The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015

1. 7Cs of Learning Design
Terese Bird, Leicester Learning Institute
University of Leicester, United Kingdom

2. • An overview of learning design
• Activities
1. How to ruin a course
2. Course Features
3. Tools to capture, communicate and
collaborate
4. Resource Audit
5. Salmon’s 5-stage model of online
activities
6. Course Map
7. Story board
8. Evaluation plan for your course
• Evaluation of the day

3. Learning outcomes
• Conceptualise the learning design process from
different perspectives
• Apply a range of learning design resources, tools
and methods to a learning intervention
• Critique a range of pedagogical approaches and
the role played by different technologies in
supporting these
• Review and debate the theoretical underpinnings
of learning design
• Develop an innovative storyboard, learning
activities and a structure for implementation

4. Learning Design
Key reference
Prof Diana Laurillard (2012)Teaching as a Design Science:
Building Pedagogical Patterns for Learning and Technology.

5. Designs
Why?

6. (Image from Michelle Maria, pixabay.com)

7. (Image from David Mark, pixabay.com)

8. (Image from dirkrenkema, pixabay.com)

9. King Saud University

10. (Image from Anja Osenberg, pixabay.com)

11. 1 2 3 4 5 …
Assessment1
Tutorial
1stmeeting
Gets learners
geared up for
Reminds
MCQ MCQMCQ MCQ MCQMCQMCQ
E-tivity 1 E-tivity 2
Pod-1 Pod-2 Pod-3 Pod-4
Representation of a learning design:
Incorporating podcasts to support campus-based students’ online learning

12. Why designing for learning?
• ‘maintains the focus on the learner.’
• Learning design … implies we can design
learning. But we can’t!
• ‘But we can do our best to design for learning’
• We can ‘create the environment and
conditions within which the students find
themselves motivated and enabled to learn.’
(Laurillard, 2012, p. 67)

13. Laurillard (2012)
‘[Teaching is] closer to the kind of science, like
engineering, computer science, or
architecture, whose imperative it is to make
the world a better place: a design science’ (p.
1).

14. Laurillard (2012)
‘Teaching is more like a design science
because it uses what is known about teaching
to attain the goal of student learning, and uses
the implementation of its design to keep
improving them’ (p. 1).

15. Laurillard (2012)
‘Teaching is not rocket science. It is much
harder than that. Rocket science is about
moving atoms from a to b; teaching is about
moving minds. And the whole point is to
change those minds into independent thinkers
… .’ (p. 5).

16. ‘If teaching, like engineering and architecture, were
to be treated as a design science, then the
practitioners themselves would be building the
knowledge base’ (Laurillard, 2012, p. 5).

17. Course aims
Intended learning
outcomes
Topics Learners’ personal goals
and needs
Actual
learning
outcomes
Learning activitiesTeaching activities
and assessment
The principal contextual factors influencing the design of teaching and learning (Laurillard, 2012, p. 65)
TEACHERS LEARNERS

18. Credits
Qualification
Requirements
Pre-requisites
Motivation
Approaches
Course aims
Intended learning
outcomes
Topics
Logistics
Motivations
Expectations
Knowledge
Skills
Learners’ personal goals
and needs
Actual
learning
outcomes
Learning activitiesTeaching activities
and assessment
TEACHERS LEARNERS

19. How do students (we) learn?
• Learning through acquisition
• Learning through inquiry
• Learning through discussion
• Learning through practice
• Learning through collaboration
(Laurillard, 2012)

20. 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

21. Digital Literacy Skills
http://edudemic.com/2013/04/important-21st-century-skills/
Creativity
Multi-tasking
Performance
Simulation
Appropriation
Play
Distributed cognition
Judgment
Collective
Intelligence
Transmedia
Navigation
Networking
Negotiation
Jenkins et al., 2006
Lisa Marie Blaschke on fb

22. 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
http://olds.ac.uk

23. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate/Capture ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

24. Conceptualise
• Vision for 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

25. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950

26. Principles
Theory based Practice based Cultural
Aesthetics
Political
International Serendipitous Community based
Sustainable
Professional

27. Pedagogical
approaches
Inquiry based Problem based Case based
Dialogic
Situative
Vicarious Didactic Authentic
Constructivist
Collaborative

