This document discusses approaches to designing higher education courses. It begins by outlining the context of course design and factors impacting design like technology trends, societal changes, and student expectations. It then discusses learning design frameworks and strategies, including mapping tools and activities to different types of learning. Finally, it covers the Open University's Learning Design project which developed tools and resources to support the design process through user research and workshops. The overall goal is to provide guidance on designing innovative courses that make effective use of tools and pedagogy.
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Designing the next generation of HSC courses
1. Designing the next
generation of HSC courses
new and innovative approaches to thinking
Gráinne Conole and Adrian Kirkwood
Accentura, Kents Hill
5th-6th June 2008
3. Workshop outcomes
The context of HSC course development
Overview of different approaches to design
Awareness of the range of tools and resources for
design and how they can be used
Hands on exploration of some tools and resources
Reflection on relevance to your context & the
constraints
Action plans for next steps
5. T1 - context - past
What impact were technologies predicted to have -
on life generally, on education? What has happened
which wasn’t predicted?
How do you think students’ use of technology has
changed in recent years?
How has OUproduction/presentation systems
adapted to these changes?
7. Technology trends
Web 1.0
Information, critical mass
Institutional web sites
Email for communication
Information strategies
Integrated institutional systems
8. Technology trends
Web 1.0
Information, critical mass
Institutional web sites
Email for communication
Information strategies
Integrated institutional systems
Web 2.0
Interactive, “openness”
User generated
Wisdom of crowds
Distributed, large-scale data
Architecture of participation
10. Society
Work patterns
Culture
Boundaries
Economy
An inter-connected world
11. Society
Work patterns
Culture
Boundaries
Economy
An inter-connected world
Technology
Pervasive
Social tools
Personalised
Mobile/Smart
12. Society
Work patterns
Culture
Boundaries
Economy
An inter-connected world
Education
Technology
Lifelong
Pervasive
Individual
Social tools
Social
Personalised
Purposeful
Mobile/Smart
13.
14. Changes
in society
Technology
Economy Work
Culture Education
Globalisation
15. Changes
in society
Technology
Policy
Lifelong
& initiatives
learning
Economy Work
Culture Education
Personalisation
Globalisation
16. Changes
in society
Technology
Policy
Lifelong
& initiatives
learning
Economy Work
Practice
Culture Education
Personalisation
Globalisation
17. context - present
Adapt the diagram to your own context
What are the key factors impacting on your course
design?
What are the characteristics of your students, your
courses?
18. Mapping the OU context
External
Content Activities Resources Tools Assessment Support
context
Work
Values
Technology
Culture
Economy
20. T2: The teacher perspective
Four inter-connected
facets of learning
21. T2: The teacher perspective
Thinking &
reflection
Four inter-connected
facets of learning
22. T2: The teacher perspective
Thinking &
reflection
Four inter-connected
facets of learning
ommunication
& interaction
23. T2: The teacher perspective
Thinking &
reflection
Four inter-connected
facets of learning
ommunication Experience
& interaction & activity
24. T2: The teacher perspective
Thinking &
reflection
Four inter-connected
facets of learning
ommunication Experience
& interaction & activity
Evidence &
demonstration
25. T2: The teacher perspective
Thinking &
reflection
Four inter-connected
facets of learning
Can we use this as a
framework for mapping
tools and activities?
ommunication Experience
& interaction & activity
Evidence &
demonstration
26. media use
How are media used and how might they be used
to engage students in learning?
Think about current media you use and describe
the nature of the activity and to what extent it
promotes the four types of meta-learning?
List new tools or ways of using tools and consider
how they map to these types of learning (you can
change the tool or way it is used or both)
27. Mapping tools to learning
Thinking
Conversation Experience Demonstration
Tools Use and
and interaction and activity and evidence
reflection
Forums
Podcasts
Wikis
Blogs
DVDs
29. T3: The student perspective
What are your students doing with
technologies?
How has student use of technologies changed
in recent years
What are the core tools and technologies they
are using?
How are they using them?
