Conole learning design_workshop_dubai

1. Learning Design Prof. Gráinne Conole 7th – 9th May, 2018 Novotel Dubai Deira City Center

2. e4innovation.co.uk

3. Outline • Overview of 7Cs of learning design • Activities – A1: How to ruin a course – A2: Communication tools – A3: Course features – A4: Personas – A5: Course map – A6: Resource audit

4. Outline • Run through of other activities – A7: Activity profile – A8: HoTEL learning theories – A9: : Using tools to promote different types of activities – A10: Story board – A11: Evaluation

5. Promise and reality • Articles – Is technology changing learning and teaching? – Pros and cons of using technology – 6 challenges impeding technology use Social media offer new ways to communicate and collaborate. Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack the time and skills

6. Learning Design • A pedagogically informed approach to design that makes appropriate use of technologies

7. What is learning design? (1) Guidance https://www.flickr.com/photos/anonymouscollective/1899303123

8. What is learning design? (2) https://www.flickr.com/photos/frawemedia/5187769740

9. What is learning design? (3) https://www.flickr.com/photos/10075621@N06/3810402230 Sharing

10. Learning Design Shift from belief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses

11. The 7Cs of Learning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation https://bit.ly/2mOnqgt

12. A1: How to ruin a course • List the ten ways in which technologies can ruin a course • Consider strategies to avoid these issues Purpose: To consider the ways in which technologies can ruin a course and creation of strategies to avoid these problems E-tivity Rubric: hhttp://tinyurl.com/m3x32se

13. A1: Discussion Ways to ruin a course 1. Complicated 2. Malfunctions 3. Students not in align with technologies 4. Over used 5. Faculty don’t know how to use 6. Not related to student preferences 7. Doesn’t match pedagogy 8. No constant feedback 9. Too much information 10. Invasion of privacy Strategies to avoid 1. Good training 2. Technical support 3. Training for students 4. Maintain the balance – interactive teaching and use of technology 5. Training on CPD and use of technology 6. Clarify purpose of using the technology, reflect on CLOs 7. Constant revision and alignment 8. Online and offline feedback 9. Design strategically and clarify of subject matter and add timings 10. Standardised measurements and procedures

14. A1: Discussion Ways to ruin a course • Use as a repository • No. of attempt opportunities that students have • Focus on one platform vs. more Strategies to avoid • Use more interaction • Set up systems so students know timeframe and number of attempts allowed • Introduce more than one platform

15. A2: Communication tools Purpose: To consider the use of three central, LMS-based tools for interaction • Discussion forums – A notice board where people can start new topics or discussions or respond to existing ones • Blogs – An online journal or diary with posts in reverse order (the last first) and options for people to comment • Wikis – A set of web pages that people can add to or modify https://bit.ly/2jo7NIg

16. Effective moderation links • https://www.tolerance.org/magazine/public ations/civil-discourse-in-the- classroom/chapter-3-talk-it- over/moderating-a • https://www.entrepreneur.com/article/2398 70

17. A2: Three common communication tools Discussion Forums Blogs Wikis End of chapter summary Pose a question on a specific topic Reflection on an item that may have arisen in class discussion Commonality and availability of comments in all participants Use for online discussion, brainstorming and engagement To document the steps in a project To discuss a paper in class and then use a blog to comment Each person posts own opinion. Has a structured reflective nature Reflection and feedback Students answer a question on their blog and comment on other blogs in advance of a classroom discussion Working in groups Collaborate Exchange or collect ideas Useless!!! Often bad references Store findings

18. A2: Three common communication tools Discussion Forums Blogs Wikis Ice breaker Question and answers Feedback Topic discussion Reflection Collaboration Problem solving Encouraging participation Idea generation Reflection Express ideas Summarising research Communicating successes and pitfalls Dissemination of information Facilitates in the moment thought! Peer editing of a document Resource collation Creating a glossary of terms or a reading lists Idea development and brainstorming Team work or collaboration