28. Guidance &
Support
Learning pathway Mentoring Peer support
Scaffolded
Study skills
Tutor directed Help desk Remedial support
Library support
Step by step

29. Content &
Activities
Brainstorming Concept mapping Annotation
Assimilative
Jigsaw
Aggregating
resources
Learner generated
content
Information
handling
Pyramid
Modeling

30. Reflection &
Demonstration
Diagnostic E-Assessment E-Portfolio
Formative
Summative
Peer feedback Vicarious Presentation
Reflective
Feed forward

31. Communication &
Collaboration
Structured debate Flash debate Group project
Group
aggregation
Group
presentation
Pair debate For/Against debate
Question &
Answer
Group project
Peer critique

32. Create/Capture
• Finding and 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

33. Communicate
• Designing activities 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

34. Collaborate
• Designing activities 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

35. http://tinyurl.com/5stagemodel

36. Consider
• Designing activities 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

37. Combine
• Combining the 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

38. Course View
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.

39. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment

40. Start End
Assessment
Learning Outcomes

41. Consolidate
• Putting the 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

42. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950

43. Activity 1: 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

44. • Complete the Carpe Diem Resource Audit
sheet, indicating which OER you will include
and what resources you need to create
Activity 2: Resource Audit

45. • A range of tools for capturing resources, and
for fostering communication and collaboration
will be introduced.
Activity 3: Tools to capture,
communicate and collaborate

46. Activity 4: 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.

47. Activity 5: 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

48. Start End
Learning
Outcomes
LO1
LO2
LO3
LO4
Assessment
LO1
LO2
LO3
LO4
Storyboard

49. Activity 6: 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

50. Storyboard
http://linoit.com

51. Activity 7: 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
• Post its: Things I liked, room for improvement,
etc.

52. Evaluation and Action Plan
• Three words to
describe the workshop
• What I liked
• Suggestions for
improvements
• Action plan

53. Three words…

54. Things I liked…

55. Suggestions for improvement

56. Action plan…

57. • 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

58. • EDUCAUSE 7 things you should know about…
–http://www.educause.edu/research-and-
publications/7-things-you-should-know-about
•Commoncraft videos
–http://www.commoncraft.com/
•Voicethread
–http://voicethread.com/L
•LINOI
–http://en.linoit.com/
Useful sites and resources

59. • PATHBRITE e-portolfio
–https://pathbrite.com/
•Dropbox
–http://dropbox.com/
•Telling stories with data
–http://visual.ly/
•Collating content
–https://storify.com/
•Quadblogging
–http://quadblogging.net/blog/2012/11/27/what-is-
quadblogging/
Useful sites and resources

60. Mobile Learning
Materials:
Big ideas, simple
steps
Terese Bird t.bird@le.ac.uk
Leicester Learning Institute, University of Leicester

61. What will we talk about?
• LMS / VLE
• Text
• Sound
• Video
• Interactive
• Free or cheap

62. Mobile-friendly LMS for interactivity (free ones)
• Edmodo
• Course Sites
• iTunes U Course
• Wordpress blogs
• Facebook private
group
• Xerte - Nottingham
• NOT free: a bespoke
app

63. Edmodo
• Easy, fast, free
• Mobile ready
• Facebook-like
• Join our group –
Groups, click +,
Join, code is
62rbkd

64. Special iTunes U Course – only iPads,
iPhones, iPod Touch

65. Anyone can make iTunes U Courses
https://itunesu.itunes.apple.com/coursemanager
Use Safari, Firefox, or Chrome

66. iTunes U
• Distribute pdf, epub, mp3, and mp4 formats
• Share with the world
• Windows and Mac computers
• Make iTunes U Course as an individual
• iTunes U Course is private to your students
• iTunes U course is iOS only

67. What format for content?
Medium Positives Negatives
Text •Speed
•Pre-existing material
•Flat
•Does not communicate
emotion
Image •Much communicated in a
single simple package
•Can be misleading without
context
Sound •More communicated by
voice than just words
•Convenient for
multitasking
•Smaller file than video
•Not seen as flashy as
video?
Video •Most info communicated
•Great for demonstrating
skills
•Bulky and padded
•Demands attention

