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![Evaluation (from SPEED pilot)
• We made a big breakthrough. We have achieved insight about the need to
structure it as … an online course, and not just simply as a set of learning
activities plus integrated resources.
• The visual nature of the tools and the quick and easy way that one could
use it... They help stimulate us to look at the course in a different way, in a
natural and creative way even if we didn’t see all the little links right
upfront.
• I wanted to have my thinking challenged with regard to course design and
development and I definitely left reflecting and questioning our unit's
current approach and have some good tools and approaches to pilot...
• It’s a way of freeing your mind and putting all the ideas of all the people in
the course team down somewhere, not having to be so prescriptive. It was
just a much freer and [more] creative experience than getting the learning
outcomes and writing them as active verbs, and getting in at a granular
level. It was quite sort of a liberating thing to just have everybody move
components around and say, ‘Do you know I really like all these features.
I’d like to do some problem-based learning. I’d like to do peer-review.’](https://image.slidesharecdn.com/conolelearningdesignworkshop-140930035906-phpapp02/75/Conole-learning-design_workshop-NTU-Innovations-in-Teaching-Seminar-33-2048.jpg)
Uploaded byGrainne Conole
Conole learning design_workshop NTU Innovations in Teaching Seminar
- The 7Cs framework is a new learning design approach that involves conceptual representations of courses to shift practice from implicit to explicit design-based approaches. It comprises seven stages: Conceptualise, Capture, Communicate, Collaborate, Consider, Combine, and Consolidate. - An evaluation of the framework found it enabled teachers to rethink their course design and create more engaging learning experiences for students. It can also be used to indicate the nature of courses to learners. - The document outlines activities for workshop participants to apply the 7Cs framework to conceptualize their own course designs.
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Conole learning design_workshop NTU Innovations in Teaching Seminar
- 1. National Teaching Fellow2012 The 7Cs of Learning Design Gráinne Conole University of Leicester 2nd October2014 Nanyang Technological University, Singapore
- 2. Introductions • Saywho you are and what you hope to get out of the workshop
- 3. Outline • Anoverview of learning design • Activities – A1: How to ruin a course – A2: Course Features – A3: Resource audit – A4: Course Map – A5: Activity Profile – A6: Story board – A7: Evaluation Rubric • Evaluation
- 4. 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
- 5. What is learningdesign? (1) Guidance https://www.flickr.com/photos/anonymouscollective/1899303123
- 6. What is learningdesign? (2) https://www.flickr.com/photos/frawemedia/5187769740
- 7. What is learningdesign? (3) Sharing https://www.flickr.com/photos/10075621@N06/3810402230
- 8. A more participatory,social and mobile web https://www.flickr.com/groups/2431873@N25/ Flickr group: 1picaday Peer critiquing
- 9. A more participatory,social and mobile web https://www.flickr.com/groups/2431873@N25/ Flickr group: 1picaday Peer critiquing Community formation
- 10. A more participatory,social and mobile web https://www.flickr.com/groups/2431873@N25/ Flickr group: 1picaday Peer critiquing Community formation User-generated content
- 11. A more participatory,social and mobile web https://www.flickr.com/groups/2431873@N25/ Flickr group: 1picaday Peer critiquing Community formation User-generated content Collective aggregation of content
- 12. A more participatory,social and mobile web https://www.flickr.com/groups/2431873@N25/ Flickr group: 1picaday Peer critiquing Community formation User-generated content Collective aggregation of content Digital personas
- 13. A more participatory,social and mobile web https://www.flickr.com/groups/2431873@N25/ Flickr group: 1picaday Peer critiquing Community formation User-generated content Collective aggregation of content Digital personas Blurring of boundaries
- 14. Do our VLEsmake the most of all these affordances? Now (typical online course in HE) The future? Content generated by course designer/ teacher Learner-generated content VLE as content repository controlled by teacher/ course designer Collective aggregation of content Peer critiquing? Community formation? Digital personas? Blurring of boundaries?