19. A3: Course Features Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience. https://bit.ly/2jnl7MT

20. Course features: Courses Scientific research methods • Scaffolded learning (different concepts and terminology) • Applied concepts • Research based • Problem and practice based • Applying theory • Step-by-step instructions • Exam assessment • Printed materials Human nutrition • Authentic resource • Authentic learning and assessment • Inquiry-based • Individual/personalised experience • Applied concepts • Active discovery • Scaffolded learning • Continuous assessment • Student generated content • Innovative for the students • Practice based • Blended approach

21. A4: Student personas • Activities – Complete 2 persona cards – Think about the implications for your design Purpose: To envision the types of learners who will take the course Personas: https://bit.ly/2FALbNg Template: http://goo.gl/m1Fp6

22. A4: Student personas 18 year, f, dorms, rural background, self- sufficient, limited access to technology, skills – maths, wants to be a maths teacher, improve pedagogy, limited access to diff roles models and language skills, motivated and dedicated 20 year, m, living with family in city, well traveled etc. No responsibilities, high digital literacies, TV film production, produce high tech movies, become famous! Bad at time management, creative thinker

23. A4: Student personas 18, m/f, Dubai, private school, 2o School, part-time job, social media savvy, micro-soft and internet, language and lit, extrinsic motivation, desire to succeed but lack of autonomy, complete course successfully, surface learner, difficulty of subject matter, lack of maths skills, strategic study planning 35, return after 20 yrs, Dubai, m, public school graduate, high school, Gov. employee, F/T job, family commitments, work experience and basic computer knowledge, statistics, intrinsic motivation, wants to graduate and be promoted, deep learner, complete degree and knowledge development, time management and family and work commitments, professional experience

24. A5: Course Map Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.

25. Research Guidance and support Website Online tutorials and quizzes Activity discovery through polls, surveys, interviews Scaffold: main positivist approach Novice adv. Beginner and competencies levels Content and activities Authentic: credible research papers and materials Step by step instructions, structured learning materials Reflection and demonstration Presentations and critiques Assessment and evaluation Continuous assessment - quizzes Communication and collaboration Authentic research: based on real life examples Collaboration through website/blog

26. Nutrition Guidance and support Syllabus Rubrics Structured website Online quizzes Live chat Content and activities Authentic case studies using nutrition software to document food habits Input of a diagnostic assessment Using recent materials Designing a diet Reflection and demonstration Using think, pair, share Discussion forum at the onset to highlight student expectations End each topic with a blog Online and in-class assignments Communication and collaboration Role play dietician/patient Making a case for or against controversial topics Observing a clinical situation

27. A6: Resource audit Purpose: To identify which free resources (Open Educational Resources) to include in your course/module, how much they need adapting and which new resources you need to create. https://bit.ly/2I736R4

28. A7: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash Widget https://bit.ly/2JMviWy

29. • Explore the HoTEL learning theories site • An example: constructivism: building on prior knowledge, can – Provide an overview of a topic – Find out what students already know about the topic – Adapt presentation based on students’ knowledge – Get students to reflect on the topic and apply to their own context • Choose one theory and brainstorm what activities could be used for it A8: HoTEL learning theories Purpose: To explore the learning theories and consider how they can be applied.

30. Constructivism and Constructionism • Constructivism (Piaget) – Based on experience and observation – Learners construct their knowledge and understanding • Constructionism (Papert) – Learn by making tangible objects through authentic real-life learning opportunities http://cloudworks.ac.uk/cloud/view/2982

31. Other topics to include • Commercialisation of HE and the emergence of the knowledge economy, how is it effecting HE? • Unpacking Learning Design • Augmenting face-to-face teaching - integration of technology in the classroom • Creativity and critical thinking • Hands on activities that we can use – tools to support different types of activities

32. Other topics to include • Evaluation or assessment tool in terms of how the students see the use of the technology? Can you detect if the tool is effective for them – MENTI.com – http://www.e4innovation.com/Papers/Conole%20 and%20De%20Laat%20lxp_quantitative.pdf – http://libjournal.uncg.edu/jls/article/view/282/278 – https://www.jisc.ac.uk/rd/projects/learner- experiences-of-technology

