3. Innovations in design
Learning
Outcomes
Tasks Assessment
Course Student
experience
design ...through activity
How can we design learning activities which
make effective use of tools and pedagogy?
4. Innovations in design
Represent
and share
Learning
Outcomes
Tasks Assessment
Course Student
experience
design ...through activity
How can we design learning activities which
make effective use of tools and pedagogy?
5. Innovations in design
Represent Create and
and share scaffold
Learning
Outcomes
Tasks Assessment
Course Student
experience
design ...through activity
How can we design learning activities which
make effective use of tools and pedagogy?
6. THE OU Learning Design project
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
7. THE OU Learning Design project
Adopting a learning
design methodology
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
8. THE OU Learning Design project
Formal means of
describing activities
Adopting a learning
design methodology
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
9. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
10. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
11. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
Enables a shared language
& representation
S. Nixon, M. Weller, A. Brasher, S. Cross, P. Wilson
34. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
the students to do?
35. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
36. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
you want to use?
37. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
Resources:
you want to use?
What resources do
you want to use?
38. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
Resources:
you want to use?
What resources do
Problem: you want to use?
What specific problem
do you want to address?
40. Issues
Lack of transfer of
good practice
(case studies or pedagogy)
41. Issues
Lack of transfer of
good practice
(case studies or pedagogy) Tacit/messy
nature of design
42. Issues
Lack of transfer of
good practice
(case studies or pedagogy) Tacit/messy
nature of design
Production/
presentation trade off
43. Issues
Lack of transfer of
good practice
(case studies or pedagogy) Tacit/messy
nature of design
Production/
presentation trade off
Systems don’t reflect
new models
44. Issues
Lack of transfer of
good practice
(case studies or pedagogy) Tacit/messy
nature of design
Production/
presentation trade off
Systems don’t reflect
new models
Changing skill sets:
academics and students
45. Easy to use Good support/
documentation
Towards a learning design
tool… using Compendium
as a prototype
Compendium
Easy linking to
diagrams, URLs, Flexible and
word files etc adaptable
72. Workshop Evaluation
Easy to use and groups quickly generated activities
Using tool in a group helped them reach consensus
Different granularities of use
The process helped surface hither to hidden complexity
LD icon set worked well
Process helped users understand different aspects of design
Focus on activity rather than content
74. Current focus
VLE team: Integration with Moodle
Adaptation of Compendium
Inclusion of tailored and adaptive help
Identification of appropriate help - tools and
examples
Fact finding interviews & focus groups/workshop
75. Fact finding
10 - 15 interviews
Focus groups/workshops
Support: external resources and case studies
Tools comparison (Compendium, LAMs, JISC, etc)
Innovation: Focus on other approaches to design and
technology innovation - web 2.0
In-depth course team evaluations
82. Interviews
Process Constraints ‘From the heart’
Tacit nature
Support
The ‘big’ idea
Representation Sum greater than parts
Interactive
design Barriers
Shared vision
Evaluation
Serendipity
Link to
assessment
93. Educational view
Overview, Pedagogical model,
assessment, constraints
Process-based view
Steps/stages involved,
Schema/Inventory
Technical view
Technical blueprint, rule-based and
runtime of data flow
94. Teacher poses an open questions to prompt debate
Students use handheld devices linked to projector to generate
initial responses, which are clustered and displayed along
different dimensions
Software selects teams, whose answers differ along
dimensions and sets them the challenge to move closer in
agreement through inquiry and debate
Each team chooses methods of inquiry (‘debate with expert’,
‘run experiment outdoors’)
Software on mobiles provides tools and materials to structure
their investigation as they move between locations and to
transmit results to team website
95. Teacher poses an open questions to prompt debate
Students use handheld devices linked to projector to generate
initial responses, which are clustered and displayed along
different dimensions
Software selects teams, whose answers differ along
dimensions and sets them the challenge to move closer in
agreement through inquiry and debate
Each team chooses methods of inquiry (‘debate with expert’,
‘run experiment outdoors’)
Software on mobiles provides tools and materials to structure
their investigation as they move between locations and to
transmit results to team website
97. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
98. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
99. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities
100. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities
Creates an audit trail
of design decisions
101. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities
Creates an audit trail
Highlights policy of design decisions
implications
102. Why is it useful?
Means of eliciting designs and a vocabulary
for describing learning activities
Facilitates representation
and re-use of designs
Guides individuals through
process of creating activities
Creates an audit trail
Highlights policy of design decisions
implications
Could also guide learners
through activities
106. Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
107. Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
and levels of granularity
108. Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
Sustainable user-generated and levels of granularity
activities
109. Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
Sustainable user-generated and levels of granularity
activities
Roll out and support:
research vs. practice
110. Learning Design
Conole, G. and Weller, M. (forthcoming), Using learning design as a framework for the
design and reuse of OER, OpenLearning Conference, Milton Keynes
Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design
methodology to foster adn support creativity in design
Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning
activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography
– software tools and mapping techniques
Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning
design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on
Learning Design and Learning Objects: Issues, Applications and Technologies
Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference,
July 2007, Greenwich
Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and
scaffolding learning design, EDEN conference, June 2007, Naples
