Designing the next generation of HSC courses
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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
- 2. Introductions & Aspirations What you said you wanted from the workshop?
- 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
- 4. The HSC context Context of course design in HSC Reflecting on the nature of courses
- 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
- 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
- 19. T2: The teacher perspective
- 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
- 28. The HSC context Workload issues Resources constraints
- 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?
- 30. Learner voices JISC Learner Experience programme and publication ’in their own words’
- 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
- 38. Core tools for learning
- 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
- 43. Today’s learners
- 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
- 51. Learning processes Task orientated Experiential Cumulative
- 52. Learning processes Task orientated Experiential Cumulative
- 53. Learning Attitudes & processes approaches Task orientated Experiential Cumulative
- 54. Learning Attitudes & processes approaches Engaging & relevant Task orientated Multi-faceted Experiential Social aspects Cumulative
- 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?
- 56. The HSC context What messages are we getting from our students? Impact of K101?
- 57. T4: Strategies for design What is learning design?
- 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
- 61. Key questions
- 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?
- 66. Learning connections Learning activities Outcomes Design Tasks Assessment
- 67. Learning connections Learning activities Outcomes Support Design Tasks Assessment
- 68. Learning connections Learning activities Outcomes Support Design Tasks Assessment Student experience
- 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
- 73. Why is it useful?
- 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?
- 83. Design strategies Learning outcomes: What do you want the students to achieve?
- 84. Design strategies Learning outcomes: Pedagogy: What do you want the What pedagogical principles students to achieve? do you want to emphasis?
- 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?
- 90. Interviews
- 91. Interviews Process Support Representation Barriers Evaluation
- 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
- 93. findings to date
- 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
- 96. findings from interviews Value in sharing and communicating designs
- 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
- 106. Mapping tools/activities to pedagogy Blog as Blog collective reflective diary class resource
- 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
- 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.
- 134. Tools E-portofolio, blog, wiki, RSS Tasks feed, etc... Search, discuss, collate, present, etc
- 135. Organisation Tools E-portofolio, Creativity blog, wiki, RSS Dialogue Tasks feed, etc... Search, discuss, Collaboration collate, present, Reflection etc Interaction Inquiry Authenticity Positives
- 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
- 140. Abstracting practice
- 141. Abstracting practice U316 The Environmental Web studied by Thorpe and Godwin
- 144. Categorizing design representations Forms of representation
- 145. Categorizing design representations Forms of List different representation purposes
- 146. Categorizing design representations Forms of List different representation purposes Moving between representations
- 147. Categorizing design representations Visualization Forms of List different tools representation purposes Moving between representations
- 148. An Inquiry activity
- 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
- 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?
- 170. HSC GRID Mapping of HSC courses against production and support models
- 171. Interview snapshots
- 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
- 175. Contradictions
- 176. Contradictions Process
- 177. Contradictions Design as Capturing the Process process vs. implicit artifact
- 178. Contradictions Design as Capturing the Process process vs. implicit artifact Representations
- 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
- 183. Forms of representation Learning Activities
- 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
- 188. Educational view Overview, Pedagogical model, assessment, constraints
- 189. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory
- 190. Educational view Overview, Pedagogical model, assessment, constraints Process-based view Steps/stages involved, Schema/Inventory Technical view Technical blueprint, rule-based and runtime of data flow
- 191. The HSC context New models of works Teams plus consultants
- 192. T7: Representation in action Hands on of tools for design London pedagogical planner Pheobe planner CompendiumLD Cloudworks
- 193. The OU LD project tools
- 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
- 198. CompendiumLD Demonstration Using at the micro-activity level Using at the course level
- 199. CompendiumLD
- 200. CompendiumLD Main workspace for creating visual maps and designs
- 201. CompendiumLD Standard Compendium icon set Main workspace for creating visual maps and designs
- 202. CompendiumLD Standard Compendium icon set Main workspace for creating Customised Learning Design visual maps and designs icon set
- 203. Visualising designs
- 204. Visualising designs
- 207. Visualising designs Activity Role Task
- 208. Visualising designs Activity Role Task Tool
- 209. Visualising designs Activity Resource Role Task Tool
- 210. Visualising designs Activity Assignment Output Resource Role Stop Task Tool
- 211. Visualising designs Activity Assignment Output Resource Role Stop Task Tool
- 213. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
- 214. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
- 215. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
- 216. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
- 217. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
- 219. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
- 220. CyberDeutsch Tools for interaction and collaboration Regine Hampel Ursula Stickler
- 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?
- 232. THE HSC Context Learning Design specification template
- 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
- 234. Scenarios
- 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
- 236. Discussion What strategies did you use for searching the sites? How useful was the information? What was missing?
- 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
- 238. CLouDworks
- 239. CLouDworks
- 240. CLouDworks Find and share designs
- 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?
- 248. Example approaches The HSC learning guides H809 case study
- 250. The OU LD project: “pick and mix”
- 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
- 257. Evaluation