1. A holistic approach to design for learning: a student-centered approach Gráinne Conole, Open University, UK Annual International CODE Symposium, Chiba, Japan, 18 th February 2010 Slides and links: http://cloudworks.ac.uk/cloud/view/2695

3. Towards student-centered learning Teacher Student Teaching Learning Content Activities New technologies: Opportunities and challenges New tools and resources: To help teachers design

4. Locating educational approaches Formal, ‘traditional’ courses Problem-based learning Contract-based learning Informal web-based learning Teacher-centred Student- centred Activity-based Content-based A lecture Why is a river polluted? Amateur photography Professional development

5. Blurring boundaries Teacher-centred Student- centred Activity-based Content-based Teaching Learning How do we deal with this new complexity? Learning Design as a conceptual framework

7. Technologies: changing, evolving… Abundance of online resources Ubiquitous, just-in-time, learning Mobile technologies IT services decentralised (Cloud computing)

9. Content defined… Open University UK: From broadcast TV to multi-channel

10. Personalised and mobile New learning opportunities Individualised personal environments Synchronising across devices Location and context aware The i-phone: a transformative technology But what next?

11. Reflection: e-portfolios

12. Virtual learning

15. Paradoxes created by the digital Expansive knowledge domain Hierarchy & control less meaningful Increasingly complex digital landscape Content distributed, everything is miscellaneous Collective intelligence Free content & tools, open APIs and mash ups Technology aspect Generic impact Educational impact Death of expertise / everyone an expert Multiple pathways / lost in cyberspace Beyond ‘digital space’/ New metaphors Multiple (co-)locations / loss of content integrity Social collective/digital individualism Issues re: ownership , value, business models Challenges the role of the teacher Need for new learner pathways Widening skills gap from ‘tech savy’ Need to rethink the design process Potential for new forms of learning Lack of uptake

18. Designing for Learning Representing pedagogy Guiding design Sharing ideas Empirical evidence base OULDI Open University Learning Design Initiative OLnet Supporting researchers and users of Open Educational Resources

19. OULDI…. Design methods: schema & patterns Visualisation: CompendiumLD Support and guidance: Events Sharing and discussing: Cloudworks

23. Guidance and Support “ Learning pathway”: Course structure and timetable e.g. course calendar, study guide, tutorials Thinking and reflection “ Meta-cognition” : Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Evidence and demonstration “ Assessment” : Diagnostic, formative or summative, e.g. multiple choice questions, assignments, exams Information and experience “ Contents and activities” : Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication and Interaction “ Dialogue” : Social dimensions of the course, interaction between learners and tutors, e.g. course forum, email Course Map View: Course title Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features

30. Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems

38. Olnet - Design, use, reuse Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits

39. A holistic approach to design for learning – a vision for the future Gráinne Conole, Open University, UK Annual International CODE Symposium, Chiba, Japan, 18 th February 2010 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2695