2. The changing context of education and technology paradoxes A look at design practices Learning design: Foundations, representations, collaboration Complexity of design The learner experience Putting it all together Learning pathways Outline

3. Technology paradoxes Paradoxes Technologies not fully exploited Little evidence of use of free resources Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… lack of time, research vs. teaching, lack of skills, no rewards, no support Solutions? Case studies, support networks Learning Design, Open Educational Practices Virtual worlds & online games Social networking

6. Design in education Findings Difficult to represent designs Not systematic Predominately content focused Teacher interviews Five aspects: design process, ideas, support, sharing, evaluation Wish list Examples of good practice Others to talk to

7. A new learning design methodology Encourages reflective, scholarly practices Promotes sharing and discussion Shift from belief-based , implicit approaches to design-based , explicit approaches A Research-Based Design approach to creation and support of courses

8. Definition A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.

9. Learning design: defining the field Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer Open Learning Design Methodology Openness Communities and interactions Design representations and tools Mediating Artefacts Affordances Social and participatory media Theory and methodology Related fields

10. Co-evolution of tools and practice Evolving practices Characteristics of users Preferences Skills Interests Context Affordances of technologies Representation Communication Connection Interactivity Affordances (Gibson) All "action possibilities" latent in an environment… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.

12. Visualisations - making design explicit Course map Learning outcomes Pedagogy profile Course dimensions Task swimlane

13. Visualisation tools Learning designer Webcollege Excel Pen, paper and stickers Learning Design tools Standard tools

14. Collaboration Cloudworks Space to share and discuss Design challenge Create a course in a day! Carpe diem 2-day design workshop

15. But does it work? Evaluation data I find the document quite thought-provoking , especially as a starting point in this journey for developing good understandings I could understand the learning design process and would feel able to use this when designing some learning activities It is iterative and so helps with ironing out any issues

22. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer [email_address]