- 15. Learning design bridgesthe gap between the future offered by technologies and existing limitations of our courses https://www.flickr.com/photos/donabelandewen/3584154214/
- 16. 7Cs: born outof the marriage between Carpe Diem (University of Leicester) OULDI (Open University) and https://www.flickr.com/photos/rvoegtli/8495629904
- 17. Learning Design Shiftfrom belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion http://olds.ac.uk
- 18. The 7Cs ofLearning Design Vision Conceptualise Activities Create Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
- 19. Conceptualise • Visionfor the course, including: – Why, who and what you want to design – The key principles and pedagogical approaches – The nature of the learners Conceptualise Course Features Personas
- 20. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration
- 21. Theory based Practicebased Cultural Principles Aesthetics Political Professional Sustainable International Serendipitous Community based
- 22. Inquiry based Problembased Case based Pedagogical approaches Dialogic Situative Collaborative Constructivist Vicarious Didactic Authentic
- 23. Learning pathway MentoringPeer support Guidance & Support Scaffolded Study skills Step by step Library support Tutor directed Help desk Remedial support
- 24. Brainstorming Concept mappingAnnotation Content & Activities Assimilative Jigsaw Aggregating resources Learner generated content Modeling Pyramid Information handling
- 25. Diagnostic E-Assessment E-Portfolio Reflection & Demonstration Formative Summative Feed forward Reflective Peer feedback Vicarious Presentation
- 26. Structured debate Flashdebate Group project Communication & Collaboration Group aggregation Group presentation Pair debate For/Against debate Peer critique Group project Question & Answer
- 27. Capture • Findingand creating interactive materials – Undertaking a resource audit of existing OER – Planning for creation of additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content Capture Resource Audit Learner Generate Content
- 28. Communicate • Designingactivities that foster communication, such as: – Looking at the affordances of the use of different tools to promote communication – Designing for effective online moderating Communicate Affordances E-moderating
- 29. Collaborate • Designingactivities that foster collaboration, such as: – Looking at the affordances of the use of different tools to promote collaboration – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc. Collaborate Affordances CSCL Ped. Patterns
- 30. Consider • Designingactivities that foster reflection • Mapping Learning Outcomes (LOs) to assessment • Designing assessment activities, including – Diagnostic, formative, summative assessment and peer assessment Collaborate LOs/Assessment Assessment Ped. Patterns
- 31. Combine • Combiningthe learning activities into the following: – Course View which provides a holistic overview of the nature of the course – Activity profile showing the amount of time learners are spending on different types of activities – Storyboard: a temporal sequence of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs Combine Course View Activity Profile Storyboard Learning Pathway
- 32. Consolidate • Puttingthe completed design into practice – Implementation: in the classroom, through a VLE or using a specialised Learning Design tool – Evaluation of the effectiveness of the design – Refinement based on the evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks Combine Implementation evaluation Refinement Sharing
- 33. Evaluation (from SPEEDpilot) • We made a big breakthrough. We have achieved insight about the need to structure it as … an online course, and not just simply as a set of learning activities plus integrated resources. • The visual nature of the tools and the quick and easy way that one could use it... They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront. • I wanted to have my thinking challenged with regard to course design and development and I definitely left reflecting and questioning our unit's current approach and have some good tools and approaches to pilot... • It’s a way of freeing your mind and putting all the ideas of all the people in the course team down somewhere, not having to be so prescriptive. It was just a much freer and [more] creative experience than getting the learning outcomes and writing them as active verbs, and getting in at a granular level. It was quite sort of a liberating thing to just have everybody move components around and say, ‘Do you know I really like all these features. I’d like to do some problem-based learning. I’d like to do peer-review.’
- 34. The broader context: The Larnaca Declaration http://larnacadeclaration.org
- 35. The broader context:Integrated Learning Design Environment (ILDE) http://ilde.upf.edu/
- 36. Summary • 7Cs– a new learning design framework. – involves a range of conceptual representations of courses – evaluation indicates that the framework is welcomed and that the conceptual designs enable teachers to rethink their design practice to create more engaging learning interventions for their learners – can also be used with learners, to give them an indication of the nature of the courses they are undertaking
- 37. A1: How toruin a course Purpose: To consider the ways in which technologies can ruin a course and creation of strategies to avoid these problems • List the ten ways in which technologies can ruin a course • Consider strategies to avoid these issues E-tivity Rubric: hhttp://tinyurl.com/m3x32se
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- 39. A2: Course Features 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. E-tivity Rubric: http://goo.gl/CRpc5
- 40. A2a: Forums, blogsand wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis
- 41. A2a: Forums, blogsand wikis Purpose: To consider the use of three central, LMS-based tools for interaction Discussion Forums Blogs Wikis Reflection Collaboration Feedback Problem solving Encouraging participation Ice breaker Observation opportunity Idea generation Are they really good for all? Diversity of students Expression Communicating successes and pitfalls Dissemination of information Facilitates in the moment thought! Audience and affirmation and reaction Collaboration Idea development Project collaboration Students and self esteem Using existing wikis as a critical resource
- 42. A3: Resource audit Purpose: To identify which free resources (Open Educational Resources) to include in your course/module, how much they need adapting and which new resources you need to create. • E-tivity Rubric: http://goo.gl/C31yv
- 43. A4: Course Map 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. E-tivity Rubric:http://goo.gl/Z5eu7
- 44. A5: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash Widget • E-tivity Rubric: http://goo.gl/WMIzu
- 45. Learning Outcomes LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 Start End Assessment LO1 LO2 LO3 LO4
- 46. A6: Storyboard 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. E-tivity Rubric: http://goo.gl/z1VON
- 47. A7: Rubrics forevaluation Purpose: To devise a set of criteria for evaluating the success of the design in a real learning context • Brainstorming some criteria to evaluate the success of the design in a real learning context • Try and focus on measurable/observable things • Think about what data collection you might use – classroom observation, surveys, interviews • Post its: Things I liked, room for improvement, etc.
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- 53. http://www.le.ac.uk/ili http://www.slideshare.net/GrainneConole [email protected] http://e4innovation.com @gconole
- 54. Useful sites andresources • 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/