33. Commercialisation of HE • Changing nature of education – Shift from service to business – Students as consumers – Impact of expansion, privatization and internationalization – Need to understand and mitigate external forces – New forms of providers and accreditation – Marginalized sections of society denied access – Changing concept of what a university is – Variety of stakeholders • Two aspects – Administrative: run as an enterprise, budgetary cost-effective – Instructional: teaching cost-driven, focus on product, depersonalized, utility orientated curriculum

34. Challenges facing education • Cost • Information available online – Ecology of abundance • Unbundling of education – Resources – Learning pathway – Support – Accreditation • Misalignment between gen X/Y and Z • Lack of qualified teachers – knowledge and IT • Isolation of industrial sector and market needs • Scarcity of research environment and funds • Students resistance to learn • Low rate of student retention Peter Scott Chapter: Back to the future of education: the evaluation of HE systems

35. Horizon summit: future of education • Challenges mean: – Rethink what it means to teach – Re-image online learning – Allow productive failure – Innovate as part of the learning ethic 36 http://bit.ly/2ukx7WH

36. OUA report http://e4innovation.com/?p=995

37. 21st Century teaching • Development of higher order skills – Creativity, critical thinking, communication and collaboration • Development of lifelong learning habits • Learning how to learn with technologies • Motivate by providing experiential, authentic and challenging experiences http://bit.ly/2BrbSp8

38. 21st Century learning • Giving students more choice • Preparing for having multiple careers • Development of digital and academic literacies • Ownership of their learning • Curating learning achievements http://bit.ly/2EnOj33

39. We need teachers who are masters at developing learners who are adept at sense making around their own goals. Teachers who are focused on helping students develop the dispositions and literacies required to succeed regardless of subject or content or curriculum Will Richardson via Couros’ blog

40. [In the future we need] learners who master agency [which] lays the foundation for self-directed lifelong learning, a critical skill for thriving in a rapidly changing world and for our nation to remain globally competitive. Office of Ed Tech

41. Changing role of the teacher • From delivery to facilitation • Use of digital technologies • New digital literacy skills • From knowledge recall to competencies • Role more important http://bit.ly/2w5dPok

42. Changing role of the learner • Flexible/personalised • Digitally savvy • Lifelong learners • Self-determined learning • Connected • Curated learning http://bit.ly/2EPPl5f

43. The 21st C learner and digital literacies • Critical thinking • Problem solving • Team work • Communication and networking • Collaboration • Creativity • Evaluation • Transmedia navigation • Multitasking • Distributed and meta cognition • Networking • Visualisation • Metaphors • Collective intelligence • Play • Digital identity management Jenkins, JISC http://www.rockyview.ab.ca/21stC/learning/competencies

44. Relationship of Learning Design Learning Design: Framework for design Pedagogy Technology Resources & activities Delivery mode https://larnacadeclaration.wordpress.com/ Join learningdesign@jisc.ac.uk

45. Facet Examples Pedagogy Dialogic learning, constructivism, problem- based learning, inquiry-based learning, etc. Technology LMS, blog, forum, wiki, etc. Resources and activities Text, audio, video Discussing, brainstorming, voting, annotating, presenting, etc. Delivery mode Face-to-face, blended, online

46. Augmenting face-to-face • Technology Enhanced Learning 1. Blended 2. Flipped 3. SAMR framework 4. ICAP framework http://bit.ly/1pZz0il

47. http://bit.ly/2BHTTZ4 1. Blended learning

48. 2. The flipped classroom • Students engage with content before the class • Teacher poses questions about the content • Classroom is student-centred and active http://bit.ly/2BMqlwI

49. Benefits for the teacher • Can see students at work interacting with others • Frees time to help students during class • Identify struggling students • Provide more personalised attention http://bit.ly/2BMqyQw

50. Benefits for the students • Shift from passive consumer of information to active learning • Can work at their own pace • Have more control of learning whilst watch videos, can stop and re- watch or skim through • More peer interaction • More engaging and motivating http://bit.ly/2E6aLtn

