Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

Augmented 7 cs_learning_design_workshop_7_may (1)

An overview of the 7Cs of learning design and associated activities

Libros relacionados

Gratis con una prueba de 30 días de Scribd

Ver todo

Audiolibros relacionados

Gratis con una prueba de 30 días de Scribd

Ver todo
  • Sé el primero en comentar

  • Sé el primero en recomendar esto

Augmented 7 cs_learning_design_workshop_7_may (1)

  1. 1. 1 Augmented 7Cs of Learning Design Workshop Professor Gráinne Conole gconole@gmail.com Learning objectives This is an intensivedesign workshop to help participants makepedagogically informed design decisionsthat make appropriateuseof digital technologies.This mightincludethe design or re-design of face-to-face, blended or onlinecourses. A ‘course’ could be an individual moduleor a whole course. It is suggested that participantshavea coursein mind, for which to design and storyboard the teaching and learning,in this workshop. By the end of the workshop, participants will beableto:  conceptualisethe learningdesign process fromdifferent perspectives  apply a range of learningdesign resources,tools and methods to a learningintervention  critiquea range of pedagogical approaches and therole played by different technologies ,in supportingthese  review and debate the theoretical underpinnings of learningdesign  develop a storyboard,with associated learningactivities and assessmentelements. The workshop’s activities arepartof the 7Cs of learningdesign framework, which consists of seven components: 1. Conceptualise– which initiates the design process and consists of imagine,design and prepare. 2. Create – which covers the ways in which search engines, Open Educational Resource(OER) repositories and social bookmarkingcan beused to find and collaterelevantresources and activities , as well as strategies for creating resources. 3. Communicate – which covers the different ways in which communication can be fostered, this includes howto moderate asynchronous and synchronous forums,as well as useof social media. 4. Collaborate– which considers how collaboration can befostered and a review of the different tools that can be used to support collaboration. 5. Consider – which considers howreflection can be fosters and how students can demonstrate achievement of the learningoutcomes, i.e. the assessment elements. 6. Combine – which enables the designer to step back and look at the design from different perspectives, this includes creatingan activity profileof how much time students will spend on different types of activities,as well as creatinga storyboard of the course. 7. Consolidate– implement the coursein a real learningcontext and evaluate how effective itis. The original 7Cs hasnowbeen augmented with a number of complementary Learning Design frameworks. Workshop Description The participants will engage with a range of learningdesign conceptual tools.They will work in groups and will periodically shareback their discussionswith the rest of the participants. They will benefitfrom havinga laptop by which to join in activities.The workshop can be run face-to-face or online.Ideally itshould berun as a one-day workshop, but a condensed half-day workshop is also possible.Longer two- or three-day workshops, allowfor flexibility and customization of material to meet participants needs. Design can occur at: programme, module, section or activity level
  2. 2. 2 Activities1 Components of the 7Cs framework Title Purpose and Description Overview Presentation Overview of 7Cs of Learning Design workshop To providean overview of the 7Cs of Learning Design framework. Participantswill also havethe opportunity to sharewhat they hope to get out of the workshop. Conceptualise Think How to ruin a course To consider ten ways in which technologies can ruin a courseand then to identify strategies to avoid these. Conceptualise Core The ABC Course Tweet A tweet size description of your course, to contain the essence of the course. Conceptualise Core Course Features To consider the features you want to includein your course, which will affect not only the look and feel of the course, but also the nature of the learners’experience. Conceptualise Core Empathy Student Personas To imaginethe type of students who arelikely to take your course. Students on a first-year undergraduate coursewill bevery different from those doing a post-graduate certificatein teachingfor example. The nature of your students will influencehowyou design and support the course. Create Think Digital assets Resource Audit Media production and schedule To decide how you will sourcethe content for your