31. Learner voices
Learning in
the digital age
JISC Learner Experience programme and publication ’in their own words’
32. Learner voices
Learning in
the digital age
Communication
& networking
JISC Learner Experience programme and publication ’in their own words’
33. Learner voices
Learning in
the digital age
Communication
& networking
JISC Learner Experience programme and publication ’in their own words’
34. Learner voices
Learning in
the digital age
Concerns
Expectations
Benefits
Communication
& networking
JISC Learner Experience programme and publication ’in their own words’
36. Changing student/
institutional relationship
I think the relationship between students and the
university itself, is becoming very …technological …
most services are provided online, and that saves a lot
of time, meaning you don’t need to come to university...
a lot of information about yourself... even your grades
… its been much easier to interact with the university
37. Changing student/
institutional relationship
I think the relationship between students and the
university itself, is becoming very …technological …
most services are provided online, and that saves a lot
of time, meaning you don’t need to come to university...
a lot of information about yourself... even your grades
… its been much easier to interact with the university
Almost all our communications ....
are though email…invaluable because
we’re ... all off site so much…
Laura:
Technology immersed
39. Core tools for learning
It basically opens up a whole world of learning for everybody,
you know. You can find, read up, on anything you like. In a
university context, you can have all your notes and everything
all on one machine. So anytime you have to look for
something, you don’t have to flick through a big file, you can
type, search your computer for what you’re looking for
40. Core tools for learning
It basically opens up a whole world of learning for everybody,
you know. You can find, read up, on anything you like. In a
university context, you can have all your notes and everything
all on one machine. So anytime you have to look for
something, you don’t have to flick through a big file, you can
type, search your computer for what you’re looking for
I use email to communicate with everyone, especially
lecturers; arranging meetings, asking questions about
work and queries over assignments etc I write all my
assignments using Word and to sort through the
information I find, make notes of what I still need to do
and spell check my emails that I'm sending to lecturers
41. Jenny and Emma: ePortfolio
Using technology for practice-based learning
44. Today’s learners
Core toolset
Word, email, Web
Information Communication
Google first, peer Mix-mode,
approval personalised
45. Today’s learners
Core toolset
Word, email, Web
Information Communication
The 8-part
Google first, peer Mix-mode,
approval personalised
LXP framework
46. Today’s learners
Core toolset
Word, email, Web
Personalised Adaptive
Digitised Skills
Information Communication
The 8-part
Google first, peer Mix-mode,
approval personalised
LXP framework
47. Today’s learners
Core toolset
Word, email, Web
Pervasive
Personalised Adaptive
Integrated Time/space
Digitised Skills
Learning patterns
Information Communication
The 8-part
Google first, peer Mix-mode,
approval personalised
LXP framework
55. Changing student expectations
What do you think is on the horizon? What
impact do you think increasing ubiquitous
access will have? Influence of gaming, virtual
worlds, mobile devices, etc.?
Reflection on course evaluations - why are
some course components used less and rated
less favourably than others?
58. T4: Strategies for design
Shift of focus from
content to activity
What is learning design?
59. T4: Strategies for design
Shift of focus from
content to activity
What is learning design?
A means of describing
and representing
learning activities
60. T4: Strategies for design
Shift of focus from
content to activity
What is learning design?
A means of describing Provides a means
and representing of sharing learning
learning activities activities
62. Key questions
How can we design
learning activities
which make
effective use of tools
and pedagogy?
63. Key questions
How can we design
learning activities
which make
effective use of tools
and pedagogy?
How can we
capture and share practice?
scaffold and support the design process?