51. http://bit.ly/1EAAV42 3. SAMR framework

52. Examples Original Substitution Augmentation Modification Redefinition Hand-written paper Word processed Word processed plus text to speech Shared on a blog Use of multimedia tools Read a play Read online Use online dictionaries, study guides to supplement reading Use MM to jointly construct knowledge Ask a question and use a concept map to answer Hand written quiz Quiz in word processor Use Google form Write an essay and nature and record Create a documentary video answering a question https://bit.ly/2H7QMAm

53. http://bit.ly/2nLZ3y3 4. ICAP framework

54. TPACK framework https://bit.ly/1Lty3WK

55. Creativity and critical thinking • Creativity – Thinking laterally – Problem solving – Collaborative – Beyond knowledge recall – Across contexts and devices – Lifelong learning – Jenkins’ digital literacies – Role of visualisation and metaphors • Critical thinking – Think clearly and rationally – Engage in reflective and independent thinking Ken Robinson – did schools kill creativity? Ken Robinson – changing educational paradigms

56. Thinking laterally • Take an everyday object • In pairs brainstorm as many examples of unusual uses • Enables you to think laterally Marisa Constantinides

57. Aspects of creativity • Fluency – Producing lots of ideas • Flexibility – Generate many and diverse ideas • Elaboration – Build on the ideas of others • Originality – Generate clever, original and novel ideas Marisa Constantinides

58. Six thinking hats • Consider a situation from 6 different perspectives • Each hat represents a different type of thinking Marisa Constantinides

59. • Tools can be classified as follows – Presentation – Communication – Collaboration – Brainstorming – Reflection – Feedback – Assessment – Recording – Voting and response – Annotation – Curation – File sharing A9: Hands on use of tools Purpose: Categorisation of tools for different purposes and examples of free tools

60. Creating effective presentations • Include an outline • Keep text short • Add an image (with URL) • Use bitly.com to shorten URLs • Subtle background • Check spelling and grammar • Have a logical structure • Have a clear message • Include a summary • Include references https://bit.ly/2JNuxMK

61. Presentation tools • Powerpoint – Add sound to a slide – An audio icon appears – Video presentations • Facebook live – Click on the live button – Fb friends can see you live – You can see who had joined • Prezi – An alternative to Powerpoint – Interactive presentation • Google drive and classroom – http://www.alicekeeler.com/ https://bit.ly/2HSJ517

62. Presentation tools • Shorten URLs – https://bitly.com/ • https://nearpod.com – Adapt a pool of existing resources – Create slides or upload a PPT – Add a poll

63. Presentation tools • Google slides – Can choose from a range of themes – Built for collaboration • Youtube – Create your own channel – Upload and share videos – Can see No. of views • TedEd – Watch – Think – Dig deeper – Discuss

64. Effective moderation • Clear introduction • Guide the discussion • Summarise and encourage reflection • Keep an eye on back channel • Answer questions • Keep to time • Record key points

65. Communication tools • Skype – Real-time video conferencing – Can add chat and share resources – Can record sessions – QuickTime Screen Recording • Twitter – Micro-blogging – Sharing resources – Asking questions – Serendipitous links

66. Communication tools • WhatsApp – Using your mobile phone No. can send limitless messages – See when a message has been delivered and read – Can set up groups – Can send images and video • https://tlk.io/9509e3

67. Communication tools • Flipgrid – Pose a question – Students respond with short videos • Google sheets – For discussions

68. Benefits of collaboration • Work together to achieve a common goal • Shared vision and purpose • Clear communication • Assign roles • Division of labour • Trust and respect • Alastair Creelman – Smarter collaboration – http://libguides.lnu.se/c.php?g=221350&p=14651 09

69. Collaboration tools • Kanban – Billboard for managing projects – Add to columns: • To do • Doing • Done – Invite people to contribute

70. Collaboration tools • Google wiki – Can co-edit – Add text, URLs, images and videos – Invite only or open URL 79

71. Benefits of brainstorming and concept mapping • Useful way of generating ideas on a topic • Individually or in a group • Build on the ideas of others • Ideas can be grouped • Generate solutions to a problem