module/course, includingthepossibility of incorporatingexisting content. Think about the time and expertise needed to do this. Communicate Think Map course content to VLE tools Tools for Communication and collaboration Three typical tools availablein Virtual LearningEnvironments (VLEs)/Learning Management Systems (LMSs) areconsidered: forums, blogs and wikis. Communicate Think SAMR framework A framework for progressiveintegration of technology. Communicate Think ICAP framework A framework for progressivestudent engagement Consider Core Writinglearning outcomes and constructive alignment Resources for writinglearningoutcomes and ensuringconstructive alignment. Consider Core SOLE toolkitfor activeverbs and Nine elements to ensure that comprehensive learningopportunities are balanced and constructively aligned. 1 The hyperlinks indicatethe new LearningDesign resources that have been added to augment the 7Cs
  3. 3. 3 constructive alignment Combine Core Help material Review of support material Course Map To startmappingout your module/course, includingyour plans for student support, assessment, communication and collaboration.This provides more detail to the design followingon from your use of the coursefeatures cards. Combine Core Activity Profile To consider the balanceof activity types that will be included in your course. Combine Think The hybrid learning model This consists of 8 specific ways,referred to as LearningEvents, of learning/teachingthatthe teacher or learningdesigner can use to describe any point in the development and analysisof learningactivities. Combine Core 7Cs Storyboard ABC Learning Design Storyboard To develop a storyboard for your course in which the learningoutcomes are aligned with the assessmentevents, topics (contents) and student activities. Combine Think The 3Es framework Enhance, extend empower Consolidate Core Evaluate To develop an evaluation rubric to evaluate the effectiveness of the course and how it might be improved.
  4. 4. 4 Activity: How to ruin a course Image source Purpose To identify ten ways in which technologies might ruin a course and then to identify strategies to avoid these. Task  With your team, list tens ways in which technologies could ruin a course for learners.  Now think about strategies to avoid these. Template Ten ways technologies can ruin a course Strategies to avoid them
  5. 5. 5 Activity: The ABC tweet size description of your course Image source Purpose To describethe essence of your course in a tweet. Task  With your team, discusswhatarethe important elements of the course.  Convert these into a tweet.
  6. 6. 6 Activity: Course Features Purpose To consider the features you want to includein your course, which will determine not only the look and feel of the course, but also the nature of the learners’experience. Task 1. Think about the courseyou are goingto design. Whatwould you likethe experience to be likefor your learners? Think of this in terms of the following:  Principles  Pedagogical approaches  Guidanceand support  Content and activities  Communication and collaboration  Reflection and demonstration 2. Work with your team members. Create the followingthree columns:  This will bea key feature in our course  This will featurebut in a minor way  This won't feature in our course 3. Add the cut up coursefeatures cards to the three columns.Ask if a feature is unclear.There are blank cards for you to add your own ideas
  7. 7. 7 Activity: Student Personas Image source Purpose To consider the types of students who are likely to take your course.Students on a first-year undergraduate coursewill be very different to those doinga post-graduate certificatein teaching. The nature of your students will influencehowyou design and support your course. Task 1. Think about the types of students who are likely to take your course. Understandingthe types of students on your courseand their motivations,alongwith the challenges they face is an important part of the design process.More information on personas can be found here. 2. Fill in the persona template. An example of a completed template is given on the next page. 3. Complete two student personas for your course. .