69. The OU Learning Design project
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
70. The OU Learning Design project
Fact finding & user requirements
Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
Tool and resource development
Phase 1: Compendium, external resources
Phase 2: CompendiumLD, LD toolbox
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
71. The OU Learning Design project
44 case 8 faculty
studies workshops
Fact finding & user requirements
Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
15 design Tool and resource development
interviews & 2 Workshops &
Phase 1: Compendium, external resources
in-depth course focus groups
Phase 2: CompendiumLD, LD toolbox
evaluation
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
72. The OU Learning Design project
44 case 8 faculty
studies workshops
Fact finding & user requirements
Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
Tool Resource
development: identification: tools,
Compendium methods, case studies
15 design Tool and resource development
interviews & 2 Workshops &
Phase 1: Compendium, external resources
in-depth course focus groups
Phase 2: CompendiumLD, LD toolbox
evaluation
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
74. Why is it useful?
Means of eliciting design - common language/
understanding of learning activities
75. Why is it useful?
Means of eliciting design - common language/
understanding of learning activities
Makes process more
explicit, aids reflection
76. Why is it useful?
Means of eliciting design - common language/
understanding of learning activities
Makes process more Sharing/reuse of designs
explicit, aids reflection not just content
77. Why is it useful?
Means of eliciting design - common language/
understanding of learning activities
Makes process more Sharing/reuse of designs
explicit, aids reflection not just content
Provides guidance on the design process
78. Why is it useful?
Means of eliciting design - common language/
understanding of learning activities
Makes process more Sharing/reuse of designs
explicit, aids reflection not just content
Provides guidance on the design process
Creates an
audit trail
79. Why is it useful?
Means of eliciting design - common language/
understanding of learning activities
Makes process more Sharing/reuse of designs
explicit, aids reflection not just content
Provides guidance on the design process
Creates an Highlights policy
audit trail implications
80. Why is it useful?
Means of eliciting design - common language/
understanding of learning activities
Makes process more Sharing/reuse of designs
explicit, aids reflection not just content
Provides guidance on the design process
Creates an Highlights policy
audit trail implications
Guides learner through activities sequences
81. Your design strategies
How do you currently
design your courses?
How do you get new ideas?
What resources and support do you use?
What issues do new
technologies raise?
85. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
the students to do?
86. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
87. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
Tools:
What tools do
you want to use?
88. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
Tools:
What tools do
Resources:
you want to use?
What resources do
you want to use?
89. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
Tools:
What tools do
Resources:
you want to use?
What resources do
Problem: you want to use?
What specific problem
do you want to address?
92. Interviews
Process Constraints ‘From the heart’
Tacit nature
Support
Representation Sum greater than parts
The ‘big’ idea
Interactive
Barriers
design
Shared vision
Evaluation
Serendipity
Link to
assessment
94. findings to date
Design process creative,
messy, iterative
Serendipitous routes
to support
Sharing and reuse difficult
No one perfect design tool
or approach
Different aspects to design -
focus and level of granularity
Compendium easy to use and
makes design more explicit
Text, visual, models of
designs all have pros and cons
97. findings from interviews
Value in sharing and
communicating designs
Informed by practice
rather than theories
98. findings from interviews
Value in sharing and
communicating designs
It’s about making networks faster to get hold
of, into, and getting the right people for help
and advice...having the opportunity to talk to
somebody might cut through a lot of digging
around whether there is anything that you
want and understanding it
[Interviewee]
Informed by practice
rather than theories
99. findings from interviews
Value in sharing and
communicating designs
It’s about making networks faster to get hold
of, into, and getting the right people for help Case studies are of an historical
and advice...having the opportunity to talk to moment and many change over
somebody might cut through a lot of digging production and presentation. Case
around whether there is anything that you studies don’t record this change
want and understanding it [Focus group]
[Interviewee]
Informed by practice
rather than theories
100. T5: Different ways of thinking
Will introduce a range of different ways of
thinking about design
101. Types of media format
Consider the location of a range of media (video,
audio, podcasts, forums, etc) in the following table
Synchronous Asynchronous
Presentation
Interaction
Dialogue
Generative activity
102. pedagogy dimensions
Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning
design', Computers and Education, 43 (1-2), 17-33
103. pedagogy dimensions
Individual
Social
Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning
design', Computers and Education, 43 (1-2), 17-33
104. pedagogy dimensions
Individual
Passive Active
Social
Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning
design', Computers and Education, 43 (1-2), 17-33
105. pedagogy dimensions
Individual
Information
Passive Active
Experience
Social
Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). 'Mapping pedagogy and tools for effective learning
design', Computers and Education, 43 (1-2), 17-33
107. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Social
108. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Passive Active
Social
109. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Information
Passive Active
Experience
Social
110. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Information
Passive Active
Experience
Social
111. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Information
Passive Active
Experience
Social
112. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Information
Passive Active
Experience
Social
113. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Information
Passive Active
Experience
Social
114. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Information
Passive Active
Experience
Social
115. Mapping tools/activities
to pedagogy
Blog as Blog collective
reflective diary Individual class resource
Information
Passive Active
Experience
Social
116. Mapping exercise
Locate each on a pedagogy framework:
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
and then complete a formative self-assessment
Debate: for and against debate, students choose a side, post
their views and read other postings
Portfolio: students gather evidence against learning
outcomes into a portfolio
117. Mapping tools to pedagogy
warburton.typepad.com/liquidlearning/2007/11/how-do-we-inter.html
118. Mapping tools to pedagogy
warburton.typepad.com/liquidlearning/2007/11/how-do-we-inter.html
119.
