The 7Cs of Learning Design: A Pilot Workshop Slides by Gabi Witthaus, based on two Carpe Diem-OULDI workshops: one with SAIDE (South African Institute for Distance Education), and one with the Beyond Distance Research Alliance, March-April 2012. Background info and more resources available from http :// cloudworks.ac.uk/cloudscape/view/2409 Picture by mckaysavage on fli
This presentation is based on a pilot study during March and April 2012, in which we experimented with the integration of resources from the University of Leicester's Carpe Diem learning design workshop programme and the OU's OULDI materials.
The slides are designed to enable a learning design workshop facilitator to lead a two to three day face-to-face workshop, or a two-to-three week long online workshop. It takes participants systematically through a series of eight learning design "e-tivities", and provides guidance and support for both the workshop facilitator and the participants at each stage in the process.
More info at http://cloudworks.ac.uk/cloudscape/view/2409.
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Transcript
The 7Cs of Learning Design: A Pilot Workshop
Slides by Gabi Witthaus, based on two Carpe Diem-OULDI workshops: one with SAIDE (South African Institute for Distance Education), and one with
the Beyond Distance Research Alliance, March-April 2012.
Background info and more resources available from http://cloudworks.ac.uk/cloudscape/view/2409
In course teams, before the workshop: • Create your own Course Mission Statement• Write+-6 high-level outcome statements for your course• Commit to whole process, including putting your hands on VLE
Note: This workshop is structured around eight e-tivities, which are done in course teams. This diagram gives an overview of the e-tivities. Each e-tivity will require frequent cross-checking and updating of outputs of earlier e-tivities, especially those within same-colour groups. E-tivity 8 may lead back to any or all of the outputs of previous e-tivities. The whole flow can be done in a face-to-face workshop (2-3 full days) or online (over 2-3 weeks). If done online, the e-tivities are done by course teams asynchronously, and there is a synchronous session in between each e-tivity to reflect on the previous e-tivity and prepare for the next one. Whether conducted face-to-face or online, all e-tivities are done in a Wiki, which is created for participants before the workshop begins.
Reality check by learner/ peer
Background to the workshop: a brief web tour
• Carpe Diem website: www.le.ac.uk/carpediem • OULDI website: http://www.open.ac.uk/blogs/OULDI/• 7Cs OER page: http://tinyurl.com/uol-7Cs-oers • Cloudworks cloudscape: http://
cloudworks.ac.uk/cloudscape/view/2409 • More about Cloudworks (from Cambridge blog):
http://tinyurl.com/cloudworks-cam • VLE for this workshop [Facilitator to provide]
This canvas is available (read-only) at http://tinyurl.com/linoit-coursefeatures . You can create your own canvases by opening a free account at www.linoit.com .
This canvas is available (read-only) at http://tinyurl.com/linoit-storyboardview . You can create your own canvases by opening a free account at www.linoit.com .
Text & graphics Audio Video Slides (e.g. PowerPoint)
Other (e.g. Adobe Presenter)
What I find and reuse as is
OER for section 1.Reflective task from source Z.Guidelines on assignment writing.
Podcast for section 3. iTunesU resources for sections 1 and 7.
Slideshare resource for section 5.
Organisation X’s website.
What I find, tweak and use
OER for section 2. Assessment rubric from W.
What I find, repurpose and use OER for section 3. New podcast based on
X. Slides adapted from resource Y.
What I create for this module
Introduction to all sections of the module. 5 e-tivities. Summaries.Assessment rubrics.
5 to 8-minute summaries of key points per section. Advice and guidance for assessment. Feedback on draft assignments.
A 5-minute talking head to introduce the programme and the academic team.
Support slides for sections 4, 7 and 8.
Detailed presentations for sections 2, 3 and 6.
Example of a Completed LD Resource Audit
OER search mini-workshop
1. Search for one key phrase for your course in:a) OER Commons: www.oercommons.org b) JorumOpen: http://open.jorum.ac.uk c) Xpert: http://xpert.nottingham.ac.uk d) Open Courseware Consortium: www.ocwconsortium.orge) OU LabSpace: http://labspace.open.ac.uk/ f) Google with usage rights filter (“Free to use share or modify”):
http://www.google.com/advanced_search g) Or any repository listed at
• How has the resource audit contributed to the development of your course?
• Did you identify any gaps that could be filled by OERs? If yes, how do you intend to use OERs in terms of the 4 quadrants: rapid, strategic, low-cost or planned enhancement?
• Did you make any changes to your Course Map, Activity Profile or Storyboard while doing the resource audit?
• What further work remains to be done on the resource audit?
Brainstorm: What progress have you made on your course so far?
Course Team 1 [Name of course] Course Team 2 [Name of course] Course Team 3 [Name of course]
[Participants to add to the relevant columns]
E-tivity 6: Develop your e-tivities
Intro to E-tivity 6: Develop your e-tivities
“Develop your E-tivities” E-tivity Rubric: http://tinyurl.com/etivity-uol
Questions for reflection on E-tivities development
• Have you clearly articulated the main assessment tasks for this course?
• Do the e-tivities reflect clear alignment with the outcomes and the assessment tasks?
• Do you need to make any changes to your Course Map, Activity Profile, Storyboard or Learning Design Resource Audit to ensure better alignment with the e-tivities?
• What did you learn from your Reality Checker? (E-tivities Reality Checker’s Form available at www.tinyurl.com/etivity-uol)
“Put it all together on the VLE”: additional resources
•Slide presentation on using VLEs effectively from Goldsmiths’, University of London: http://tinyurl.com/using-vle-effectively •And for some creative inspiration: http://tinyurl.com/warwick-vledesign-idea •“Put it all together on the VLE” resources (Leicester): http://tinyurl.com/vle-uol
Many thanks to the followingpeople, whose helping handsmay not always have been visible:
•The OULDI and Carpe Diem projects for all the resources•Rebecca Galley for help with the planning•Prof. Grainne Conole for her input•Dr Ale Armellini for his input•Dr Ming Nie for the evaluation and support•SAIDE and BDRA workshop participants for their enthusiastic participation and constructive feedback•JISC and the HEA for the funding that enabled the project