The 7Cs of Learning Design

The 7Cs of Learning Design

Gráinne Conole

University of Leicester

19th November 2012

Wollongong workshop

National Teaching Fellow 2012

How to ruin a course

Discussion

Promise and reality

Social and participatory media offer new ways to communicate and collaborate

Wealth of free resources and tools

Not fully exploited

Replicating bad pedagogy

Lack of time and skills

Learning Design

Shift from belief-based, implicit

approaches to design-based, explicit

approaches

Encourages reflective, scholarly practices

Promotes sharing and discussion

Learning Design A design-based approach to

creation and support of courses

The Larnaca Declaration, Sept 2012

Learning Design representations

Adapted from Falconer & Littlejohn (2009)

Representation Description Target users

Module plan or

master folder

Text based overview of the module, usually available

as a Word document or in paper form

Tutors

Programme leaders

External examiners

Case study Narrative overview of a teaching & learning situation –

ranging from entire module to single classroom activity

Tutors

Course developers

Briefing

document

Narrative overview of a teaching & learning situation,

focusing on class management issues

Tutors

Programme leaders

External examiners

Pattern overview Structured, text-based structured way of analysing a

pedagogic problem & conveying best practice solution

Tutors

Course developers

Technical developers

Contents table List of contents of a module or a single class Tutors

Students

Concept map Mapping of concepts and/or learning activities Tutors

Students

Learning design

sequence

Sequence of learning activities, sometimes shown

diagrammatically

Tutors

Students

Technical developers

Storyboard Mapping of concepts and/or learning activities Tutors

Audio visual/instructional

developers

Lesson plan Matrix mapping learning activities against a timescale -

lesson plans are commonly used in Further Education

Tutors

LD Visual Sequence

2 pages/2 pictures

Pattern

LAMS Sequence

Compendium LD

Simulation Triad

Design Decisions Framework 77 decisions in designing online role plays

Design Decisions

Design Decisions

Role Play LD Visual

Sequence

2 page/2

picture

Simulation

Triad

Design

Decisions

Compendium

LD

IMS LAMS Pattern

Accident Investigation

Ardcalloch

First Fleet

Foochow Road

Indontgoto Uni

Mekong

Middle Eastern Politics

Political Science

Round Table Discussion:

Environment Round Table Discussion:

Pain Save Wallaby Forest

Scarlet Letter

Securities Market

Versailles Treaty

Join the conversation now at: http://cloudworks.ac.uk/cloudscape/view/2344

Conceptualise What do we want to design, who for and why?

Capture Resource audit

Create Storyboard, activities,

content, artefacts, pathways

Communicate Synchronously and

asynchronously

Collaborate Improve the design with

others

Consider Reflect, pilot, enhance

Consolidate Evaluate and embed your design

The 7Cs Framework

How to ruin A course

Course features

Course map

Collaborative Ped. Patterns

Learning outcomes map

Assessment Ped. Patterns

Story board

Affordances

Activity profile

Refine LD views Rubrics for evaluation

Resource audit

Socio-cultural perspectives

Other teachers and learners can use or repurpose

Vygotsky, Activity Theory

Research questions What Mediating Artefacts do teachers use?

What Mediating Artefacts can we create to guide

the design process?

Design Has an inherent

Teacher

Learning activity

or Resource

Creates

Mediating Artefacts (MA)

Design Mediating Artefacts Concepts

Tools

Dialogues

Activities

Teacher

Learning activity

or Resource

Creates

Mediating Artefacts (MA)

Community Division of

labour Rules

Analysis: Activity Theory

Design and learning occur within a context

Co-evolution of tools and practice

Evolving

practices

Characteristics

of tools

Reflection

Dialogue

Aggregation

Interactivity

Characteristics

of people

Preferences

Skills

Interests

Context

Affordances

Reflection

Dialogue

Collaboration

Interaction

Inquiry

Tools

Forum, wiki, blog, etc.

Tasks

Read, search, critique, etc.

Learning Activity

Technology affordances Affordances,

promotes…

Interaction

Collaboration

Reflection

Dialogue

Creativity

Organisation

Inquiry

Authenticity

Costly to produce

Time consuming

(development)

Difficult to use

Time consuming (support)

Assessment issues

Lack of interactivity

Difficult to navigate

New literacy skills

Constraints,

think about…

A blog for reflective practice

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.

• Think of a learning activity, e.g.

– Aggregating a set of class resources

– Collaborating on a group report

– Presenting evidence of learning

• Choose three technologies

• Identify their affordances to support the learning activity

• Decide which technology to use

Activity: Mapping affordances

Activity: Course Features

E-tivity Rubric: http://tinyurl.com/SPEED-e4

Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience.

Linoit canvas

Activity: Course Map

E-tivity Rubric: http://tinyurl.com/SPEED-e5

Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.

Activity: Activity Profile

E-tivity Rubric: http://tinyurl.com/SPEED-e6

Purpose: To consider the balance of activity types that will be included in your module/course.