68. Handy guide to ebooks
File format What device positives negatives
pdf Everything Runs on everything Does not flow so
hard to read on
small screens
epub Everything but
Kindle
•Best for phones
•Flows, takes
advantage of the
devices’s power
•Open source,
somewhat
futureproof
Cannot view on a
computer unless
install a reader
(Calibre)
mobi Kindle Kindle is big Kindle only
.ibooks Apple iBooks only •Pretty & easy
•iPad is market
leader for now
•Apple iBooks only
•Notation a
problem

69. Longer documents: what format?
Student
device
Best file
format
App or
program to
create
App or
program to
read
Notes
Smartphones .epub Calibre
Or Mac Pages
iOS – iBooks
Android -
Aldiko
Also need
Dropbox on
the phone
Tablets .pdf Save as pdf iOS –
Notability
Android –
Adobe Reader
Annotations
important
BYOD mixed Epub and pdf
Only Apple .pdf
.ibooks
iBooks Author Notability
iBooks
iBooks – takes
time but can
add
multimedia

70. Calibre
• Easy to do:
– Take a Word doc
– Make sure images are inline
– Save as web page
– Import into Calibre
– Save as epub (or mobi for Kindle)
• Pdf to epub doesn’t really work
• Also try epubbud.com

71. Take advantage of free iBooks Author

73. Other facts about ebooks
• Embedded multimedia ebooks is iOS only for
now
• Android app for epub ebooks: Aldiko
• Kindle app on any device
• If you have a production department, buy
inDesign
• If you are an individual producer, buy a Mac
and get Pages

74. PDF books on mobile
• Just use simple pdf
• Can be edited with apps – Notability,
Goodreader

75. Sound
• Why sound?
– Copyright is easier – recorded lectures
– File size is smaller
– Listeners can do something else at the same time
– No bad hair days – staff like it!
– Voice communicates more than the printed word
– Excellent, easy way to close distance

76. Creating and working with sound
• Record with mobile devices/phones
• Audacity
• Garageband
• Quicktime Pro
• Window Sound Recorder
• But please save as mp3 (wma and wav are
dead)
• And apps!!!...

77. Audioboo and SoundCloud
• Like YouTube for sound
• Record in browser
• Audioboo app allows recording on mobile
• SoundCloud website allows you to download
mp3
• Limited length of recordings

78. Sound threaded discussions
• Wimba Voiceboard
• Voice Thread
• Voxopop

79. Examples of use
• Audio feedback – increased marks & retention
http://www.le.ac.uk/duckling
• Voice discussions
• Audioboo – Field use – listen to teacher’s
description of a flower, student audio-records
her own comments and findings
• Student can record, using Audioboo for
iPhone

81. Video
• Have you ever made a YouTube video?

82. YouTube facts
• Time limit at first
• Great to embed into LMS
• Comments are a mixed blessing
• Good statistics
• Use branding
• Not too easy to download the video

83. Vimeo
• Longer video
than YouTube
• Much less junk
• Pretty much just
as easy to do
• Downloadable

84. Screencastomatic and ScreenR

85. Other screencast options
• CamStudio – free Windows application
• Quicktime Pro – free on Macs, built into Mac
operating system
Not free:
Camtasia, Captivate, Articulate – all very good
and can include interactivity

86. Recorded lectures
• Record the face or just the slides?
• Streaming or download?
• Automatic enterprise, or one-by-one?
• Huge server space required, very expensive
• Screen capture software: QuickTime,
Camtasia, iShowU
• Just do a narrated Powerpoint, screen capture
change to mp4

87. Editing movies – keep it simple
• iMovie – free with Mac – saves as .mov, .mp4
• Windows MovieMaker – but doesn’t save as
mp4
• Only go to Final Cut Express if you have to!
– Bleeped out sounds
– Fuzzed out faces
– A cut-out logo floating over the image

88. Easy interactive
• ‘Clever’ Powerpoint with internal links, save as
pdf – for an example, try this:
http://tinyurl.com/corahapp
• Prezi

89. Thank you!!!
• tmb10@le.ac.uk - Willing to help!
• These slides are on Slideshare:
• http://www.slideshare.net/tbirdcymru
• (Make an account and log in, to download
slides)