorming Concept mapping AnnotationAssimilativeJigsawAggregatingresourcesLearner generatedcontentInformationhandlingPyramidModeling
  • 14. Reflection &DemonstrationDiagnostic E-Assessment E-PortfolioFormativeSummativePeer feedback Vicarious PresentationReflectiveFeed forward
  • 15. Communication &CollaborationStructured debate Flash debate Group projectGroupaggregationGrouppresentationPair debate For/Against debateQuestion &AnswerGroup projectPeer critique
  • 16. Capture• Finding and creatinginteractive materials– Undertaking a resource audit ofexisting OER– Planning for creation ofadditional multimedia such asinteractive materials, podcastsand videos– Mechanism for enablinglearners to create their owncontentCaptureResource AuditLearner GenerateContent
  • 17. Communicate• Designing activities that fostercommunication, such as:– Looking at the affordances ofthe use of different tools topromote communication– Designing for effective onlinemoderatingCommunicateAffordancesE-moderating
  • 18. Collaborate• Designing activities that fostercollaboration, such as:– Looking at the affordances ofthe use of different tools topromote collaboration– Using CSCL (collaborative)Pedagogical Patterns such asJIGSAW, Pyramid, etc.CollaborateAffordancesCSCL Ped.Patterns
  • 19. Consider• Designing activities that fosterreflection• Mapping Learning Outcomes(LOs) to assessment• Designing assessmentactivities, including– Diagnostic, formative,summative assessment andpeer assessmentCollaborateLOs/AssessmentAssessmentPed. Patterns
  • 20. Combine• Combining the learning activitiesinto the following:– Course View which provides aholistic overview of the nature ofthe course– Activity profile showing theamount of time learners arespending on different types ofactivities– Storyboard: a temporal sequenceof activities mapped to resourcesand tools– Learning pathway: a temporalsequence of the learning designsCombineCourse ViewActivity ProfileStoryboardLearning Pathway
  • 21. Course ViewE-tivity Rubric: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.
  • 22. Activity profile• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment
  • 23. Start EndLearningOutcomesLO1LO2LO3LO4Assessment LO1LO2 LO3 LO4Week 1Topic 1Week 2Topic 2Week 3Topic 3Week 4Topic 4
  • 24. Consolidate• Putting the completed designinto practice– Implementation: in the classroom,through a VLE or using aspecialised Learning Design tool– Evaluation of the effectiveness ofthe design– Refinement based on theevaluation findings– Sharing with peers through socialmedia and specialised sites likeCloudworksCombineImplementationevaluationRefinementSharing
  • 25. Gabi WitthausMing NieTerese Bird
  • 26. Activity 1: Course FeaturesE-tivity Rubric: To consider the features you want to include in yourmodule/course, which will determine not only the look and feel of thecourse, but also the nature of the learners’ experience.Linoit canvas
  • 27. • An overview of the use ofdifferent types ofmultimedia and when touse them• An introduction to a rangeof tools for capturingresources, and forfostering communicationand collaborationTools to capture, communicateand collaborate
  • 28. What format for content?• Usually faster to read than to listenor watch• A picture paints a thousand words• Photos can mislead• More is communicated by voicethan just the words (Nie, Armellini,Witthaus, & Barkland, 2010)• Video: some things needdemonstrating• Interactivity encourages explorationTerese Bird
  • 29. Mobile is important• In mid-2012, 51% of UKcitizens owned asmartphone (The Paypers,2012)• 14% of adults in Europeowned tablet in 2012(Lomas, 2013)• 35% of UoL Medical School3rd years own an iPadTerese Bird
  • 30. What format for content?Terese BirdMedium Positives NegativesText •Speed•Pre-existing material•Flat•Does not communicateemotionImage •Much communicated ina single simple package•Can be misleadingwithout contextSound •More communicated byvoice than just words•Convenient formultitasking•Smaller file than video•Not seen as flashy asvideo?Video •Most infocommunicated•Great fordemonstrating skills•Bulky and padded•Demands attention
  • 31. Text – think eBooks!• PDF with appropriateimages• iBooks Author – PDF and.ibook (iPad) formats• Free with latest Mac OS• Print to PDF – it’sbeautiful• For the ibook formats –can include videoTerese Bird
  • 32. Making an ePub• Copy and paste the textinto Pages• Add photos• Add video if you’re surethe devices can handle it– iOS: iBooks– Android: Kobo, Ibis Reader• Let it flow!• Tips: Only inline. Nofloating objectsTerese Bird
