This document outlines new approaches to learning design based on technological trends and teacher practices. It discusses the 7Cs framework for learning design and delivery, which includes cascading the approach to other institutions. The framework focuses on conceptualizing the design, using tools like course maps and activity profiles to plan content, format and resources under guidance, reflection, collaboration and communication sections. It also describes workshops to train others in this approach through activities and evaluation of designs.

1. New approaches to designing for
learning
Gráinne Conole
University of Leicester
6th September 2012
Designs on e-learning conference
www.le.ac.uk

2. Outline
• Technologies trends
• Teacher practice and paradoxes
• The 7Cs of Learning Design

3. Technological trends
• Mobiles and e-books
• Games-based learning &
learning analytics
• Gesture-based learning &the
Internet of things
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Digital content
• The flipped classroom

4. Teacher practices: paradoxes
• Technologiesnot extensively
used (Molenda)
• Lack of uptake of OER
(McAndrew et al.)
• Little use beyond early
adopters (Rogers)
• Despite rhetoric and funding Pandora’s box
little evidence of
transformation (Cuban,
Ehlers)
4

5. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate Not fully exploited
Wealth of free Replicating bad pedagogy
resources and
tools Lack of time and skills

6. Learning Design
Shift frombelief-based, implicit
approaches todesign-
based,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
http://www.open.ac.uk/blogs/OULDI/

7. OULDI + Carpe Diem
Open University Learning
Carpe Diem at Leicester
Design Initiative (OULDI)
The 7Cs of design and
delivery framework
Cascading institutions: Wider dissemination:
Leicester, SAIDE, SPEED conferences, events

8. OULDI Learning outcomes
http://www.open.ac.uk/blogs/OULDI
Course map
Pedagogy profile Course dimensions
Task swimlane

9. Carpe Diem
http://www.le.ac.uk/carpediem
Content (under
Format
the appropriate Other (e.g.
licences) Text & Slides (e.g.
Audio Video Adobe
graphics PowerPoint)
Presenter)
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
Storyboard Resource audit

10. Conceptualise
What do we want to design, who for and why?
The 7Cs
Framework
Consolidate
Evaluate and embed your design

11. Course Features
http://linoit.com
Orange = Guidance and support
Blue = Content and activities
Purple = Reflection and demonstration
Green = Communication and collaboration

12. Course Map
Course/module summary:
Key words:
Guidance and support Content and experience
Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
Reflection and demonstration Communication and collaboration
Tools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.

13. A completed course map

14. Activity
Profile
http://tinyurl.com/ActivityProfileFlash
http://tinyurl.com/ActivityProfileExcel

15. Storyboard
http://linoit.com

16. Resource Audit
Format
Content (under
the appropriate Other (e.g.
Text & Slides (e.g.
licences) Audio Video Adobe
graphics PowerPoint)
Presenter)
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

17. SAIDE workshop
Plenary work Course team work
(e-tivities)
Session 1
•Overview of learning design
•Mini-pres: background to E-tivity: How to ruin a course
workshop
•Intro to e-tivity 1
E-tivity: Course Features
Session 2
•Review of Course Features
•Intro to e-tivity 2
E-tivity: Course Map
Session 3
E-tivity: A Learning Design
• Review completed course maps
Resource Audit
• Intro to e-tivity 3
Gabi Witthaus

18. SAIDE workshop
Course team work
Plenary work
(e-tivities)
Session 4
• Review of completed resource
audit
• Intro to e-tivity 4
Session 5 E-tivity: Activity Profile
•Review of Activity Profiles
•Intro to e-tivity 5
E-tivity: Storyboard
Session 6
•Review of Storyboards
•Intro to e-tivity 6
•Stock-taking and target-setting
for next day
E-tivity: E-tivities

19. Evaluation of 7Cs
Ming Nie

20. SPEED
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed
• JISC-funded, Transformation
• Embed benefits from DUCKLING and
7Cs to:
– Liverpool John Moores
– London South Bank
– Northampton
Free image courtesy of
– Derby FreeDigitalPhotos.net
• Repackage resources into 3 categories:
– Course Design
– Activity Design
– Moderating Online
• Resources available as OERs

21. Learning Design MOOC
Massive
Open
Online
Course
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://cloudworks.ac.uk/cloudscape/view/2417
http://mooc.ca/

22. Useful sites and resources
• OULDI website
http://www.open.ac.uk/blogs/OULDI/
• Carpe Diem website
http://www.le.ac.uk/carpediem
• 7CsOER page
http://www2.le.ac.uk/projects/oer/oers/beyond-
distance-research-alliance/7cs-workshop-resources
• Cloudworkshttp://cloudworks.ac.uk/cloudscape/vie
w/2406
• Slideshare
http://tinyurl.com/7cs-bdra-11april