120.
121.
122.
123. A learner-centred view
8LEM flashcards - focusing on the student activities
View the LEM demonstration
http://cetl.ulster.ac.uk/elearning/index.php?page=8LEM-8
Create a design using the mapping grid
http://cetl.ulster.ac.uk/elearning/documents/grid.pdf
124. Thinking About Affordances
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
125. Thinking About Affordances
+ve and -ve
affordances
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
126. Thinking About Affordances
Organisation
Creativity
Dialogue
+ve and -ve
Collaboration
affordances
Reflection
Interaction
Inquiry
Authenticity
Positives
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
127. Thinking About Affordances
Organisation Time consuming
Creativity Support issues
Dialogue Assessment issues
+ve and -ve
Collaboration Expensive
affordances
Reflection Lack of interaction
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Negatives
Positives
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
128. Thinking About Affordances
Organisation Time consuming
Creativity Support issues
Dialogue Assessment issues
+ve and -ve
Collaboration Expensive
affordances
Reflection Lack of interaction
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Map affordances for
Negatives
Positives the following tools
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
129. Thinking About Affordances
Organisation Time consuming
Creativity Support issues
Dialogue Assessment issues
+ve and -ve
Collaboration Expensive
affordances
Reflection Lack of interaction
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Map affordances for
Negatives
Positives the following tools
Wiki
Forum
Chat
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
130. Thinking About Affordances
Organisation Time consuming
Creativity Support issues
Dialogue Assessment issues
+ve and -ve
Collaboration Expensive
affordances
Reflection Lack of interaction
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Map affordances for
Negatives
Positives the following tools
Wiki Blog
Forum E-Portfolio
Chat Search engine
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
131. Thinking About Affordances
Organisation Time consuming
Creativity Support issues
Dialogue Assessment issues
+ve and -ve
Collaboration Expensive
affordances
Reflection Lack of interaction
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Map affordances for
Negatives
Positives the following tools
Wiki Blog Word
Forum E-Portfolio DVD
Chat Search engine Video conference
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
132. Thinking About Affordances
Organisation Time consuming
Creativity Support issues
Dialogue Assessment issues
+ve and -ve
Collaboration Expensive
affordances
Reflection Lack of interaction
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Map affordances for
Negatives
Positives the following tools
Wiki Blog Word Powerpoint
Forum E-Portfolio DVD Spreadsheet
Chat Search engine Video conference Simulation
Conole, G. and Dyke, M., (2004), ‘What are the inherent affordances of Information and
Communication Technologies?’, ALT-J, 12.2, 113-124.