72. Brainstorming tools • Linoit – Create a canvas – Add ‘stickies’ – Use different colours • Padlet – Post/share notes, add links, images and videos – Use: Ice breaker, resource collator, Q&A, brainstorm – Collaborate online – Alec Couros debate • https://bit.ly/2jFH5uL https://www.youtube.com/watch?v=yQRdIZR_LYY

73. Concept mapping tools • mindomo • Coggle • Cmaptools • imind

74. Benefits of reflection • Thinking about and reflecting on what you have learnt • Use a journal or blog to collect ideas and thoughts • Relate new concepts to prior experience • Types – Reflection in action (Schon) – Reflection on action • Critical evaluation of learning experience • Develop an action plan

75. Reflection tools • Sites to create a blog online – Wordpress.com – www.theedublogger.co m • Create a blog online • Can add images, videos and URLs • Categorise and tag posts

76. Feedback • There are 4 types – Diagnostic, formative, summative and peer • Benefits – Helps learners understand and gives them guidance on how to improve their learning – Evidence of achievement of learning outcomes – Accreditation https://bit.ly/2rj1SYc

77. Feedback tools • Annotate word files – Highlight text and add comments • Give audio feedback – Provides more personalised and motivating feedback

78. Feedback tools • Formative – Variety of question types – Can provide feedback to answers – Can assign marks – Example: • https://goformative.com/form atives/jztWdBGubSpgMXKy5 • Reflecting on digital technologies • Guest code: FGTWZJ

79. Assessment tools • E_portofolios – Word documents – Google Drive – Dropbox – Pathbrite • Add text, documents, images and video • Can share via email or a URL • Example

80. Benefits of recording • Enhance text by adding audio or video • Students can – Listen/watch numerous times – Can stop and rewind – Can take notes • Use video to – Provide a welcoming message – Demonstrate something • Use audio to – Record a lecture – Provide personalised feedback

81. Recording tools • iPhone – Voice meme – Camera video • Audacity – Record audio – Edit and share – Export as wav, convert to mp3 • Voicethread – Pose a question with text, audio or video – Invite people to comment • Screen-o-matic – Screen capture

82. Benefits of voting and response • Check class understanding • Makes lectures more interactive • Enhances learning and motivation • Uses – Provide formative feedback – Check students preparation for a class – Adapt content to meet the needs of the students – Use to stimulate debate

83. Voting and response tools • Facebook poll • Easypolls • Polleverywhere • SurveyMonkey

84. Voting and response tools

85. Benefits of annotation • Add – Questions – Comments – Links – Keywords • Highlight text • Summarise text • Simplify difficult text • A deeper and more active form of reading • More likely to retain knowledge • Relate to own experience

86. Annotation tools • Diigo – Collate resources – Add notes

87. Annotation tools • A.nnotate – Can assign students and see what they have read and understood – A type of reflection tool – Tutorial: https://vimeo.com/117185792 – Can assign

88. Benefits of curation • Can save time • Co-locate related resources • Share with others • An effective learning approach • Follow curation lists of others with shared interests

89. Curation tools • Scoopit – Create a topic – Add URLs, documents • Pinterist – Create boards – Add URLs, documents

90. Benefits of file sharing • Can share resources with specific people or make open to anyone • Can see number of views • Can co-locate related resources • Become an expert on a particular topic • Access files from anywhere • A means of backup of resources

91. File sharing tools • Dropbox – Useful if file is too big to send by email – Can add people to share – Can create folders • Slideshare – Upload PPTs or documents – Share URL – See how many views or downloads • Google drive

92. Summary of tools • 12 categories of tools • Example tools Type of activity Tools Presentation PowerPoint Facebook live Prezi Google drive and classroom Google slides YouTube TedEd Communication Skype Twitter WhatsApp Tlk.io Flipgrid Google sheets Collaboration Kanban Trello Google wiki Brainstorming and concept mapping Linoit Padlet Mindomo coogle Reflection Wordpress EduBlogger Feedback Annotated word files Audio feedback Assessment E-portfolios: word, google drive, dropbox, pathbrite Recording iPhone Audacity Voicethread Screen-o-matic Voting Facebook poll Easypolls Polleverywhere Survey monkey Kahoot Annotation Diigo A.nnotate Curation Scoop.it Pinterist File sharing Drop box Slideshare Google drive

