The document discusses various tools for learning and course design, including Lecture Explorer for organizing course information, Electronic Timetabling tools, and workflow and collaboration tools. It also discusses learning design initiatives, templates, and tools like CompendiumLD for visually representing learning designs. Finally, it proposes workshop ideas for introducing tools that support pedagogical practice and designing courses, including representing a course outline in CompendiumLD.
2. • developing easy-to-use web tools for
fast and flexible access to course
information and planning
• Lecture Explorer e.g. talks.cam, Open.Michigan
• Electronic Timetabling e.g. UCL
• Workflow and collaboration
http://coursetools.caret.cam.ac.uk/
6. Issues to consider Designing a technology-enhanced learning activity
Learners (e.g. their needs, motives
for learning, prior experience of
learning, social and interpersonal
skills, learning preferences and ICT
competence).
Intended learning outcomes (e.g. What are the curriculum objectives?
acquisition of knowledge,
academic and social skills,
increased motivation and ability to
progress). What other outcomes are desired?
Learning environment (e.g. face- Where will the activity take place?
to-face or virtual; available
resources, tools, learning content,
facilities and services). What resources are available?
What technologies are available?
Curriculum aspects (e.g. What approach will be taken?
approach (es) to learning,
assessment criteria, formative
assessment strategies; feedback). What assessment strategies will be used?
What feedback strategies will be used?
Learning activity (description of Describe the learning activity and how it meets learning outcomes.
activity; associated learning
outcome; organisation:
collaborative, pairs or individual;
resources needed).
Are there any follow-up activities?
Support for learning (e.g. How will learners be supported during and after the activity?
extension or reinforcement
activities; involvement of others;
accessibility considerations;
learning preferences). What additional support might some learners need?
Evaluation (outcomes for learners; How effective was the activity?
achievement of learning objectives;
feedback from others).
7. Learning Design
Initiative
• developing methodology, tools and
resources for learning design e.g. OULDI Toolbox
• understanding and offering guidance on
the course design process,
visualising designs, collaborating on
and sharing the results
8. CompendiumLD
• create and visually represent learning designs
c.f. related tools
• building blocks of a map are nodes and
relationships
• academic version of open-source
Compendium concept-mapping tool
9. • a site for collaborative learning design with
social networking features
• the main unit of content is a Cloud this talk search by tag
• tags, My Cloudstream, Cloudscapes
10. Workshop Ideas
A review and practical introduction to e-
tools supporting pedagogic practice
• An introduction to programme design
including speakers from the University on
course review and approval processes
• A design challenge in which participants
develop a course outline and represent it in
CompendiumLD, drawing on a variety of
resources and tools
11. Links
• Learn about learning design - five-page document (.pdf) from the OU
team presenting an introduction to learning design. It has an
associated cloud in CloudWorks.
• Phoebe guidance wiki - Oxford's Phoebe tool presents customisable
templates for course designs alongside summaries of guidance and best
practice. Read the wiki, including sections on "Teaching approaches and
techniques" and "What technology can I use for a particular activity?"
independently of the tool here.
• JISC 2009: Effective Practice in a Digital Age - useful report (.pdf)
offering advice and 9 examples of UK universities integrating technology into
their teaching. More resources on JISC website.
• LTS database of ideas and examples - a University-wide database of
ideas and examples relating to learning and teaching
Notas del editor
This LTS lunch is about new technologies you can use in your teaching. Often more difficult to actually do that than anticipated, because it forces us to re-examine established practice and think about why we teach the way we do
This section is about tools you can use to help you think about and develop your teaching, or ‘learning designs’ as the jargon would have it
First, a preview:
For lecturers and administrative staff: make easier and faster the processes of managing and updating courses, facilitating consistent re-use of information, and co-ordination across courses and programmes. 
For students: provide an online searchable 'lectures.cam', more detailed syllabus information in CamTools course sites, and electronic timetabling for individual timetables and maximum student choice (e.g. of NST options).  
Pilot project is with the Natural Sciences Tripos, but the tools are intended ultimately for the whole University. The NST has pointed us to three areas:
1 in 3 students attended lectures not in their official programme last term. Core University value! See Nov & Dec blog. ‘Lecture List 2.0’
Timetabling is the NST’s main interest. Needs rooms, enrollments, and teaching pattern. Can bring flexibility to teach in new patterns, also improve student experience with individual timetables
Make transparent the processes of changing a course or introducing a new one.
Big changes are formal, slow - can help, maybe can make less hoop-jumping. Most changes are departmental - informal, collaborative: support in Sakai, or in Phoebe..
Big changes are formal, slow - can help, maybe can make less hoop-jumping. Most changes are departmental - informal, collaborative: support in Sakai, or in Phoebe..
May offer a Cambridge-customised version, and/or other pedagogic design tools, for any who want to use it. as part of a workflow for course updates and proposals
NB the general-purpose guidance is a high quality resource.
Effective practice planner template. A simple design tool - doesn’t really do anything different - it just asks questions in a way that accommodates blended-learning answers.
Partnership with OU
Bridge good pedagogic practice and effective use of new technologies.
Going back to point at start: technology gives flexibility to break out of the constraints the University imposes, eg. lectures, but changing how teaching happens challenges us to articulate exactly what we want to achieve
Toolbox: aim is to give teaching staff the tools, understanding they need to rearticulate and adapt their courses
Doesn’t have to be courses - could be lectures, or whole programmes
WB Yeats: “Education is not filling a bucket, but lighting a fire”
why? makes designs easy to discuss and re-use, alternative way of requiring that articulation
there’s something of a subgenre of education-oriented mindmapping... see cloud
concepts, actions, conditions and so on: roles, learning objectives, tasks, resources, tools (such as CamTools), outputs, assessments, and links to other sequences
Any node can be re-used in other designs, and designs can be exported as XML files or Jpeg images; useful for illustrating course sites.
dependencies and sequences (student, tutor, resource lines)
really need to have a play but I’ve a quick demo
second tool the LDI project is making I’ve already showed you twice...
a.k.a. Flickr for learning designs
Clouds - learning design, pose a question, describe a workshop activity, link to a collection of resources – anything related to learning design.  Cloud for this!
use it to share ideas, questions, resources
GLOmaker, LAMS, Phoebe, ReCourse, OpenLearn and others, in addition to CompendiumLD and Cloudworks.
Combination of reflective and hands-on activities. 
Or another tool of their choice. Aim to integrate technology-assisted teaching styles.
Just because it’s obvious doesn’t mean it’s bad!
