Slides for the "Learning Design Cross-Institutional Network" meeting in Edinburgh, November 25th 2016

1. Activity design representations
Scaffolding assessment and outcome design
at the activity level
Andrew Brasher, Peter Devine, Lisette Toetenel, Gill Macmillan, Sue Lowe, Katharine Reedy

2. Contents
• Introduction (10 minutes)
• Design work in groups (30 minutes)
• Discussion (15 minutes)

3. Conceptualize /
Re-conceptualize
PrototypeRun
Investigate / Re-investigate
Evaluate
Design cycle

5. Roles
Activity vocabulary
Tasks Tools &
Resources
Outputs Learning
Outcomes
Time,
Workload,
Rationale

8. Interactive media activity vocabulary

10. Your task
• Design an online activity to introduce students to the field of learning
design
Aim to introduce students to Some of these concepts
..and enable students to reach some of these
Learning Outcomes
LO1: Your knowledge and understanding of
choices that practitioners make about ways of applying
technologies for a variety of learners across the globe
in education, training or professional development.
LO2: Your knowledge and understanding of
current debates and some of the key theories that

11. Student personas
Abila, looking for a way up
Tell us a bit about
yourself
I’m 30. I’m a single mum, living in with my daughte
my parents’ house. My grandmother also lives wit
work shifts at a care home, so it’s great that my mu
and gran can help out with Nita
Have you got any
qualifications?
I got five GCSEs but then I left school to get marrie
What is your
ambition?
I’ve taken control of my life. A good qualification w
help me get a better life for me and Nita.
Why didn’t
you go to
university?
I was married with a baby, so it wasn’t an option fo
And girls didn’t go to university in my community.
What do you want
to know?
What will studying be like? Will I be able to do it?
How long will it take? Where do I have to attend?
Will it help me to get a better job?
How did you
find out about
the OU?
Some adverts dropped out of the newspaper. And
someone mentioned it at work.

12. Discussion
(How) did the representations work for you?
Discussion around topics such as.
• the quality and utility of the representations for sharing ideas,
• usefulness of the representations as part of the design process.

13. References
Beetham, H. (2007). An approach to learning activity design. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: designing and
delivering e-learning (pp. 26-40). Oxford: Routledge.
Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University (3rd ed.): Society for Research in Higher Education, Open University Press.
Brasher, A. (2012). CompendiumLD: a tool for creating shareable models of learning designs; A Final Report of the OULDI-JISC Project (pp. 32): The
Open University.
Brasher, A., & Cross, S. (2015). Reflections on developing a tool for creating visual representations of learning designs In M. Maina, B. Craft, & Y. Mor
(Eds.), The Art & Science of Learning Design (pp. 169-180). Rotterdam: Sense Publishers.
Brasher, A., & Mor, Y. (2013). METIS deliverble D3.1: Report 2 on meetings with user groups: Early feedback on candidate best practices for teacher
training on learning design. Retrieved 6/7/2013, 2013, from http://www.metis-project.org/resources/deliverables/METIS_D3-1.pdf
Brasher, A., Walsh, C., McAndrew, P., & Mor, Y. (2013). METIS deliverable D3.2: Draft of pilot workshop. Retrieved 27/9/2013, 2013, from
http://www.metis-project.org/resources/deliverables/METIS_D3-2.pdf
Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P., & Culver, J. (2008). Visualising learning design to foster and support good practice and creativity.
Educational Media International, 45(3), 177-194.
Conole, G., & Weller, M. (2007). The Open University Learning Design Project. Paper presented at the Proceedings of the 2007 Euopean LAMS
Conference: Designing the future of learning. http://lams2007.lamsfoundation.org/pdfs/Conole_Weller_LAMS2007.pdf
Cross, S., Galley, R., Brasher, A., & Weller, M. (2012). OULDI-JISC Project Evaluation Report Retrieved 3/8/2012, from
http://oro.open.ac.uk/34140/1/OULDI_Evaluation_Report_Final.pdf
Cross, S., Whitelock, D., & Healing, G. (2015). Collaborative Learning and Assessment (CoLAb) Project: Final Report. Retrieved 20/11/2015, from
https://intranet9.open.ac.uk/collaboration/Scholarship-Exchange/Wiki/Document.aspx?DocumentID=1920
Figl, K., Derntl, M., Rodriguez, M. C., & Botturi, L. (2010). Cognitive effectiveness of visual instructional design languages. Journal of Visual Languages &
Computing, 21(6), 359-373. doi: http://dx.doi.org/10.1016/j.jvlc.2010.08.009
Gibbons, A. S. (2014). An architectural approach to instructional design. New York: Routledge.
Hernández-Leo, D., Asensio-Pérez, J. I., Dimitriadis, Y., & Villasclaras, E. D. (2010). Appendix: A CSCL scripting pattern language. In P. Goodyear & S.
Retalis (Eds.), E-learning, design patterns and pattern languages: Sense Publishers. Retrieved from
http://www.gsic.uva.es/~daviniahl/dpbook/appendix-chapter.pdf.
Macmillan, G., Ameijde, J. v., Brasher, A., Britton, M., Eves, V., Gallagher, A., & Lowe, S. (2015). Quick Wins Project 3 Activity level design