136. Organisation Time consuming
Tools
E-portofolio,
Creativity Support issues
blog, wiki, RSS
Dialogue Assessment issues
Tasks
feed, etc... Search, discuss,
Collaboration Expensive
collate, present,
Reflection Lack of interaction
etc
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Positives Negatives
137. Organisation Time consuming
Tools
E-portofolio,
Creativity Support issues
blog, wiki, RSS
Dialogue Assessment issues
Tasks
feed, etc... Search, discuss,
Collaboration Expensive
collate, present,
Reflection Lack of interaction
etc
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Positives Negatives
Assessment Blog
by portfolio reflection on practice
Group Group
report in a resources via
wiki
RSS
138. Designing the next
generation of HSC courses
new and innovative approaches to thinking
DAY TWO
Gráinne Conole and Adrian Kirkwood
Accentura, Kents Hill
5th-6th June 2008
139. T6: Forms of representation
Brainstorm different ways designs can be
represented and shared
Compare the pros and cons of text and visual
representations
Discussion of existing HSC representations
Introduction to the HSC Grid
149. An Inquiry activity
Educational scenario
to use technology
across formal and
informal contexts to
promote an inquiry-
based approach
150. An Inquiry activity
Teacher poses question, prompts debate
Handhelds linked to projector, initial results
displayed
Teams based on differences, challenge is to
Educational scenario
move to agreement through inquiry &
to use technology
debate
across formal and
Choice of methods of inquiry (‘debate with
informal contexts to
expert’, ‘experiment’)
promote an inquiry-
Software provides resources & tools to
based approach
support to guide between locations and
store/share results
Results presented in class and discussed
151.
152.
153.
154.
155.
156.
157.
158.
159.
160.
161.
162.
163.
164.
165.
166.
167.
168. The HSC context
Current ways of representing HSC designs
Course models
Study guides for students
169. Representations
Brainstorm the different ways in which designs/
learning activities can be represented and shared. Pros
and cons of each?
What representations would be most useful for?
others on the course team
colleagues in LTS
a professional accreditation body
Which would you find useful in terms of taking and
adapting other peoples’ designs?
172. Interview snapshots
Holistic
I was building a sense of what the One of the difficulties is mapping the
new course might be … we must whole process I have tried to approach
approach
remember to do x, or a url of relevance course design using a holistic approach
173. Interview snapshots
Holistic
I was building a sense of what the One of the difficulties is mapping the
new course might be … we must whole process I have tried to approach
approach
remember to do x, or a url of relevance course design using a holistic approach
Scrapbooks &
Its in words, not diagrams a List of words clustered into blocks,
dumping ground for thoughts – arrows...can you have clusters
doodle maps
[to] capture thoughts link to TMAs [Assignments]
174. Interview snapshots
Holistic
I was building a sense of what the One of the difficulties is mapping the
new course might be … we must whole process I have tried to approach
approach
remember to do x, or a url of relevance course design using a holistic approach
Scrapbooks &
Its in words, not diagrams a List of words clustered into blocks,
dumping ground for thoughts – arrows...can you have clusters
doodle maps
[to] capture thoughts link to TMAs [Assignments]
I tend to sit and doodle a map -
Mapping
Start from assessment will draw the logic and flow of
strategies and learning the course on paper and then
elements
outcomes and get an alignment go to compendium.
Then the problem is sharing it
179. Contradictions
Design as
Capturing the
Process
process vs.
implicit
artifact
Demand for
Variety of
Representations case studies
influences
but underused
180. Contradictions
Design as
Capturing the
Process
process vs.
implicit
artifact
Demand for
Variety of
Representations case studies
influences
but underused
Support
181. Contradictions
Design as
Capturing the
Process
process vs.
implicit
artifact
Demand for
Variety of
Representations case studies
influences
but underused
Variety: text, Changing
Support
visual,, etc representations
184. Forms of representation
Case
Pedagogical
Lesson
study
pattern
plan
Learning
UML
Model
Activities
diagram
Schema Vocabulary
Mind
map
185. Forms of representation
Case
Pedagogical
Lesson
study
pattern
plan
Learning
Design UML
Model
Activities
diagram
Schema Vocabulary
“Designer view” Mind
map
186. Forms of representation
Case
Pedagogical
Lesson
study
pattern
plan
Learning
Design Narrative
UML
Model
Activities
diagram
Schema Vocabulary
“Designer view” “Learner view”
Mind
map
194. The OU LD project tools
Visualizing
design
Understanding
design
Guiding Sharing
design design
195. The OU LD project tools
Visualizing
design
CompendiumLD
Understanding
design
Guiding Sharing
design design
196. The OU LD project tools
Visualizing
design
CompendiumLD CLouDworks
Understanding
design
Guiding Sharing
design design
197. JISC Design planners
Create a design in either Phoebe or LPP
Phoebe phoebe-app.conted.ox.ac.uk
LPP www.wle.org.uk/d4l/
Note down what you like and dislike
about the tool
230. Exploring CompendiumLD
Visualising the design process
Work in pairs represent a learning activity
you have developed
Explore the in-situ help
Keep a note of what you like and dislike
Think about how you might use this
individually or as a team
231. Comparing tools
Pros and cons of the tools
Alternative tools and approaches
The design lifecycle and different granularities
of design - how do the tools and approaches
map?
