Tech-Forward - Achieving Business Readiness For Copilot in Microsoft 365
Conole Lams Keynote 7 July
1. +
Blog: Learning Design at the OU: visualising,
www.e4innovation.com guiding and sharing designs
Websites:
ouldi.open.ac.uk
Gráinne Conole, The Open University, UK
olnet.org LAMS European conference
The Open University, 7/7/09
3. + OU Learning Design Initiative
Representing
pedagogy
Empirical
evidence
base
Guiding Sharing
design ideas
Andrew Brasher, Paul Clark, Gráinne Conole, Simon Cross,
Juliette Culver, Rebecca Galley and Paul Mundin
4. + Project strands and plans
Strategically funded institutional strand (Aug 07)
Development and trialing of a range of tools, methods and
approaches to learning design
Institutional embedding
JISC-fund Curriculum Design strand (Sept 08)
Alignment with Course Business Models works
Refinement, cascading and validating
Hewlett-funded OL-net initiative (March 09)
A network of support for researchers and users of Open
Educational Resources
Learning Design strand: Applying Learning Design and
Pedagogical Patterns to OER development and reuse
5. + Representations
Features
Granularity: micro (a learning activity) to macro
(course level)
Types: Sequential/temporal, pedagogical,
financial
Some examples
n Task timeline
n Pedagogical profile
n Course map/”At a glance view”
n Other views: financial, course performance,
tool/task mapping, etc
6. + 1. Task timeline
Task1 Forum
Tasks
Tools Task2 Chapter 1
Resources
Task3 Wiki
8. PM
+ En rumbo – Unidad 1 Task Matrix Summary
L140
L140 En rumbo Task Profile Review
40.00
34.50
35.00
30.00
25.00
Student Hours
20.00 Task Type
14.75
15.00 13.00
10.00
5.00 2.50 3.25
0.75 0.00
0.00
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8
OU Course Business Models - Paul Mundin
9. + 3. Course map/At a glance view
Evidence &
demonstration
Guidance
& support
Information Communication
& experience & interaction
Thinking
& reflection
10. Evidence &
demonstration
Guidance
& support
Information Communication
& experience & interaction
Thinking
& reflection
11. + Course map/At a glance representation
Guidance and support “Learning pathway”
Course structure and timetable
Course calendar, study guide, tutorials
Information and experience “Content and activities”
Could include course materials, prior experience or
student generated content
Readings, DVDs, podcasts, lab or field work,
placements
Communication and interaction “Dialogue”
Social dimensions of the course, interaction with
other students and tutors
Course forum, email
Thinking and reflection “Meta-cognition”
Internalisation and reflection on learning
In-text questions, notebook, blog, e-portfolio,
Evidence and demonstration “Assessment”
Diagnostic, formative and summative
Multiple choice quizzes, TMAs, ECA
12. + CompendiumLD
Tool for visualising designs
Provides in-situ help and templates to guide the design
process
Designs can be exported in a range of formats
Can have multi-layer designs
Supportsimporting of range of file types (word, audio,
video, powerpoint, etc) and can link to web pages
Semi-runable design
17. + The power of visualisation
Captures design at a glance
Makes structures and
relationships explicit
Collaboration, group
activities and communication
of ideas
Organising thoughts,
including mind-mapping and
brainstorming
Sharing the visual design or
‘learning plan’ with students
18. + Evaluation
Communication
Getting involved in course design discussion
Communication with course team at very early stage
Process & Planning
Initial drafts/spec of course material/Note taking
Identifying gaps (or unnecessary activities in material
Clarification and mapping
Simplification of potentially complex problems
Big picture
Mapping course items/Mapping online activities
Benefits
Aspects of their work would benefit from using visual
representations (80.6%)
Want to improve knowledge of visualisation (80.6%)
Visualisation helped them more quickly see structure and
components of the course (51.6%)
Simon Cross
19. GC
+ The value of representations
Guidelines for curriculum design
Comparing between courses
Deconstruction of existing learning
activities
Checklist of good practice
Reflective evaluation
19
20. +Cloudworks:
social networking for learning & teaching
Blogging Youtube
Live commentary RSS feeds
Facebook
Flckr
Changing practices through use of social networking
Tagging
Commenting Following
Many repositories of good practice, but little impact
Embedding
Twitter Slideshare
21. + Core concepts
Clouds:
Learning & teaching ideas
Design or case studies
Tools or resources
Questions or problems
Cloudscapes:
Conferences
Workshops
Course team
Student cohort
Research theme
Project
26. +
Examples of use
Aggregation of student
generated course
resources and course
twitter stream
Conference collective
blogging and backroom chat
Workshops: workshop material,
live blogs of sessions and plenary
discussions, aggregate of group
discussions
28. +
Features
Dynamic list of clouds + new comments
Comments on clouds + cloudscapes
Can “follow” people + cloudscapes
RSS feeds of cloudscapes + people
Embedding: pictures, video, presentations
Twitter feeds for people +cloudscapes
29. + Adding in abstracted good practice
Pedagogical Patterns
Derived from Alexander’s work
“Solutions to problems”
Introduction
Context
Problem headline
Solution
Picture
Similar patters
Andrew Brasher, Yannis Demistriadis, Patrick McAndrew, Tina Wilson
30. + Putting it all together: “Open Design”
Sharing and
discussing:
Harnessing Web 2.0
practice, Cloudworks
Tools for design: Good practice:
Templates,
Pedagogical planners, principles,
CompendiumLD Pedagogical patterns
31. + Mediating artefacts
A mediating layer Pedagogical planner tools
Mediating Templates and patterns
artefacts Resource sites
Repositories of designs
Dialogic channels
OER
Designer Creates Has an Design
inherent
User
Can we develop new innovative mediating artifacts?
How can we make the design more explicit and sharable?
Vygotsky
33. + Explicit design
Shows tasks and associated tools and resources
Lists learning outcomes
Begins with a diagnostic test
Includes branching
Uses the jigsaw pedagogical pattern
34. Design, use, reuse
Deposits
OER
Creates
Designer
Design Deposits
Quiz + beginners route
Uses
Learner A
OER Quiz + advanced route
Chooses Learner B Uses
Design
New OER
Repurposes
Tutor
New Design
35. Prior designs
Process design New designs
& resources
Content:
(OER repositories, etc)
New OER
Designs: & designs
(Pedagogical
Patterns,
CompendiumLD designs)
36. +
Questions/issues
Paradox: “I want to share/give me examples” vs. “lack of time”
Cloudworks good for “live” events (conferences, workshops),
how do we shift to use to support ongoing communities?
How do we shift attitudes and practice towards more open and
web 2.0 approaches?
Which communities should we work with across the sector?
What is the right balance of technical development with real
use?
37. + References & Acknowledgements
Acknowledgements
Funding: http://ouldi.open.ac.uk
The OU, JISC and
http://compendium.open.ac.uk
Hewlett foundation
http://cloudworks.ac.uk
People:
Andrew Brasher, Simon http://olnet.org
Cross, Paul Clark,
Juliette Culver, Yannis
Demitriadia, Patrick
McAndrew, Tina Wilson