  8. 8. 8 Student persona Image source: https://www.123rf.com/stock- photo/math_cartoon.html Name: Daniel James Age: 19 Lives: Birmingham, UK with his parents Likes: Computer games and Suduko Education and experience Daniel has had a standard British education ata local comprehensive source. He secured nineGCSEs and three A levels (Maths – A, Further Maths B, PhysicistB) Responsibilities His father works full-timeand his mother works on Mondays and Wednesdays so he needs to pick up his younger brother from school and look after him until his parentget home. Technical skills He has excellent computer skillsand knows a number of computer programs.He is an activegamer and particularly enjoys playingonlineWorld of Warcraft. Subject domain skillsand knowledge He has a good secondary education and in particular an excellent foundation in Maths. Motivations and desires He wants to go to university to do Maths and get a student experience. Ultimately he wants to teach Maths at secondary level. Goals and expectations To achievea first-classMaths degree and secure a good job. Obstacles to their success His parents cannot supporthim financially,so he will haveto take out a student loan and get a part-time job whilstat university. Unique assets He has excellent logical skillsand is a good communicator.
  9. 9. 9 Activity: Resource Audit Image source Purpose To decide how you will sourcethe content for your module/course, includingthe possibility of incorporating existingcontent. Think about the time and expertise needed to do this.To decide how you will sourcethe content for your module/course, includingthepossibility of incorporatingOERs produced elsewhere. An example of a completed resourceauditis given on the next page. Task 1. Workingwith your team members, open the LearningDesign Resource Audit. The second page of the document contains an example of a semi-completed resource audit. 2. Brainstormyour ideas for gathering or creatingcontent for your course. 3. Includein brackets in each of the sessions,whatequipment you will need and the anticipated time to complete.
  10. 10. 10 Exampleofa completedResourceAudit Format Content (under the appropriate licences) Text & graphics Audio Video Slides (e.g. PowerPoint) Other (e.g. Adobe Presenter) What I find and reuse as is OER for section 1. Reflective task from sourceZ. Guidelines on assignment writing. Podcastfor section 3. iTunesU resources for sections 1 and 7. Slideshare resource for section5. Organisation X’s website. What I find, tweak and use OER for section 2. Assessmentrubric from W. What I find, repurpose and use OER for section 3. New podcastbased on X. Slides adaptedfrom resourceY. What I create for this module Introductionto all sections ofthe module. 5 activity summaries. Assessment rubrics. 5 to 8-minute summaries ofkey points per section. Advice and guidancefor assessment. Feedback on draft assignments. [Record using iPhone, 2 hours to preparescript and record] A 5-minutetalking head to introduce the programme and the academic team. [Get a member of ITto record, 2 hours to prepare script and record] Support slides for sections 4, 7 and8. Detailed presentations for sections 2, 3 and6. What I get students to find and collate
  11. 11. 11 Activity: Tools for Communication Image source Purpose Virtual LearningEnvironments (VLEs)/Learning Management Tools (LMSs) have a number of tools for fostering communication. This activity explores this and gets you to brainstormhow these might be used. Task 1. Brainstormthe different ways in which the followingVLE/LMS tools can be used to foster communication:forums, blogs,and wikis. Forums Blogs Wikis
  12. 12. 12 Activity: SAMR framework Image source Purpose The SAMR Model is a framework that categorizes four different degrees of classroomtechnology integration. The letters "SAMR" stand for Substitution, Augmentation, Modification,and Redefinition.An example of the definitions,examples and degree of change is available online. Task 1. Now complete the SAMR for an aspect of your course.
  13. 13. 13 Activity: The ICAP framework Image source Purpose The ICAP framework defines cognitiveengagement activities on the basis of students’ overt behaviours and proposes that engagement behaviours can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learningmaterials,from passive to active to constructive to interactive, their learning will increase.Further details on ways in which ICAP can be used are available online. Task 1. Now apply the ICAP framework to an aspectof your course.
  14. 14. 14 Activity: Writing learning outcomes and constructive alignment Image source Purpose A learningoutcome is the essential measurablelearningor behaviour demonstrated by a student after a specific period of study. An assessmentis the process by which you can measure the extent to which a student can demonstrate specific learningoutcomes. Well-written learningoutcomes have three basic elements:  An action verb to describethe behaviour (what the student will do) which demonstrates the student's learning  Information about the context for the demonstration  How well the outcome will bedemonstrated A resourceon writingassessablelearningoutcomes is available online. Biggs defined the term constructivealignment. Constructivealignment has two aspects.The 'constructive' aspectrefers to what the learner does, which is to constructmeaning through relevant learningactivities. The 'alignment' aspectrefers to what the teacher does, which is to set up a learningenvironment that supports the learningactivities appropriateto achievingthe desired learningoutcomes. The key is that the components in the teachingsystem, especially theteachingmethods used and the assessmenttasks
