conole masterclass

The 7Cs of learning designGráinne Conole, Leicester University

14th May 2012Masterclass, Dublin City University

Dublin

Outline

• New media• Paradoxes• A new approach to

design• Reflections and

implications

Activity

• What are the characteristics of new technologies?

• What are their implications for learning, teaching and research?

New media

Characteristics Implications

Conole and Alevizou, 2010

User generated content

Peer critiquing

Networked

Collective aggregation

Personalised

Open

Social media revolutionThe machine is us/ing us

7

• Technology immersed• Learning approaches: task-

orientated, experiential, just in time, cumulative, social

• Personalised digital learning environment

• Mix of institutional systems and Cloud-based tools and services

• Use of course materials with free resources

Sharpe, Beetham and De Freitas, 2010

Learner experience

8

EDUCAUSE study• Students drawn

to new technologies but rely on more traditional ones

• Consider technologies offer major educational benefits

• Mixed views of VLEs

http://www.educause.edu/studentsAndTechnologyInfographic

Game changers

• Harness the power of new media

• Need to rethink education• How can we reach more

learners, more effectively?• Impact of free resources,

tools and expertise?• New business models?• New digital literacies?

http://www.educause.edu/game-changers

Activity: What’s your digital network?

http://www.flickr.com/photos/factoryjoe/195492568/

My network

Activity: fb love it or hate it?

Pros Cons

Activity: fb love it or hate it?

Pros• Can see families photos• Know sons still alive! ;-)• Everyone is on it!• Keeping in contact with

people don’t see everyday• Good if you don’t like f-t-f• Opportunity to present

yourself to the world

Cons• Privacy• Adverts• Waste of time!• Increases the five mins of fame!• Encourages look at me!• Doesn’t give you time to feel,

think and do• Huge audience – making a fool of

yourself!

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

Learning Design

Shift from belief-based, implicit approaches to design-

based, explicit approaches

Encourages reflective, scholarly practices

Promotes sharing and discussion

Learning DesignA design-based approach to creation and support of

courses

http://www.open.ac.uk/blogs/OULDI/

ConsolidateEvaluate and embed your design

ConceptualiseWhat do we want to design,

who for and why?

http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

Carpe Diem:7Cs of learning Design

MSc in Learning Innovation

Technology-Enhanced Learning

Learning Design

Research Design and Methods

Case Studies of Innovation

Dissertation

Session 1•Overview of learning design•Mini-pres: background to workshop •Intro to e-tivity 1

Session 2•Review of Course Features•Intro to e-tivity 2

E-tivity: Course Features

E-tivity: Course Map

E-tivity: A Learning Design Resource Audit

Plenary work Course team work (e-tivities)

Session 3• Review completed course maps • Intro to e-tivity 3

http://cloudworks.ac.uk/cloudscape/view/2379

E-tivity: How to ruin a course

Session 5•Review of Activity Profiles •Intro to e-tivity 5

Session 6•Review of Storyboards •Task Swimlane •Intro to e-tivity 6•Stock-taking and target-setting for next day

E-tivity: Storyboard

E-tivity: E-tivities

Session 4• Review of completed resource audit• Intro to e-tivity 4

E-tivity: Activity Profile

Plenary work Course team work (e-tivities)

Background to the workshop• Useful sites and resources

– OULDI website– Carpe Diem website– 7Cs OER page– Cloudworks cloudscape

How to ruin a course

The Course Features template

http://linoit.com

Course Features resources

• http://tinyurl.com/coursefeatures

• http://tinyurl.com/coursefeatures-Excel • http://linoit.com

Course features

Linoit.com

Course Features Key

• Orange = Guidance and support• Blue = Content and activities• Green = Communication and collaboration• Purple = Reflection and demonstration

Develop a Course Map

www.tinyurl.com/coursemap-flickr

The Course Map templatewww.tinyurl.com/ouldi-coursemap

Course map view

Course Map resources

• www.tinyurl.com/coursemap-cloudworks

• www.tinyurl.com/ouldi-coursemap • www.tinyurl.com/coursemap-ds • www.tinyurl.com/coursemap-flickr

Learning Design Resource Audit

www.tinyurl.com/resource-audit

Develop your Activity Profile

• http://tinyurl.com/ActivityProfileFlash • http://tinyurl.com/ActivityProfileExcel

Activity Profile Resources

• www.cloudworks.ac.uk/cloud/view/3420

• www.tinyurl.com/activity-profile-ds• www.tinyurl.com/ActivityProfileFlash • www.tinyurl.com/ActivityProfileExcel

Activity: mapping e-pedagogies to technologies

Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)

Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube

Social

Individual

Informal FormalExperience

Information

Informal Formal

Social

Individual

Informal Formal

PBL/VWDial/forumCollab/Wiki

IBL/TwitterCoP/Google+Dial/Skype

Ref/BlogIBL/GoogleUGC/YouTube

Ref/e-PortfolioDid/e-BookAss/MCQs

Experience

Information

Informal Formal

PBL/VWRef/e-PortfolioDial/Forum

Ref/BlogCoP/Google+Dial/Skype

IBL/TwitterIBL/GoogleUGC/YouTube

Coll/WikiDid/e-BookAss/MCQs

38

Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting

39

The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

My community

Inquiry-based learning

Virtual genetics lab

http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be

The SWIFT project

Learning outcomes

Assessment

START END

Storyboard template

http://linoit.com

Story board

Task Swimlane: Mapping an activity at the micro-level

http://cloudworks.ac.uk/cloud/view/3421

Develop your e-tivities

Conclusion

• Structured guidance to think about design

• The power of visualisation• Beyond content to activities and

experience• Iterative, creative and messy• Making designs explicit• Social media to foster

communication and collaboration

Final thoughts• Participatory and social media enable new forms of

communication and collaboration• Communities in these spaces are complex and

distributed• Learners and teachers need to develop new digital

literacy skills to harness their potential• We need to rethink how we design, support and assess

learning• Open, participatory and social media can provide

mechanisms for us to share and discuss teaching and research ideas in new ways

• We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication

http://cloudworks.ac.uk/cloud/view/6305http://www.ld-grid.org/

Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox

grainne.conole@le.ac.uk