  • 33. Calibre• Copy and paste the text into Pages.• Take a Word doc• Save as html• Import into Calibre• Save as epub or mobi• Pdf to epub doesn’t really work• Also try epubbud.comTerese Bird
  • 34. Handy guide to eBooksTerese BirdFile format What device positives negativespdf Everything Runs oneverythingDoes not flow,does not takeadvantage of thedevice’s powerepub Everything butKindleFlows, takesadvantage of thedevices’s powerOpen source,somewhatfutureproofmobi Kindle Kindle is big Kindle only.ibooks Apple iBooks only Beautiful & easyiPad is marketleaderApple iBooks only
  • 35. Handy guide to FlickrTerese Bird
  • 36. Why sound?Terese Bird• Copyright is easier – recordedlectures• File size is smaller• Listeners can do something elseat the same time• No bad hair days – staff like it!• Voice communicates more thanthe printed word• Effective and easy way to closedistance
  • 37. Tools• Audacity• Garageband• Window Sound Recorder• But please save as mp3 (wma and wav aredead)• And apps!!!...Terese Bird
  • 38. Audioboo• Like YouTube for sound• Record in browser• Attract comments in browser• Or simply upload• RSS out, iTunes out  it’s like magic• Can send these to Apple if you like• 5-minute sound limitTerese Bird
  • 39. Soundcloud• A bit more socially aware• The app lets you record sogood for students torecord their own stuff andpost up• Very intuitive• Longer sound limitTerese Bird
  • 40. Examples of uses• Audio feedback – increasedmarks & retention• Voice discussions• Audioboo – Field use – listento teacher’s description of aflower, student audio-records her own commentsand findings• Student can record, usingAudioboo for iPhone (don’tuse iPad app yet)Terese Bird
  • 41. Lecture podcasts on iTunes UTerese Bird
  • 42. Video - YouTube• 10 minute limit• Great to embed intoMoodle• Comments are a mixedblessing• Good statistics• Use branding if you makeone• Not too easy to downloadthe videoTerese Bird
  • 43. Video - VimeoTerese Bird• Longer videothan YouTube• Much less junk• Pretty much justas easy to do• Downloadable
  • 44. ScreenRTerese Bird
  • 45. Recorded lecturesTerese Bird• Record the face or just the slides?• Streaming or download?• Automatic enterprise, or one-by-one?• Huge server space required, expensive• Students like them to revise, good forlanguage issues
  • 46. Editing moviesTerese Bird• iMovie – free with Mac – saves as .mov, .mp4• Windows MovieMaker – but doesn’t save asmp4• Only go to Final Cut Express if you have to!– Bleeped out sounds– Fuzzed out faces– A cut-out logo floating over the image
  • 47. Narrated presentationsTerese Bird• Screen capture software: QuickTime,Camtasia, iShowU, or ScreenR• Speak out your presentation and record, saveas a .mov file or .mp4• Put on YouTube or Vimeo or iTunes U, linkfrom there into Moodle• Slideshare – load presentation, add narration,link from there into Moodle
  • 48. • Use the SKG 7 principles of design to articulate a TEL space:– Aesthetics – pleasure (recognition of symmetry, harmony,simplicity and fitness for purpose)– Affordances – the characteristics of the environment– Blending – a mix of f-t-f and technologies– Comfort - a space that creates a physical and mental sense ofease– Equity – considering the needs of cultural and physicaldifferences– Flow – the state of mind of the leaner when totally engagedwith the learning process– Repurposing – the potential for multiple use of the space• 2: Designing TEL spaces
  • 49. Activity 3: Course MapE-tivity Rubric: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.
  • 50. Activity 4: StoryboardE-tivity Rubric: To develop a storyboard for your module/course in whichthe learning outcomes are aligned with the assessment events, topics(contents) and e-tivities.Linoit Canvas
  • 51. Start EndLearningOutcomesLO1LO2LO3LO4Assessment LO1LO2 LO3 LO4Week 1Topic 1Week 2Topic 2Week 3Topic 3Week 4Topic 4
  • 52. Storyboard
  • 53. Evaluation and Action Plan• Three words todescribe the workshop• What I liked• Suggestions forimprovements• Action plan
  • 54. Three words…
  • 55. Things I liked…
  • 56. Suggestions for improvement
  • 57. Action plan…
  • 58. • OULDI website• SKG website• Carpe Diem website• 7Cs OER page• Cloudworks• Terese Bird’s presentation sites and resources
  • 59. •Joe Dale’s tips on creating audio–• EDUCAUSE 7 things you should know about…–•Commoncraft videos–•Voicethread–•LINOIT– sites and resources