  15. 15. 15 are aligned to the learningactivities assumed in the intended outcomes. It describes the relationship between three elements. 1. The intentions of the teacher expressed as learningoutcomes (what the teacher intends the students will beable to do because of their learning). 2. The teaching and learningactivities in which the teacher engages the students to facilitatethe desired learning. 3. The assessmenttasks that test the student abilities in respectof the learningoutcomes . Task 1. Usingthe resources write some learningoutcomes for your course.
  16. 16. 16 Activity: SOLE toolkit for active verbs and constructive alignment Purpose The Student-Owned Learning-Engagement model is a conceptual,and practical,model of the learning experience as itis experienced by the learner themselves. The model consists of nine elements (shown above) and serves to support learningdesigners,coursedesigners and instructional designers in ensuringthat comprehensive learningopportunities arebalanced and constructively aligned.The associated SOLE toolkit is availableonline. Task 1. Download the SOLE toolkitand startapplyingto your course.
  17. 17. 17 Activity: Course Map Purpose To startmappingout your course, includingyour plans for guidanceand support,content and the learner experience, reflection and demonstration, and communication and collaboration. Task 1. Workingwith your team members, open the CourseMap document. You can transfer items from the Course Features activity to startfillingin the boxes for: ● Guidanceand support(orange) ● Content and learner experience (blue) ● Reflection and demonstration (purple) ● Communication and collaboration (green) 2. The colour codingof the Course Features cards will help you 3. An example of a completed CourseMap is provided on the next page 4. Reflect on the balanceof features in your course, from the students' point of view, and add or modify anythingyou think would help to make the learningexperience more engaging. For help in deciding whether to use blogs,wikis,discussion forums or other tools,see "What technology can I use for...?" (from the University of Oxford's Phoebe project). You might also find the 7 things you should know about guides from EDUCAUSE useful
  18. 18. 18 5. As you are workingthrough the four categories,fill in any notes in the "roles and relationships" columns.You can comment here on what the experience will belikefor students, and briefly describe the relationship between teacher, learners and materials
  19. 19. 19 An example Course map Course: Post-graduate module on accessibility in online learning and teaching Course summary: This onlinepostgraduatemodule has been designed to promote accessibility and improve access for disabled students.The module is structured around a series of activities thatask students to collaboratively read,think,debate and write aboutthe subjectwith reference to their own, or an adopted, context and practice. Key words: accessibility;teachingand learning;postgraduate; professional;international;online;collaborative learning;activity based Guidance and support Content and activities Tools & resources Comments Tools & resources Comments 1. Student support portal 2. Programme website 3. Course website 4. Course Guide 5. Assignment Guide 6. University Library website 7. General forum 8. Technical self-Help forum 9. Café forum 10. Specific guidance and information (i.e. Delicious bookmarks) It is expected that students will already be usinggraduatelevel study skills. A spiritof mutual encouragement and supportis encouraged. Tutors use a developmental mentoring approach. 1. Three blocks of study activities 2. A set of detailed learningoutcomes 3. Module material (categorised as core, further and background) which includes articles, reports, readings. 