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Conole masterclass

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Conole masterclass

  1. 1. The 7Cs of learning design Gráinne Conole, Leicester University 14th May 2012 Masterclass, Dublin City University Dublin
  2. 2. Outline • New media • Paradoxes • A new approach to design • Reflections and implications
  3. 3. Activity • What are the characteristics of new technologies? • What are their implications for learning, teaching and research?
  4. 4. New media Characteristics Implications Conole and Alevizou, 2010
  5. 5. Peer Open critiquing User Collective generated aggregation content Networked Personalised Social media revolution The machine is us/ing us
  6. 6. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and Cloud-based tools and services • Use of course materials with free resources 7 Sharpe, Beetham and De Freitas, 2010
  7. 7. EDUCAUSE study • Students drawn to new technologies but rely on more traditional ones • Consider technologies offer major educational benefits • Mixed views of VLEs 8 http://www.educause.edu/studentsAndTechnologyInfographic
  8. 8. Game changers • Harness the power of new media • Need to rethink education • How can we reach more learners, more effectively? • Impact of free resources, tools and expertise? • New business models? • New digital literacies? http://www.educause.edu/game-changers
  9. 9. Activity: What’s your digital network? http://www.flickr.com/photos/factoryjoe/195492568/
  10. 10. My network
  11. 11. Activity: fb love it or hate it? Pros Cons
  12. 12. Activity: fb love it or hate it? Pros Cons • Can see families photos • Privacy • Know sons still alive! ;-) • Adverts • Everyone is on it! • Waste of time! • Keeping in contact with • Increases the five mins of fame! people don’t see everyday • Encourages look at me! • Good if you don’t like f-t-f • Doesn’t give you time to feel, • Opportunity to present think and do yourself to the world • Huge audience – making a fool of yourself!
  13. 13. 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
  14. 14. 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 http://www.open.ac.uk/blogs/OULDI/
  15. 15. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
  16. 16. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
  17. 17. Course team work Plenary work (e-tivities) Session 1 •Overview of learning design •Mini-pres: background to E-tivity: How to ruin a course workshop •Intro to e-tivity 1 E-tivity: Course Features Session 2 •Review of Course Features •Intro to e-tivity 2 E-tivity: Course Map Session 3 • Review completed course E-tivity: A Learning Design maps Resource Audit • Intro to e-tivity 3 http://cloudworks.ac.uk/cloudscape/view/2379
  18. 18. Course team work Plenary work (e-tivities) Session 4 • Review of completed resource audit • Intro to e-tivity 4 Session 5 E-tivity: Activity Profile •Review of Activity Profiles •Intro to e-tivity 5 E-tivity: Storyboard Session 6 •Review of Storyboards •Task Swimlane •Intro to e-tivity 6 •Stock-taking and target-setting E-tivity: E-tivities for next day
  19. 19. Background to the workshop • Useful sites and resources – OULDI website – Carpe Diem website – 7Cs OER page – Cloudworks cloudscape
  20. 20. How to ruin a course
  21. 21. The Course Features template http://linoit.com
  22. 22. Course Features resources • http://tinyurl.com/coursefeatures • http://tinyurl.com/coursefeatures-Excel • http://linoit.com
  23. 23. Course features Linoit.com
  24. 24. Course Features Key • Orange = Guidance and support • Blue = Content and activities • Green = Communication and collaboration • Purple = Reflection and demonstration
  25. 25. Develop a Course Map www.tinyurl.com/coursemap-flickr
  26. 26. www.tinyurl.com/ouldi-coursemap The Course Map template
  27. 27. Course map view
  28. 28. Course Map resources • www.tinyurl.com/coursemap-cloudworks • www.tinyurl.com/ouldi-coursemap • www.tinyurl.com/coursemap-ds • www.tinyurl.com/coursemap-flickr
  29. 29. Learning Design Resource Audit www.tinyurl.com/resource-audit
  30. 30. Develop your Activity Profile • http://tinyurl.com/ActivityProfileFlash • http://tinyurl.com/ActivityProfileExcel
  31. 31. Activity Profile Resources • www.cloudworks.ac.uk/cloud/view/3420 • www.tinyurl.com/activity-profile-ds • www.tinyurl.com/ActivityProfileFlash • www.tinyurl.com/ActivityProfileExcel
  32. 32. Activity: mapping e-pedagogies to technologies Pedagogies Technologies • Problem-Based Learning (PBL) • Virtual Worlds (VW) • Inquiry-Based Learning (IBL) • Google • Didactic (Did) • E-Books • Reflection (Ref) • Blogs, e-Portfolios • Dialogic Learning (Dial) • Discussion Forums (DF) • Collaboration (Collab) • Wikis • Assessment (Ass) • MCQs • Communities of Practice (CoP) • Google+ • IBL – social • Twitter • User-Generated Content (UGC) • Youtube
  33. 33. Social Informal Formal Experience Individual Informal Formal Information
  34. 34. IBL/Twitter Social PBL/VW CoP/Google+ Dial/forum Dial/Skype Collab/Wiki Informal Formal Ref/Blog Ref/e-Portfolio IBL/Google Did/e-Book UGC/YouTube Individual Ass/MCQs
  35. 35. Ref/Blog Experience PBL/VW CoP/Google+ Ref/e-Portfolio Dial/Skype Dial/Forum Informal Formal IBL/Twitter Coll/Wiki IBL/Google Did/e-Book UGC/YouTube Information Ass/MCQs
  36. 36. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 38 Communication mechanisms
  37. 37. Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/ 39
  38. 38. Virtual genetics lab http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
  39. 39. Learningoutcomes START END Assessment
  40. 40. Storyboard template http://linoit.com
  41. 41. Story board
  42. 42. Task Swimlane: Mapping an activity at the micro-level http://cloudworks.ac.uk/cloud/view/3421
  43. 43. Develop your e-tivities
  44. 44. Conclusion • Structured guidance to think about design • The power of visualisation • Beyond content to activities and experience • Iterative, creative and messy • Making designs explicit • Social media to foster communication and collaboration
  45. 45. Final thoughts • Participatory and social media enable new forms of communication and collaboration • Communities in these spaces are complex and distributed • Learners and teachers need to develop new digital literacy skills to harness their potential • We need to rethinkhow we design, support and assess learning • Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways • We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and
  46. 46. http://cloudworks.ac.uk/cloud/view/6305 http://www.ld-grid.org/ Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk

Hinweis der Redaktion

  • http://cloudworks.ac.uk/cloudscape/view/2379 –Cloudscape for the SAIDE workshop
  • Add all the URLs here
  • For participants to fill in – silent brainstorm.
  • First askparticipants to guesswhat the colours represent. (See previous slide.)
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel