Conole learning design_workshop_dubai

Learning Design
Prof. Gráinne Conole
7th – 9th May, 2018
Novotel Dubai Deira City Center

Outline
• Overview of 7Cs of learning design
• Activities
– A1: How to ruin a course
– A2: Communication tools
– A3: Course features
– A4: Personas
– A5: Course map
– A6: Resource audit

Outline
• Run through of other activities
– A7: Activity profile
– A8: HoTEL learning theories
– A9: : Using tools to promote
different types of activities
– A10: Story board
– A11: Evaluation

Promise and reality
• Articles
– Is technology changing learning and teaching?
– Pros and cons of using technology
– 6 challenges impeding technology use
Social media offer new
ways to communicate and
collaborate. Wealth of free
resources and tools
Not fully exploited
Replicating bad pedagogy
Lack the time and skills

Learning Design
• A pedagogically
informed approach to
design that makes
appropriate use of
technologies

What is learning design? (1)
Guidance
https://www.flickr.com/photos/anonymouscollective/1899303123

https://www.flickr.com/photos/frawemedia/5187769740

https://www.flickr.com/photos/10075621@N06/3810402230
Sharing

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 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
https://bit.ly/2mOnqgt

A1: How to ruin a course
• List the ten ways in which technologies
can ruin a course
• Consider strategies to avoid these issues
Purpose: To consider the ways in which technologies can ruin a course
and creation of strategies to avoid these problems
E-tivity Rubric: hhttp://tinyurl.com/m3x32se

A1: Discussion
Ways to ruin a course
1. Complicated
2. Malfunctions
3. Students not in align with
technologies
4. Over used
5. Faculty don’t know how to use
6. Not related to student
preferences
7. Doesn’t match pedagogy
8. No constant feedback
9. Too much information
10. Invasion of privacy
Strategies to avoid
1. Good training
2. Technical support
3. Training for students
4. Maintain the balance – interactive
teaching and use of technology
5. Training on CPD and use of
technology
6. Clarify purpose of using the
technology, reflect on CLOs
7. Constant revision and alignment
8. Online and offline feedback
9. Design strategically and clarify of
subject matter and add timings
10. Standardised measurements and
procedures

A1: Discussion
Ways to ruin a course
• Use as a repository
• No. of attempt
opportunities that
students have
• Focus on one platform vs.
more
Strategies to avoid
• Use more interaction
• Set up systems so
students know timeframe
and number of attempts
allowed
• Introduce more than one
platform

A2: Communication tools
Purpose: To consider the use of three central, LMS-based tools for interaction
• Discussion forums
– A notice board where people can start new topics
or discussions or respond to existing ones
• Blogs
– An online journal or diary with posts in reverse
order (the last first) and options for people to
comment
• Wikis
– A set of web pages that people can add to or
modify
https://bit.ly/2jo7NIg

Effective moderation links
• https://www.tolerance.org/magazine/public
ations/civil-discourse-in-the-
classroom/chapter-3-talk-it-
over/moderating-a
• https://www.entrepreneur.com/article/2398
70

A2: Three common communication
tools
Discussion Forums Blogs Wikis
End of chapter summary
Pose a question on a
specific topic
Reflection on an item that
may have arisen in class
discussion
Commonality and
availability of comments in
all participants
Use for online discussion,
brainstorming and
engagement
To document the steps in a
project
To discuss a paper in class
and then use a blog to
comment
Each person posts own
opinion.
Has a structured reflective
nature
Reflection and feedback
Students answer a
question on their blog and
comment on other blogs in
advance of a classroom
discussion
Working in groups
Collaborate
Exchange or collect ideas
Useless!!! Often bad
references
Store findings

A2: Three common communication
tools
Discussion Forums Blogs Wikis
Ice breaker
Question and answers
Feedback
Topic discussion
Reflection
Collaboration
Problem solving
Encouraging participation
Idea generation
Reflection
Express ideas
Summarising research
Communicating successes
and pitfalls
Dissemination of
information
Facilitates in the moment
thought!
Peer editing of a document
Resource collation
Creating a glossary of
terms or a reading lists
Idea development and
brainstorming
Team work or
collaboration

A3: 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.
https://bit.ly/2jnl7MT

Course features: Courses
Scientific research methods
• Scaffolded learning
(different concepts and
terminology)
• Applied concepts
• Research based
• Problem and practice based
• Applying theory
• Step-by-step instructions
• Exam assessment
• Printed materials
Human nutrition
• Authentic resource
• Authentic learning and assessment
• Inquiry-based
• Individual/personalised experience
• Applied concepts
• Active discovery
• Scaffolded learning
• Continuous assessment
• Student generated content
• Innovative for the students
• Practice based
• Blended approach

A4: Student personas
• Activities
– Complete 2
persona cards
– Think about the
implications for
your design
Purpose: To envision the types of learners who will take the course
Personas: https://bit.ly/2FALbNg
Template: http://goo.gl/m1Fp6

18 year, f, dorms, rural
background, self-
sufficient, limited access
to technology, skills –
maths, wants to be a
maths teacher, improve
pedagogy, limited
access to diff roles
models and language
skills, motivated and
dedicated
20 year, m, living with
family in city, well
traveled etc. No
responsibilities, high
digital literacies, TV film
production, produce
high tech movies,
become famous! Bad at
time management,
creative thinker

18, m/f, Dubai, private school,
2o School, part-time job, social
media savvy, micro-soft and
internet, language and lit,
extrinsic motivation, desire to
succeed but lack of autonomy,
complete course successfully,
surface learner, difficulty of
subject matter, lack of maths
skills, strategic study planning
35, return after 20 yrs, Dubai,
m, public school graduate,
high school, Gov. employee,
F/T job, family commitments,
work experience and basic
computer knowledge,
statistics, intrinsic motivation,
wants to graduate and be
promoted, deep learner,
complete degree and
knowledge development, time
management and family and
work commitments,
professional experience

A5: 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.

Research
Guidance and support
Website
Online tutorials and quizzes
Activity discovery through polls,
surveys, interviews
Scaffold: main positivist approach
Novice adv. Beginner and
competencies levels
Content and activities
Authentic: credible research papers
and materials
Step by step instructions, structured
learning materials
Reflection and demonstration
Presentations and critiques
Assessment and evaluation
Continuous assessment - quizzes
Communication and
collaboration
Authentic research: based on real
life examples
Collaboration through website/blog

Nutrition
Guidance and support
Syllabus
Rubrics
Structured website
Online quizzes
Live chat
Content and activities
Authentic case studies using
nutrition software to document
food habits
Input of a diagnostic assessment
Using recent materials
Designing a diet
Reflection and demonstration
Using think, pair, share
Discussion forum at the onset to
highlight student expectations
End each topic with a blog
Online and in-class assignments
Communication and
collaboration
Role play dietician/patient
Making a case for or against
controversial topics
Observing a clinical situation

A6: 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.
https://bit.ly/2I736R4

A7: Activity Profile
Purpose: To consider the balance of activity types that will be
included in your module/course.
Activity Profile Flash Widget
https://bit.ly/2JMviWy

• Explore the HoTEL learning theories site
• An example: constructivism: building on prior
knowledge, can
– Provide an overview of a topic
– Find out what students already know about the
topic
– Adapt presentation based on students’ knowledge
– Get students to reflect on the topic and apply to
their own context
• Choose one theory and brainstorm what
activities could be used for it
A8: HoTEL learning theories
Purpose: To explore the learning theories and consider how they
can be applied.

Constructivism and
Constructionism
• Constructivism (Piaget)
– Based on experience and observation
– Learners construct their knowledge and
understanding
• Constructionism (Papert)
– Learn by making tangible objects through
authentic real-life learning opportunities
http://cloudworks.ac.uk/cloud/view/2982

Other topics to include
• Commercialisation of HE and the
emergence of the knowledge economy,
how is it effecting HE?
• Unpacking Learning Design
• Augmenting face-to-face teaching -
integration of technology in the classroom
• Creativity and critical thinking
• Hands on activities that we can use – tools
to support different types of activities

Other topics to include
• Evaluation or assessment tool in terms of
how the students see the use of the
technology? Can you detect if the tool is
effective for them
– MENTI.com
– http://www.e4innovation.com/Papers/Conole%20
and%20De%20Laat%20lxp_quantitative.pdf
– http://libjournal.uncg.edu/jls/article/view/282/278
– https://www.jisc.ac.uk/rd/projects/learner-
experiences-of-technology

Commercialisation of HE
• Changing nature of education
– Shift from service to business
– Students as consumers
– Impact of expansion, privatization and
internationalization
– Need to understand and mitigate external
forces
– New forms of providers and accreditation
– Marginalized sections of society denied
access
– Changing concept of what a university is
– Variety of stakeholders
• Two aspects
– Administrative: run as an enterprise,
budgetary cost-effective
– Instructional: teaching cost-driven, focus on
product, depersonalized, utility orientated
curriculum

Challenges facing education
• Cost
• Information available online
– Ecology of abundance
• Unbundling of education
– Resources
– Learning pathway
– Support
– Accreditation
• Misalignment between gen X/Y and Z
• Lack of qualified teachers – knowledge and IT
• Isolation of industrial sector and market needs
• Scarcity of research environment and funds
• Students resistance to learn
• Low rate of student retention
Peter Scott Chapter: Back to the future of education:
the evaluation of HE systems

Horizon summit: future of education
• Challenges
mean:
– Rethink what it
means to teach
– Re-image
online learning
– Allow
productive
failure
– Innovate as
part of the
learning ethic
36
http://bit.ly/2ukx7WH

OUA report
http://e4innovation.com/?p=995

21st Century teaching
• Development of higher
order skills
– Creativity, critical thinking,
communication and
collaboration
• Development of lifelong
learning habits
• Learning how to learn with
technologies
• Motivate by providing
experiential, authentic and
challenging experiences
http://bit.ly/2BrbSp8

21st Century learning
• Giving students more
choice
• Preparing for having
multiple careers
• Development of digital
and academic literacies
• Ownership of their
learning
• Curating learning
achievements
http://bit.ly/2EnOj33

We need teachers who are
masters at developing learners
who are adept at sense making
around their own goals. Teachers
who are focused on helping
students develop the
dispositions and literacies
required to succeed regardless of
subject or content or curriculum
Will Richardson via Couros’ blog

[In the future we need]
learners who master agency
[which] lays the foundation
for self-directed lifelong
learning, a critical skill for
thriving in a rapidly changing
world and for our nation to
remain globally competitive.
Office of Ed Tech

Changing role of the teacher
• From delivery to
facilitation
• Use of digital
technologies
• New digital literacy
skills
• From knowledge recall
to competencies
• Role more important
http://bit.ly/2w5dPok

Changing role of the learner
• Flexible/personalised
• Digitally savvy
• Lifelong learners
• Self-determined learning
• Connected
• Curated learning
http://bit.ly/2EPPl5f

The 21st C learner and digital
literacies
• Critical thinking
• Problem solving
• Team work
• Communication and networking
• Collaboration
• Creativity
• Evaluation
• Transmedia navigation
• Multitasking
• Distributed and meta cognition
• Networking
• Visualisation
• Metaphors
• Collective intelligence
• Play
• Digital identity management
Jenkins, JISC
http://www.rockyview.ab.ca/21stC/learning/competencies

Relationship of Learning Design
Learning Design:
Framework for design
Pedagogy Technology
Resources &
activities
Delivery mode
https://larnacadeclaration.wordpress.com/
Join learningdesign@jisc.ac.uk

Facet Examples
Pedagogy Dialogic learning,
constructivism, problem-
based learning, inquiry-based
learning, etc.
Technology LMS, blog, forum, wiki, etc.
Resources and activities Text, audio, video
Discussing, brainstorming,
voting, annotating, presenting,
etc.
Delivery mode Face-to-face, blended, online

Augmenting face-to-face
• Technology Enhanced
Learning
1. Blended
2. Flipped
3. SAMR framework
4. ICAP framework
http://bit.ly/1pZz0il

http://bit.ly/2BHTTZ4
1. Blended learning

2. The flipped classroom
• Students engage
with content before
the class
• Teacher poses
questions about the
content
• Classroom is
student-centred and
active
http://bit.ly/2BMqlwI

Benefits for the teacher
• Can see students at
work interacting
with others
• Frees time to help
students during
class
• Identify struggling
students
• Provide more
personalised
attention
http://bit.ly/2BMqyQw

Benefits for the students
• Shift from passive
consumer of information to
active learning
• Can work at their own
pace
• Have more control of
learning whilst watch
videos, can stop and re-
watch or skim through
• More peer interaction
• More engaging and
motivating
http://bit.ly/2E6aLtn

http://bit.ly/1EAAV42
3. SAMR framework

Examples
Original Substitution Augmentation Modification Redefinition
Hand-written
paper
Word
processed
Word
processed plus
text to speech
Shared on a
blog
Use of
multimedia
tools
Read a play Read online Use online
dictionaries,
study guides to
supplement
reading
Use MM to
jointly
construct
knowledge
Ask a question
and use a
concept map
to answer
Hand written
quiz
Quiz in word
processor
Use Google
form
Write an essay
and nature and
record
Create a
documentary
video
answering a
question
https://bit.ly/2H7QMAm

http://bit.ly/2nLZ3y3
4. ICAP framework

TPACK framework
https://bit.ly/1Lty3WK

Creativity and critical thinking
• Creativity
– Thinking laterally
– Problem solving
– Collaborative
– Beyond knowledge recall
– Across contexts and devices
– Lifelong learning
– Jenkins’ digital literacies
– Role of visualisation and
metaphors
• Critical thinking
– Think clearly and rationally
– Engage in reflective and
independent thinking
Ken Robinson – did schools kill creativity?
Ken Robinson – changing educational paradigms

Thinking laterally
• Take an everyday
object
• In pairs brainstorm
as many examples
of unusual uses
• Enables you to think
laterally
Marisa Constantinides

Aspects of creativity
• Fluency
– Producing lots of ideas
• Flexibility
– Generate many and
diverse ideas
• Elaboration
– Build on the ideas of
others
• Originality
– Generate clever, original
and novel ideas

Six thinking hats
• Consider a situation
from 6 different
perspectives
• Each hat represents
a different type of
thinking

• Tools can be classified as follows
– Presentation
– Communication
– Collaboration
– Brainstorming
– Reflection
– Feedback
– Assessment
– Recording
– Voting and response
– Annotation
– Curation
– File sharing
A9: Hands on use of tools
Purpose: Categorisation of tools for different purposes and
examples of free tools

Creating effective presentations
• Include an outline
• Keep text short
• Add an image (with URL)
• Use bitly.com to shorten URLs
• Subtle background
• Check spelling and grammar
• Have a logical structure
• Have a clear message
• Include a summary
• Include references
https://bit.ly/2JNuxMK

Presentation tools
• Powerpoint
– Add sound to a slide
– An audio icon appears
– Video presentations
• Facebook live
– Click on the live button
– Fb friends can see you live
– You can see who had joined
• Prezi
– An alternative to Powerpoint
– Interactive presentation
• Google drive and classroom
– http://www.alicekeeler.com/
https://bit.ly/2HSJ517

Presentation tools
• Shorten URLs
– https://bitly.com/
• https://nearpod.com
– Adapt a pool of existing
resources
– Create slides or upload
a PPT
– Add a poll

Presentation tools
• Google slides
– Can choose from a range
of themes
– Built for collaboration
• Youtube
– Create your own channel
– Upload and share videos
– Can see No. of views
• TedEd
– Watch
– Think
– Dig deeper
– Discuss

Effective moderation
• Clear introduction
• Guide the discussion
• Summarise and
encourage reflection
• Keep an eye on back
channel
• Answer questions
• Keep to time
• Record key points

Communication tools
• Skype
– Real-time video conferencing
– Can add chat and share
resources
– Can record sessions
– QuickTime Screen Recording
• Twitter
– Micro-blogging
– Sharing resources
– Asking questions
– Serendipitous links

Communication tools
• WhatsApp
– Using your mobile
phone No. can send
limitless messages
– See when a message
has been delivered
and read
– Can set up groups
– Can send images and
video
• https://tlk.io/9509e3

Communication tools
• Flipgrid
– Pose a question
– Students respond
with short videos
• Google sheets
– For discussions

Benefits of collaboration
• Work together to achieve a common goal
• Shared vision and purpose
• Clear communication
• Assign roles
• Division of labour
• Trust and respect
• Alastair Creelman
– Smarter collaboration
– http://libguides.lnu.se/c.php?g=221350&p=14651
09

Collaboration tools
• Kanban
– Billboard for
managing
projects
– Add to
columns:
• To do
• Doing
• Done
– Invite people to
contribute

Collaboration tools
• Google wiki
– Can co-edit
– Add text, URLs, images
and videos
– Invite only or open URL
79

Benefits of brainstorming and
concept mapping
• Useful way of generating
ideas on a topic
• Individually or in a group
• Build on the ideas of
others
• Ideas can be grouped
• Generate solutions to a
problem

Brainstorming tools
• Linoit
– Create a canvas
– Add ‘stickies’
– Use different colours
• Padlet
– Post/share notes, add links,
images and videos
– Use: Ice breaker, resource
collator, Q&A, brainstorm
– Collaborate online
– Alec Couros debate
• https://bit.ly/2jFH5uL
https://www.youtube.com/watch?v=yQRdIZR_LYY

Concept mapping
tools
• mindomo
• Coggle
• Cmaptools
• imind

Benefits of reflection
• Thinking about and
reflecting on what you
have learnt
• Use a journal or blog to
collect ideas and
thoughts
• Relate new concepts to
prior experience
• Types
– Reflection in action
(Schon)
– Reflection on action
• Critical evaluation of
learning experience
• Develop an action plan

Reflection tools
• Sites to create a blog
online
– Wordpress.com
– www.theedublogger.co
m
• Create a blog online
• Can add images,
videos and URLs
• Categorise and tag
posts

Feedback
• There are 4 types
– Diagnostic, formative,
summative and peer
• Benefits
– Helps learners understand
and gives them guidance on
how to improve their
learning
– Evidence of achievement of
learning outcomes
– Accreditation
https://bit.ly/2rj1SYc

Feedback tools
• Annotate word files
– Highlight text and
add comments
• Give audio
feedback
– Provides more
personalised and
motivating feedback

Feedback tools
• Formative
– Variety of question types
– Can provide feedback to
answers
– Can assign marks
– Example:
• https://goformative.com/form
atives/jztWdBGubSpgMXKy5
• Reflecting on digital
technologies
• Guest code: FGTWZJ

Assessment tools
• E_portofolios
– Word documents
– Google Drive
– Dropbox
– Pathbrite
• Add text,
documents, images
and video
• Can share via email
or a URL
• Example

Benefits of recording
• Enhance text by adding audio
or video
• Students can
– Listen/watch numerous times
– Can stop and rewind
– Can take notes
• Use video to
– Provide a welcoming
message
– Demonstrate something
• Use audio to
– Record a lecture
– Provide personalised
feedback

Recording tools
• iPhone
– Voice meme
– Camera video
• Audacity
– Record audio
– Edit and share
– Export as wav, convert
to mp3
• Voicethread
– Pose a question with
text, audio or video
– Invite people to
comment
• Screen-o-matic
– Screen capture

Benefits of voting and response
• Check class understanding
• Makes lectures more
interactive
• Enhances learning and
motivation
• Uses
– Provide formative feedback
– Check students preparation
for a class
– Adapt content to meet the
needs of the students
– Use to stimulate debate

Voting and
response tools
• Facebook poll
• Easypolls
• Polleverywhere
• SurveyMonkey

Benefits of annotation
• Add
– Questions
– Comments
– Links
– Keywords
• Highlight text
• Summarise text
• Simplify difficult text
• A deeper and more active form
of reading
• More likely to retain knowledge
• Relate to own experience

Annotation tools
• Diigo
– Collate resources
– Add notes

Annotation tools
• A.nnotate
– Can assign students and see what they have
read and understood
– A type of reflection tool
– Tutorial: https://vimeo.com/117185792
– Can assign

Benefits of curation
• Can save time
• Co-locate related
resources
• Share with others
• An effective
learning approach
• Follow curation lists
of others with
shared interests

Curation tools
• Scoopit
– Create a topic
– Add URLs,
documents
• Pinterist
– Create boards
– Add URLs,
documents

Benefits of file sharing
• Can share resources with
specific people or make
open to anyone
• Can see number of views
• Can co-locate related
resources
• Become an expert on a
particular topic
• Access files from
anywhere
• A means of backup of
resources

File sharing tools
• Dropbox
– Useful if file is too big to
send by email
– Can add people to
share
– Can create folders
• Slideshare
– Upload PPTs or
documents
– Share URL
– See how many views or
downloads
• Google drive

Summary of tools
• 12 categories of tools
• Example tools
Type of activity Tools
Presentation PowerPoint
Facebook live
Prezi
Google drive and classroom
Google slides
YouTube
TedEd
Communication Skype
Twitter
WhatsApp
Tlk.io
Flipgrid
Google sheets
Collaboration Kanban Trello
Google wiki
Brainstorming and concept mapping Linoit
Padlet
Mindomo
coogle
Reflection Wordpress
EduBlogger
Feedback Annotated word files
Audio feedback
Assessment E-portfolios: word, google drive,
dropbox, pathbrite
Recording iPhone
Audacity
Voicethread
Screen-o-matic
Voting Facebook poll
Easypolls
Polleverywhere
Survey monkey
Kahoot
Annotation Diigo
A.nnotate
Curation Scoop.it
Pinterist
File sharing Drop box
Slideshare
Google drive

Smarter collaboration resources
http://libguides.lnu.se/c.php?g=221350&p=1465109

Top 100 tools for 2017
http://c4lpt.co.uk/top100tools/

Mapping the 7Cs
to activities/tools
• Mapping types of
activities and tools
to the 7Cs
• Activities can be
– Teacher activities
• Design
• Development
• Support
– Student activities
7Cs Activity Tools
Conceptualise How to ruin a course Linoit
Padlet
Mindomo
coggle
Personas Word
Google drive
Create Find and collate resources Scoop.it
Pinterist
Diigo
Create resources Powerpoint
Prezi
Google slides
YouTube
TedEd
iPhone audio or video
Audacity
Voicethread
Screen-o-matic
File sharing Google drive or classroom
Dropbox
Slideshare
Communicate Teacher-student(s)
Students- students
Students – broader community
Skype
Twitter
WhatsApp
Tlk-io
Google sheets
Collaborate Joint project work
Group work management
Working up ideas
WhatsApp
Kanban Trello
Google wiki
Linoit
Padlet
Mindomo
coggle
Consider Reflection Wordpress or Edublogger
Feedback Skype
Annotated word file
Audio feedback
A.nnotate
Voting Facebook poll
Easypolls
Polleverywhere
Survey monkey
Combine Activity profile Complete the excel spreadsheet
and take a picture of it
Storyboard Powerpoint
Complete on a flipchart and take a
picture of it
Consolidate Feedback from learners Easypolls
Polleverywhere

Revisiting the 7Cs
• Revisit the 7Cs activities
– How to ruin a course
– Course features
– Personas
– Course map
– Resource audit
– Activity profile
• Think about what tools
can be used for each by
– The designer/teacher
– The students

Other tools
• Video conferencing
– Zoom
– Bluejeans
• Video capture
– Panopto
– Kaltura
– Webex
• Referencing software
– Endnote
– Zotero
– Mandeley
• Taking notes
– Onenote
• Assessment
– Quizlet

A10: 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.

Start End
Learning
Outcomes
LO1
LO2
LO3
LO4
Assessment
LO1
LO2 LO3 LO4
Week 1
Topic 1
Week 2
Topic 2
Week 3
Topic 3
Week 4
Topic 4

A11: Rubrics for evaluation
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, use of post its (Things I liked,
room for improvement, etc.)
– Use the LTDI Evaluation Cookbook to get ideas

Three words…
• Interactive, practical, collaborative
• Tools, technology
• Motivating, user friendly, hands on activities
• Eye opener for me
• Slow pace (good), diverse, hands on

Things I liked…
• The introduction of new technologies
• Hands on
• Taking our interests into consideration
• In class activities
• Tools – especially those that were new
• The variety of tools
• Small groups
• Variety of tools discussed

Suggestions for improvement
• More integration of the conceptual framework:
the 7Cs
• Less activities involving social media
• More tools that can be used for free or can be
used through the LMS
• More discussion on the theoretical framework of
the 7Cs
• Poor connectivity and more ideas on proper
integration
• More pre-planned activities

Action plan…
• To work on better conclusions and linkages to
the main topic of learning design
• Use Kahoot
• Integrate a broader variety of these tools in
my courses
• Integrating more technology to enhance
learning
• Kahoot, TLK.IO, Linoit, A.nnotate
• Implement e- and blended learning in my
institution

• Workshop slides
– https://www.slideshare.net/GrainneConole/conole-learning-
designworkshopdubai
• Creating resources chapter
– https://www.slideshare.net/GrainneConole/creating-resources
• 7C of Learning Design resources
– https://www.slideshare.net/GrainneConole/learning-design-
workshop-2017
• Larnaca declaration on Learning Design
– larnacadeclaration.wordpress.com
• Cloudworks site for sharing and discussing learning and teaching ideas
– http://cloudworks.ac.uk/
• My blog
– http://e4innovation.com
Useful sites and resources

Email: g.conole@gmail.com
Website: e4innovation.co.uk
Blog: e4innovation.com
Twitter: @gconole
http://www.slideshare.net/GrainneConole

Conole learning design_workshop_dubai

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