4. One set book 5. JISC TechDis website 6. Delicious bookmarks Students study for approximately 15 hours per week (Incl.course- & self-directed study and the completion of assignments) Variety of activities includereading, discussing,practical tasks and collaborative activities Students will usea real or adopted professional perspective throughout to frame their discussions and reflections and in their assignments Reflection and demonstration Communication and collaboration Tools & resources Comments Tools & resources Comments 1. Personal reflective blog 2. Tutor group wiki 3. ePortfolio (student optional) 4. Tutor group forum (10% of module marks) 5. Assignment 1 (1500 word report 15% of module marks) 6. Assignment 2 (3000 word report 30% of module marks) 7. Final assignment (6000 word report 45%) 8. Assessment guide 9. Markingcriteria for each assignment Use of a reflective personal blogis encouraged throughout the module Assessment of the module integrated with the teaching and learning activities so thatall assignmentwork is a learningexperience Assignments relateto personal context and practices Students and tutors use a shared markingcriteria 1. 4x Asynchronous onlineforums 2. Live online discussions via Elluminate(optional student) 3. Telephone (optional tutor) 4. Email (optional tutor) 5. Delicious (optional student) 6. ePortfolio (optional student) 7. Personal blog 8. Tutor group wiki 9. Access to an international Strong emphasis on peer communication and collaboration,and learningfrom one another's experiences Wide variety of communication methods and tools used with an emphasis on the use of the tutor group forum Student activity on the forum is supported, guided and assessed
  20. 20. 20 professional student community Activity: Activity Profile Purpose To consider the balanceof activity types that will be included in your course. Task 1. Workingwith your team members, look at the Activity Profilein the Excel spreadsheet. 2. Read the key so that you understand the terminology being used for the six categories.Feel free to change any of the terms if you want to. 3. Now decide whether you want to use the tool to analysethe existingbalancebetween activity types in your course,or to determine the ideal balance. 4. Fill in the spreadsheet, indicatingthe amount of each activity type either in hours or as percentages of the whole course.
  21. 21. 21 Activity: Hybrid Learning model Image source Purpose The Hybrid Learning Model (formally known as the 8LEM model) was developed to providea simpleand transparentmethod of articulatingtheinteractions and activities of teachers and learners usinguniversal concepts and languageto allowdissemination acrossdisciplines and institutions.Itcan be used to describe learningactivities as a series of understandableand universal setof learningevents where the teachers a nd students experience and roles areclearly defined at each stage. It proposes a ‘palette’ of 8 specific ways, referred to as Learning Events, (see diagram),of learning/teachingthat the teacher or learningdesigner can use to describeany pointin the development and analysis of learningactivities.Aset of resources associated with the Hybrid Learning Model are available online. Tasks 1. Use the resources and apply to an aspect of your course.
  22. 22. 22 Activity: Storyboard Purpose To develop a storyboard for your course in which the learningoutcomes are aligned with the assessment events, topics (contents) and activities.The7Cs storyboard as illustrated in the figure above places the activities in thecentre with the inputs to the activity aboveand the outputs below. Alternatively you can do a more sophisticated version usingthe ABC storyboard based on Laurrilard’s categerisation of activity types, by mappingthe activities acrossthestoryboard.
  23. 23. 23 Once you have mapped the activity types you can indicatewhether they are visiblelearningelements and how they are assessed. E.g. weeks or topic E.g. weeks or topic E.g. weeks or topic E.g. weeks or topic ABC LD (Arena Blended Connected Learning Design) Module/course/MOOC title Learner timeline Connected curriculum dimensions / other points ABC Learning Design method by Clive Young and Natasa Perovic, UCL. (2015). Learning types, Laurillard, D. (2012). Resources available from https://blogs.ucl.ac.uk/abc-ld/ DateModule lead Storyboard worksheet adapted from Viewpoints Curriculum Design, University of Ulster. Available at http://wiki.ulster.ac.uk/display/VPR/
