The Learning Designer and the International Learning Designs Challenge

The Learning Designer and the International Learning Designs

Challenge

Eileen Kennedy

Learning Designer Tools

Learning Designer CRAM

Design Based Research Cycles

What conditions are required for active learning to take place?

Learning experience needs to be designed

Three cycles of communication between the teacher and the learners must be engaged (Laurillard, 2012)

Teacher communication cycle

Teacher practice and modelling cycle

Peer communication cycle

Teacher and peer communication cycles

1. The teacher must communicate their concepts for the learner to understand;

2. The teacher must provide an environment to model the learning and for the learner to practice within;

3. The learners must engage in peer communication, providing their own modelling and practice environments to support each other’s learning.

Learning Designer

An online tool to support lesson planning

Focuses on the experience of the learner

Specifies teaching and learning activities by learning type

Learning types:Read/Watch/ListenDiscussInvestigationPracticeProduceCollaborate

Dynamic pie chart shows proportion of learning type in overall learning time designed

Time

OutcomesOutcomes

Feedback from pie chart

Learning time, group size, teacher presence

Browse, adapt, curate your designs

Export to MS Word

Export to VLE using IMSCC

International Learning Designs Challenge: Creating, sharing and reviewing learning designs10-14th February 2014: Blackboard Coursesites

International Learning Designs Challenge: Creating, sharing and reviewing learning designs10-14th February 2014: Blackboard Coursesites; LearningDesignerCommunity YouTube Channel

WordPress Blog: Building Community Knowledgelearningdesigner.org

What makes a good design?Peer review criteria for learning designs

1 Test? Is there a ‘produce’ activity, or some way the teacher can use to test whether outcomes are met?

2 Aligned? Are outcomes, activities, and produce activity aligned?

3 Feedback? Is there feedback from the teacher, other students, or the technology?

4 Technology? Does the technology support the learning type(s)? Does the design support critical digital literacy?

5 Other? Are there individual criteria that are specific to this design?

Building community for impact and development

• Blackboard Coursesites: 346 enrolments

• + Wordpress blog visitors

• Silver badge – watch video tutorials

• Gold badge – watch videos, post challenge, create learning design, review learning design, reflect on learning design review

• 53 Silver badges • 26 Gold badges awarded• Reached target of 100 designs• 49 substantive reviews• 123 discussion posts • 84 Blog entries

Visitors to the LD tool during the LD Challenge

statcounter.com

Visitors to the LD tool

The Value of The ChallengeA valuable experience•Just putting yourself into the perspective of some else gives you new insights.•Getting over organisational blindness by critique of peers.•Getting to know other approaches in teaching and learning. •Looking at the teaching preparation (design) of other people is a little bit like a look into their head (blogger5).

Value of live video I was pleasantly surprised to discover that there are live synchronous Google Hangouts on air in YouTube (blogger16).

Development of the toolIt would be good … if the designer was happy to have a conversation with the reviewer and that was indicated somewhere, a conversation could take place elsewhere. N.B. Just saw the information for Thursday and that there is already a 'message box' so my last sentence has already been achieved (blogger13).

Desire for community and communication It would be nice if could see what others are doing (blogger20).

A participant’s perspective: Elizabeth Charles

Motivation Having completed

Open Course in Technology Enhanced Learning in 2013 and produced a lesson plan for an information literacy session – I wanted to flip this session

The duration was one week and I could fit that into my work schedule it wouldn’t feel like a long drawn out commitment.

Gave me an opportunity to use the Learning Designer tool with a live (real) lesson plan rather than it being just a theoretical exercise.

Affirm good pedagogy

Would help with ensuring that the underlying pedagogy was sound and would make it very apparent re the pie-chart element of Learning Designer based on Bloom’s Taxonomy which of the different elements of learning theory my lesson plan relied on

This also gave me the opportunity to experiment with changing this to see what impact it had in how I delivered the session and what users would be expected to do and learn during the lesson

Elizabeth’s Experience of the Challenge

I found it interesting and well structured, and the platform used was a new one to me – CourseSitesDaily webinars provided context and discussion on the Learning Designer tool itselfI enjoyed being able to have a look at the other submitted lesson plans and reviewed one such using the evaluation rubric.A very informative exercise that gave me new perspective on how I could possibly amend my lesson plans

Also gave me the opportunity to provide feedback and share my expertise by suggesting other options or changes to the lesson plan I was reviewing and the use of other more relevant technology that might be employed in the class.

The course was undertaken I felt in a very supportive environment and participants were encouraged to be constructive in the feedback being given

I enjoyed the first challenge so much – I participated in the second challenge that took place a couple of months later!

Conclusions

Mini-MOOCs work for design based research projects

Create engagementBuild communityInvolve users in design processEnable testing & evaluation at scaleCreate resources to sustain engagement