Activity Profile Flash Widget

• Derived from Alexander’s work

• “Solutions to problems” – Introduction

– Context

– Problem headline

– Solution

– Picture

– Similar patters

Pedagogical Patterns

• Look at the Pedagogical Patterns handouts

• Choose one or more pattern and use it to create a collaborative learning activity

• You can combine or adapt patterns if you want

Activity: Pedagogical Patterns

• Using the JIGSAW pattern approach to look at the following repositories – Http://learningdesigns.uow.edu.au

– Http://enrole.uow.edu.au

– Http://cloudworks.ac,uk

– Http://www.globe-info.org/

• Complete the Carpe Diem Resource Audit sheet, indicating which OER you will include and what resources you need to create

Activity: Resource Audit

Start End

Assessment

Learning Outcomes

Activity: Storyboard

E-tivity Rubric: http://tinyurl.com/SPEED-e8

Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities.

Linoit Canvas

Storyboard http://linoit.com

Resource-based learning

• Over ten years of the Open Educational Resource (OER) movement

• Hundreds of OER repositories worldwide

• Presence on iTunesU

The OPAL metromap

http://www.oer-quality.org/

Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice

POERUP outputs

• An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives

• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries

• 7 in-depth case studies

• 3 EU-wide policy papers

Differences in education, internet, e-learning

• Diversity of educational contexts

• Diversity of internet provision

• Diversity of use of e-learning

– Distance Learning is a feature of educational system, Canada and Australia

– State of e-learning below EU average, Hungary

Country Internet (in 2011) Broadband (in 2011)

Australia 87% 83%

UK 73% 71%

Italy 62% 52%

Hungary 66% 61%

Emergent themes

• Shift from development to OER practices

• Shift from basic OER awareness to OER maturity and embedding

• Broader notion of open practices – open learning, teaching and research

• Use of social and participatory media to foster OER communities

Statement 1: OER will have a major impact on students' learning in the next five years.

• I agree

• I disagree

• Undecided

Statement 2: OER are better quality than commercially published textbooks.

• I agree

• I disagree

• Undecided

Statement 3: I will use more OER in my teaching/learning in the future.

• I agree

• I disagree

• Undecided

Challenges

Opportunities

Evaluation

• Three words to describe the workshop

• What I liked

• Suggestion plans for improvements

• Action plan

Three words…

• LD, fun, interesting • Group discussion and exchange • Lots of uses • Interaction, discussion, examples • The cards, collegiality, interactive • Frameworks for course mapping • Tools and widgets to support learning design • The cards and collaboration with colleagues • Games, talking with colleagues, fruit • The card activity, use of different technologies, interaction • Stimulating, relevant, useful • Enjoyed, collaborative, many to many

Three words

• Interactive, helpful;, interactive • Relevant, reflective, relentless • Interactive, collaborative, group based • Informative, long tiring • Nice to meet you • Active, informative, tiring • Interactive, collaborative, open-ended • Food for thought • V good • Good • Expert, well planned, comprehensive • Active, engaging, stimulating • Expansive, creative, aspirational • Explanation, ideas • Inspiring • Other peoples’ ideas • Inspiring, useful, interesting • Thoughtful, interesting, active • Stimulating, discursive, networking • Storyboards useful for my practice • UoW community of learning designers (connected to the global community)

Things I liked…

• References for new tools • People interactions met people whose work I used • Some ideas to think about RE design • Handouts • Got us talking • Activities (useful and fun) • Interactive and opportunity to discuss design ideas • Peer interaction • Not just a talking head • Card activity • Resources, LINOIT, overview • Activities, range of discussions, range of participants from different

fields

Suggestions for improvement

• More a workshop for academics • More about how you would use this at Leicester • Reiterate that these tools are to stimulate design ideas – you don’t

have to use all of them just ones that work for you • Have a list of tools glossary, online version • Modify and make an online resource • Time • Take direct to academics, MOOC for offshore • Less instructional time, use specific assessment not invented one • Longer time period with real task • Less is more • More time to complete the map • Wifi for guests at venue

Action plan…

• Apply model to school e-development projects • Need to apply VLD • Follow up, reflect • Form a reading group, read the book, look at activities again • Map activity in multiple designs • Reflect, apply, share • Reflection, sleep, share • Course renewal at UoW because of learning platform transition

(focus on learning design) • Follow up on resources provided from workshop • Look at my own template more formally (language issues, relevant

etc.

Action plans

• Do something to start with new learning tool

http://www.slideshare.net/GrainneConole http://www2.le.ac.uk/departments/beyond-distance-research-alliance

[email protected] http://e4innovation.com

• OULDI website http://www.open.ac.uk/blogs/OULDI/

• Carpe Diem website http://www.le.ac.uk/carpediem

• 7Cs OER page http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7cs-workshop-resources

• Cloudworks http://cloudworks.ac.uk/

Useful sites and resources