Overview of the OU Learning Design project

CompendiumLD and CLoudWorks - innovative tools for design

The OU Learning Design project

Paul Clark, Gráinne Conole,

Simon Cross, Juliette White

and Perry WilliamsE-learning Community Workshop

18th April 2008


The two sides of design…

Designer Student

Outcomes

Tasks Assessment

Learning

through activities


Learning Learning DesignDesign

How do people How do people generate a new generate a new

learning activities?learning activities?

How are learners How are learners guided through guided through

learning activities?learning activities?

How do we create pedagogically more effective learning activities which make better use of technologies?


ApproachApproach

Understanding Understanding design: design:

Empirical evidenceEmpirical evidence

Visualising Visualising design:design:

CompendiumLDCompendiumLD

Sharing design:Sharing design:CLoudDworksCLoudDworks


Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops

Phase 2: Interviews, course evaluation, focus groups/workshops

Tool and resource developmentPhase 1: Compendium, external

resourcesPhase 2: CompendiumLD, CLouDworks


Tool development: Compendium

Resource identification: tools,

methods, case studies

44 case studies

8 faculty workshops

15 design interviews & 2 in-depth course

evaluation

Workshops & focus groups

Andrew Brasher, Paul Clark, Gráinne Conole, Simon Cross, Martin Weller, Juliette White. Perry Williamson

CompendiumLD and CLoudWorks - innovative tools for designDesign tools &

methods

Resources & examples

A learning design toolbox


Design strategies

Problem:What specific problem

do you want to address?

Learning outcomes: What do you want the students to achieve?

Pedagogy: What pedagogical principles

do you want to emphasis?

Activities: What do you want the students to do?

Tools: What tools do

you want to use?Resources:

What resources do you want to use?

Assessment: What do you want to assess and how?


Learner guidance

Overall :Overall look,

feel and structure?

Approaches: Tailored to different

student needs

Media: Mixed media presentation-

for variety, interest, emphasis…Activities:

How are these presented? Individual or group based?

Timing and mix?Tools: Which tools, when

and what do they do with them? Resources:

What resources do they use?Core, support, extension?

Scaffolding: Notes, tip, hints, further guidance


Learning Learning ActivityActivity

Case Case studystudy

Temporal Temporal schemaschema

Lesson Lesson planplan

PedagogicPedagogicalal

patternpattern

ModelModel 2-D 2-D SchemaSchema

StoryboarStoryboardd

ScriptScript

TeacherTeacher LearnerLearner

Forms of representation


Educational viewOverview, Pedagogical model,

assessment, constraints

Process-based viewSteps/stages involved,

Schema/Inventory

Technical viewTechnical blueprint, rule-based

and runtime of data flow


A learning design toolbox

Design tools

CompendiumLD

Design methods(thinking differently)

CLouDworksTag clouds,

social networking, upload, annotate, download

Wrap around information:Descriptions,

pros and cons, uses, outputs, users

Resources & examples


Eliciting Eliciting designdesign

Reusing Reusing designsdesigns

Highlight Highlight issuesissuesAudit trailAudit trail

Guiding designGuiding design

Benefits forthe designer


IllustrationIllustration

ScaffoldScaffold

Review Review progressprogressLearner guideLearner guide

ExpressionExpression

Benefits for the learner



Paul, Clark, Gráinne Conole,

Simon Cross, Juliette White

and Perry WilliamsE-learning Community Workshop

18th April 2008