233. T8: Resources & Case studies
Choose a scenario (or outline your own)
Choose a resource to explore
Find out as much as you can from the
resource
Write down things you like and don’t like
about the resource
Note the strategies you are using to search
Choose a second resource to explore and repeat
235. Scenarios
Refresher course for returner nurses, providing skills
update and outline of latest changes in legislation,
etc. Use an e-portfolio as the main vehicle of
students demonstrating evidence
Beginners social work course, large cohort of
students, want to encourage lots of communication
and ways of students practicing their interpersonal
skills
Final year research project in which students need to
demonstrate an evidence-based approach
237. resources
OU Learn about guides epd.open.ac.uk/browseLAG.cfm
OU E-learning case studies https://intranet-gw.open.ac.uk/eLearningCaseStudies/
Subject specific: Intute www.intute.ac.uk, LTSN SWAP www.swap.ac.uk, HE Academy
www.heacdemy.ac.uk/health
Educause www.educause.edu/7ThingsYouShouldKnowAboutSeries
AUTC Learning Design site www.learningdesigns.uow.edu.au
Globe repository globe.edna.edu.au/globe
Phoebe wiki phoebe-app.conted.ox.ac.uk
JISC Effective practice guide www.elearning.ac.uk/effprac/
TELL pedagogical patterns cosy.ted.unipi.gr/TELL/media/TELL_pattern_book.pdf
241. CLouDworks
Find and share designs
Web 2.0 principles:
tagging, profiles, user generated
242. CLouDworks
Find and share designs
Cloudlets
Web 2.0 principles:
tagging, profiles, user generated
243. CLouDworks
Find and share designs
Cloudlets
Designs
Web 2.0 principles:
tagging, profiles, user generated
244. CLouDworks
Find and share designs
Cloudlets Resources
Designs
Web 2.0 principles:
tagging, profiles, user generated
245. CLouDworks
Find and share designs
Cloudlets Resources
Designs Tools
Web 2.0 principles:
tagging, profiles, user generated
246. create
Put in a cloudlet describing an interesting
learning activity/teaching innovation
Complete your own user profile
Browse cloudlets, designs, resources and tools
Any of interest?
Is the level of detail ok, too little, too much?
247. T9: Constructing the narrative
How do we combine internal and external
resources?
What are the difficulties with repurposing
other peoples’ materials?
How do we construct a coherent narrative?
251. CompendiumLD
The OU LD project:
“pick and mix”
Design tools
252. Resources & examples
CompendiumLD
The OU LD project:
“pick and mix”
Design tools
253. Resources & examples
CompendiumLD
The OU LD project:
“pick and mix”
Design tools
Design methods
(thinking differently)
254. Resources & examples
CompendiumLD
The OU LD project:
“pick and mix”
Design tools
CLouDworks
Tag clouds, social networking,
Design methods
upload, annotate, download
(thinking differently)
255. Wrap around information:
Descriptions,
pros and cons,
uses, outputs, users
Resources & examples
CompendiumLD
The OU LD project:
“pick and mix”
Design tools
CLouDworks
Tag clouds, social networking,
Design methods
upload, annotate, download
(thinking differently)
256. T10: Action plans and next steps
Reflections on the workshop - what was useful
and how might you use the tools and resources
Identification of areas to work on and teams
Indicative timescales
Discussion of process and additional support