www.le.ac.uk

Designing for opennessDr Alejandro Armellini

Senior Learning Designer

Beyond Distance Research Alliance

University of Leicester, UK

http://tinyurl.com/bdra-educa2012

Objectives

To illustrate how the Carpe Diem learning design process has evolved as a result of the OER agenda over the past 3 years

To show how Carpe Diem has become a platform for the dissemination of open practices

The Beyond Distance Research Alliance…

• Is a Research and Innovation Unit• Generates evidence that colleagues can relate

to through funded research projects• Promotes and disseminates evidence-based,

incremental change and embedding• Shapes and informs policy and strategy

www.le.ac.uk/beyonddistance

Our mantras• Research to practice• Innovation to mainstream• Low-cost, high-value learning technologies• Design once, deliver many times• Design for learning, e-moderate for

participation

…to inform, embed, disseminate and sustain change

Design for learning

E-moderate for participation

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Delivery

Good

Bad

Bad GoodDesign

8

Delivery

Good

Bad

Bad GoodDesign

9

Delivery

Good RECOVERY

Bad

Bad GoodDesign

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Delivery

Good RECOVERY

Bad WHAT A WASTE!

Bad GoodDesign

Designing together: Carpe Diem

Source: http://www.flickr.com/photos/susanvg/

Seize the Day

Invest two days of your timeand get your course online

Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/

Carpe Diem addresses…• ‘My use of e-learning is bad.’• ‘Help me redesign this.’• ‘The discussion forums are never used.’• ‘What is a wiki?’• ‘Can I run synchronous sessions? How?’• ‘What is Web 2.0 and how can my learners benefit from it?’• ‘Existing resources? What resources? Are they readily

available? For free? Really?’

Focus: designing for learningwww.le.ac.uk/carpediem

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Carpe Diem deliverables• Blueprint for the course• Storyboard• Running e-tivities (peer-reviewed and reality-checked)• Model for further development• Action plan

www.le.ac.uk/carpediem

www.le.ac.uk/mediazoo

Learning outcomes

Assessment

START END

Storyboard

Gather my materials & borrow materials from

colleagues

Review learning outcomes & assessment

Download stuff

Identify gaps

‘Write’ the rest (often a lot) to fill gaps

Check consistency, alignment & go

Storyboard

Create a scaffold

Generate a blueprint

Select and adapt OERs

Gather materials & identify gaps

Design missing bits as per storyboard

Reality check, review, adjust & go

Format

ContentText &

graphicsAudio Video Slides (eg

PowerPoint)Other (eg

Adobe Presenter)

What I already have

What I find and reuse as is

What I find, tweak and use

What I find, repurpose and use

What I create for this module

Resource Audit

New curriculum

Low-cost, high-value

enhancement

Strategic, embedded enhancement

>> Tweaked curriculu

m >>

Current

curriculum

Opportunistic enhancement Timely enhancement

Used as is >> Tweaked OER >> Repurposed

OER design

Curriculum design

High

Low High

OER-enhanced curriculum

The CORRE quality and evaluation frameworkhttp://tinyurl.com/otter-corre

Taking our materials through CORRE

Stage in CORRE

Sample challenges

Content Are the materials usable out of context (e.g. without seminar input)?

Openness Have I copyright cleared all 3rd party content (e.g. images) embedded in my materials?

Reuse & Repurpose

Are all authors happy with the CC licence assigned to the new version of the materials?

Evidence Who is your OER primarily aimed at? Future Leicester students? Academics in other universities? Others?

www.le.ac.uk/ostrich

www.le.ac.uk

Dr Alejandro Armelliniaa277@le.ac.uk

http://tinyurl.com/bdra-educa2012

December, 2011

http://www.flickr.com/photos/wwworks/