93. Smarter collaboration resources http://libguides.lnu.se/c.php?g=221350&p=1465109

94. Top 100 tools for 2017 http://c4lpt.co.uk/top100tools/

95. Mapping the 7Cs to activities/tools • Mapping types of activities and tools to the 7Cs • Activities can be – Teacher activities • Design • Development • Support – Student activities 7Cs Activity Tools Conceptualise How to ruin a course Linoit Padlet Mindomo coggle Personas Word Google drive Create Find and collate resources Scoop.it Pinterist Diigo Create resources Powerpoint Prezi Google slides YouTube TedEd iPhone audio or video Audacity Voicethread Screen-o-matic File sharing Google drive or classroom Dropbox Slideshare Communicate Teacher-student(s) Students- students Students – broader community Skype Twitter WhatsApp Tlk-io Google sheets Collaborate Joint project work Group work management Working up ideas WhatsApp Kanban Trello Google wiki Linoit Padlet Mindomo coggle Consider Reflection Wordpress or Edublogger Feedback Skype Annotated word file Audio feedback A.nnotate Voting Facebook poll Easypolls Polleverywhere Survey monkey Combine Activity profile Complete the excel spreadsheet and take a picture of it Storyboard Powerpoint Complete on a flipchart and take a picture of it Consolidate Feedback from learners Easypolls Polleverywhere

96. Revisiting the 7Cs • Revisit the 7Cs activities – How to ruin a course – Course features – Personas – Course map – Resource audit – Activity profile • Think about what tools can be used for each by – The designer/teacher – The students

97. Other tools • Video conferencing – Zoom – Bluejeans • Video capture – Panopto – Kaltura – Webex • Referencing software – Endnote – Zotero – Mandeley • Taking notes – Onenote • Assessment – Quizlet

98. A10: Storyboard Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities.

99. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4

100. A11: Rubrics for evaluation Purpose: To devise a set of criteria for evaluating the success of the design in a real learning context • Brainstorming some criteria to evaluate the success of the design in a real learning context • Try and focus on measurable/observable things • Think about what data collection you might use – classroom observation, surveys, interviews, use of post its (Things I liked, room for improvement, etc.) – Use the LTDI Evaluation Cookbook to get ideas

101. Evaluation and Action Plan

102. Three words… • Interactive, practical, collaborative • Tools, technology • Motivating, user friendly, hands on activities • Eye opener for me • Slow pace (good), diverse, hands on

103. Things I liked… • The introduction of new technologies • Hands on • Taking our interests into consideration • In class activities • Tools – especially those that were new • The variety of tools • Small groups • Variety of tools discussed

104. Suggestions for improvement • More integration of the conceptual framework: the 7Cs • Less activities involving social media • More tools that can be used for free or can be used through the LMS • More discussion on the theoretical framework of the 7Cs • Poor connectivity and more ideas on proper integration • More pre-planned activities

105. Action plan… • To work on better conclusions and linkages to the main topic of learning design • Use Kahoot • Integrate a broader variety of these tools in my courses • Integrating more technology to enhance learning • Kahoot, TLK.IO, Linoit, A.nnotate • Implement e- and blended learning in my institution

106. • Workshop slides – https://www.slideshare.net/GrainneConole/conole-learning- designworkshopdubai • Creating resources chapter – https://www.slideshare.net/GrainneConole/creating-resources • 7C of Learning Design resources – https://www.slideshare.net/GrainneConole/learning-design- workshop-2017 • Larnaca declaration on Learning Design – larnacadeclaration.wordpress.com • Cloudworks site for sharing and discussing learning and teaching ideas – http://cloudworks.ac.uk/ • My blog – http://e4innovation.com Useful sites and resources

107. Email: g.conole@gmail.com Website: e4innovation.co.uk Blog: e4innovation.com Twitter: @gconole http://www.slideshare.net/GrainneConole

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