  24. 24. 24 Image source Task: The storyboard 1. Workingwith your team members, use the ideas from your Course Map to develop your storyboard, adjustingthe CourseMap if necessary 2. Map out on a largesheet of flipchartpaper,usea number of different coloured pens 3. Start by indicatingthetime frame for your module/course in days or weeks across the top 4. Next, use a different coloured pens to represent the assessmentevents. Indicatehow each assessmentelements addresses the learning outcomes 5. If you want to review your learning outcomes, see the Cogen-T outcomes tool produced by the University of Gloucestershire) 6. Dividethe “content” into a series of discretetopics and write each in a box 7. Add learningactivities appropriateto each section usinga third colour post-itnote Learning types activities , V- Visible learning A - can be assessed (F or S) Investigation Interview an expert (video/forum/chat) V Literature reviews and critiques (forum/blog/wiki/RSS) V/A MCQs - formative with automatic feedback V/A Develop a shared resource library (database/glossary/wiki) V/A Shows/demonstrates learning (displays, posters, presentations) V/A Portfolios (MyPortfolio) V/A Case studies (forum, lesson) V/A Summarisation tasks (upload texts – individual or group) V/A Rapid-fire exam questions (forum) V/A Concept mapping (external) V Create video of performance (media) V/A Audio commentary of performance (media) V/A Skype or virtual classroom 'viva' V/A Make and give a presentation (external) V/A Video blog (external) V/A Write a report (external) V/A Make an analysis (external) V/A Case studies V/A Advanced role play – you are the consultant etc. V Action plan for workplace V/A Action plan for further study V/A Authentic research / data analysis – write a paper V/A Prepare professional briefing V/A Create, make a case (study) V/A Create podcast (media) V/A Work assignment (blog/report) V/A Interview professional colleagues V/A Lead a group project V/A Practice Production Web search (forum, wiki) V OER resources (external) Literature reviews and critiques (forum/blog/wiki/RSS) V Field/lab observations (media/blog/wiki) V Action research V Authentic research / data analysis – write a paper V Lead a group project V MCQs - formative with automatic feedback V/A Online role play (forum, virtual classroom) Reflective tasks – group or individual (forum) V/A Case studies (forum, lesson) V/A Rapid-fire exam questions (forum) V/A Advanced role play – you are the consultant etc. V ; Acquisition Guided readings (library resources) OER resources (external) Podcast (media) V if students do it Webinars (virtual classroom) V Q&A forum (forum, where teachers answer student questions) V Video lectures (webcast), YouTube videos (external) Field/lab observations (media/blog/wiki) V MCQs - formative with automatic feedback V Portfolios (MyPortfolio) V Collaboration Collaborative wiki - what do we know about ...? V/A Develop a shared resource library (database/glossary/wiki) V Social networking – participate (external) V Special interest groups - share on a topic (forum) V Mentor other learners V Interview an expert (forum/chat) V Webinars (virtual classroom) V Model answers/examples of previous work (forum) Analyse chat text (in course or uploaded) V Job/professional reflections (blog) V/A Group discussions on the topic, problem, reading (chat/blog/wiki) V/A Social networking – participate (external) V Reflective tasks – group or individual (forum) V/A Special interest groups - share on a topic (forum) V Lead a group project V/A Discussion @ABC_LD UCL Digital Education
  25. 25. 25 Activity: The 3Es – questions on technology use for engaging, enhancing and extending Image source Purpose The 3Es (engage, enhance and extend) focuses on increasingtechnology integration.The engage the technology allows students to focus on the assignmentwith less distraction,motivates students to start the learningprocess and causes a shiftin students’behaviour from passiveto activelearning.The enhance the technology lets students develop a more sophisticated understandingof the content, creates a way to make it easier to understand concepts or ideas and allows students to demonstrate their understandingin a way that they could not with traditional tools.The extent the technologies allows students to learn outsideof the classroom,build their learningwith their everyday lifeexperiences and help to develop them as lifelong learners.Examples of how the 3Es framework can be used is available online. Task 1. Apply the 3Es framework to your course.
  26. 26. 26 Activity: Course Evaluation Purpose To develop an evaluation rubric to evaluate the effectiveness of the course and how itmight be improved. Task 1. In your group brainstorm some criteria to evaluate the success of the design in a real learningcontext 2. Try and focus on measurable/observablethings 3. Think about what data collection you might use – classroomobservation,surveys,interviews: a. Use the LTDI Evaluation Cookbook to get ideas b. You might also consider usingpostitnotes around the followingfour topics:things I liked, three words to describethe session,room for improvement and action plan

×