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Conole ld overview

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Conole ld overview

  1. 1. Learning design: an overview <ul><li>Gráinne Conole, </li></ul><ul><li>Leicester University, [email_address] </li></ul><ul><li>Learning Design Workshop, Online Educa, 30/11/11 </li></ul>
  2. 2. The changing context of education and technology paradoxes A look at design practices Learning design: Foundations, representations, collaboration Complexity of design The learner experience Putting it all together Learning pathways Outline
  3. 3. Technology paradoxes Paradoxes Technologies not fully exploited Little evidence of use of free resources Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… lack of time, research vs. teaching, lack of skills, no rewards, no support Solutions? Case studies, support networks Learning Design, Open Educational Practices Virtual worlds & online games Social networking
  4. 4. A look at design practice <ul><li>Design as… </li></ul><ul><ul><li>Conscious process </li></ul></ul><ul><ul><li>Dialogue with materials </li></ul></ul><ul><ul><li>Creative process </li></ul></ul><ul><ul><li>Communicative process </li></ul></ul><ul><ul><li>Social activity (Winograd) </li></ul></ul><ul><li>Language </li></ul><ul><ul><li>To communicate information </li></ul></ul><ul><ul><li>& ideas </li></ul></ul><ul><li>Design language </li></ul><ul><ul><li>To communicate design plans, and intentions </li></ul></ul><ul><li>Design Languages… </li></ul><ul><ul><li>To generate designs </li></ul></ul><ul><ul><li>Means of interpreting and discussing </li></ul></ul>
  5. 5. <ul><li>Chemistry </li></ul><ul><ul><li>‘ Atoms’ = alphabet, ‘Molecules’ = words </li></ul></ul><ul><ul><li>Range of representations – 2D & 3D </li></ul></ul><ul><ul><li>Drawing and modeling tools </li></ul></ul><ul><li>Music </li></ul><ul><ul><li>Music notation relatively recent </li></ul></ul><ul><ul><li>Captures key factors to enable reproduction </li></ul></ul><ul><ul><li>Works across multiple instruments </li></ul></ul>
  6. 6. Design in education Findings Difficult to represent designs Not systematic Predominately content focused Teacher interviews Five aspects: design process, ideas, support, sharing, evaluation Wish list Examples of good practice Others to talk to
  7. 7. A new learning design methodology Encourages reflective, scholarly practices Promotes sharing and discussion Shift from belief-based , implicit approaches to design-based , explicit approaches A Research-Based Design approach to creation and support of courses
  8. 8. Definition A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.
  9. 9. Learning design: defining the field Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer Open Learning Design Methodology Openness Communities and interactions Design representations and tools Mediating Artefacts Affordances Social and participatory media Theory and methodology Related fields
  10. 10. Co-evolution of tools and practice Evolving practices Characteristics of users Preferences Skills Interests Context Affordances of technologies Representation Communication Connection Interactivity Affordances (Gibson) All &quot;action possibilities&quot; latent in an environment… but always in relation to the actor and therefore dependent on their capabilities. For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
  11. 11. Foundations: Mediating Artefacts Vygotsky, Activity Theory Research focus What Mediating Artefacts do teachers use? What Mediating Artefacts can we create to guide the design process ? Teacher Design Has an inherent Mediating Artefacts (MA) <ul><li>Design Mediating Artefacts </li></ul><ul><li>Concepts </li></ul><ul><li>Tools </li></ul><ul><li>Dialogues </li></ul><ul><li>Activities </li></ul>Other teachers and learners can use or repurpose Learning activity or Resource Creates
  12. 12. Visualisations - making design explicit Course map Learning outcomes Pedagogy profile Course dimensions Task swimlane
  13. 13. Visualisation tools Learning designer Webcollege Excel Pen, paper and stickers Learning Design tools Standard tools
  14. 14. Collaboration Cloudworks Space to share and discuss Design challenge Create a course in a day! Carpe diem 2-day design workshop
  15. 15. But does it work? Evaluation data I find the document quite thought-provoking , especially as a starting point in this journey for developing good understandings I could understand the learning design process and would feel able to use this when designing some learning activities It is iterative and so helps with ironing out any issues
  16. 16. Questions <ul><li>What would a coherent learning design language look like and how might it be shared? </li></ul><ul><li>What other Mediating Artefa cts do we need to develop to enable learners and teachers make more effective use of technologies to support learning? What are the different ways in which learning interventions can be represented? </li></ul><ul><li>How can we foster a global network and Community of Practice to enable learners and teachers to share and discuss learning and teaching ideas? </li></ul><ul><li>What tools do we need to guide design practice, visualise designs and provide a digital environment for learners and teachers to share and discuss? </li></ul>
  17. 17. Questions <ul><li>What are the implications and likely impact of social and participatory media for education and how can they be harnessed more effectively to support learning? </li></ul><ul><li>What will be the impact of new emergent technologies on the stakeholders involved in education? </li></ul><ul><li>What new pedagogies are emerging as a result of these new technologies?What are the implications for learners, teachers and institutions of new social and participatory media? </li></ul>
  18. 18. Questions <ul><li>How will the processes of supporting learning (design, delivery, support and assessment) change as a result of new technologies? </li></ul><ul><li>What social exclusion issues are arising with the increased use of new technologies? How can we promote more socially inclusive practices? </li></ul><ul><li>How are Open Educational Resources being design, used and repurposed? </li></ul><ul><li>What are the implications for formal institutions of the increasingly availability of free resources, tools and even total educational offerings , such as Massive Online Open Courses </li></ul>
  19. 19. Questions <ul><li>What digital literacy skills do learners and teachers need to make effective use of these technologies and resources? To what extent are they evident and how can they be developed? </li></ul><ul><li>How are the ways in which learners and teachers communicate and collaborate changing with the use of these technologies? </li></ul><ul><li>How can we create effective new digital learning environments to promote the use of social and participatory media and OER? </li></ul><ul><li>How can informal learning using OER be assessed and accredited? </li></ul>
  20. 20. <ul><li>What kinds of policy directives are in place to promote social inclusion through the use of OER and how effective are they? </li></ul><ul><li>What new methodologies and theoretical perspectives will be needed to address these research questions and to interpret the findings? </li></ul>
  21. 21. Next steps <ul><li>A map of current learning design research </li></ul><ul><li>A refined set of research questions </li></ul><ul><li>Development of visualisations and tools </li></ul><ul><li>Consolidate existing resources and activities </li></ul><ul><li>DesignNet: towards a global network of learning design researchers </li></ul>
  22. 22. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer [email_address]
  23. 23. URLs <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Questionmark </li></ul>