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ABC learning design overview

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A look at how ABC Learning Design workshop are being used at UCL and more widely in universities across the world.

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ABC learning design overview

  1. 1. Jessica Gramp (Clive Young and Nataša Perović) UCL Digital Education Arena Blended Connected (ABC) learning design @ABC_LD blogs.ucl.ac.uk/abc-ld/
  2. 2. • Introduction. • The origin of ABC workshops. • The pedagogic and change theories underpinning ABC. • The ABC process. • Impact of ABC on programme enhancement. • Modifying ABC to fit local contexts. • The growing ABC international community. • How is ABC being further developed? • Where to find out more. What I’ll cover today
  3. 3. Campus-based Wholly onlineFace-to-face Research-intensive University College London (UCL)
  4. 4. • 10 years working as a learning technologist at UCL. • Bachelor of Multimedia (studied one e-learning module). • Worked at a school in Brisbane supporting their laptop program & developing Moodle & Intranet. • Completed 2 online masters (Project Management and Digital Education) – hands on experience learning online. • Currently working part-time at UCL to support an Erasmus+ ABC to VLE project with 12 partners across Europe. My background as a Learning Technologist
  5. 5. • Helped to lead ABC workshops since 2015 Including in: Brisbane, Qatar, Denmark and the UK. • Other projects I’ve led at UCL include: • UCL E-Learning Baseline. • UCL E-assessment policy (& e-examination pilots). • Moodle My Feedback report development. • Accessible Moodle project (theme & enhancements). • Accessible Teaching Practices online course (developed using ABC). ABC is just one of many initiatives we develop & support. My background as a Learning Technologist
  6. 6. • Our academics have very limited time. • We need practical tools to implement change. • Learning design is a key point of innovation. • But need to link to: • Strategic direction and priorities. • Pedagogic theory and practice. • Blended learning. • Digital competencies. • Etc. • Academics may have little experience in formal educational design Why learning design?
  7. 7. Learning design models http://repository.jisc.ac.uk/6728/1/Learning_Design_Family_Tree_i2.pdf
  8. 8. The ABC learning design method is an effective and engaging hands-on, card-based approach to learning design. • For (re)design of programmes and modules research intensive universities • Used at UCL and numerous other institutions world-wide (2015 >). • 500+ participants to date at UCL. • Adapted from the JISC Viewpoints (2008-2012) • Enhanced to include Diana Laurillard’s “learning types” – activity-based design method. • Viewpoints: http://jiscdesignstudio.pbworks.com/w/page/29227748/Viewpoints%20project • Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. ABC learning design - origin
  9. 9. ABC - High-energy collaborative academic engagement workshop used at UCL since 2015. • time-bound (90’). • activity-based design. • student-perspective. • deliberately analogue. • conversational. • creative. • consensus – shared vision. • narrative – storyboard. • based on theory. ABC learning design workshop - features
  10. 10. Source: Teaching as a Design Science (Laurillard, Learning in the context of adult education: The Conversational Framework Diana Laurillard, Professor of Learning with Digital Technologies, UCL Institute of Education Teaching as a design science: Can we unlock the power of technology? https://youtu.be/eh9254T2ZYg
  11. 11. ` L C Teacher concepts Peer concepts Peer practice Learning environment L C L P L P Generate Modulate A sequence of learning activities for a specific outcome uses the appropriate balance between all these types of learning, conventional and digital Generate Modulate Learner concepts Learner practice Source: Teaching as a Design Science (Laurillard, 2012) Inquiring Discussing Practising Collaborating Acquiring Producing Learning in the context of adult education: Diana Laurillard’s Conversational Framework
  12. 12. Learning types Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. ABC learning design workshop https://www.youtube.com/watch?v=wnERkQBqSGM
  13. 13. Learning types cards (front) learning activity types on one side and examples of activities on the other ABC learning design workshopABC learning design workshop
  14. 14. Learning types cards (back) ABC learning design learning activity types on one side and examples of activities on the other https://www.youtube.com/watch?v=wnERkQBqSGM ABC learning design workshop
  15. 15. Encourages blended learning ABC learning design 1 - a combination of face-to-face and online teaching 2 - a combination of technologies 3 - a combination of methodologies Pete Sharma (2010) Subtle “nudge” approach but compatible with e.g. SAMR transformation model ABC learning design workshop
  16. 16. ABC turns learning outcomes into activities Where does ABC learning design fit? ABC brings a different viewpoint of the course and overall programme… “The focus should be on what the student does: activity-centred design…“ Goodyear and Dimitriadis (2013) MACRO values strategy vision MESO validation outcomes assessment MICRO activities sequences combos
  17. 17. The ABC workshop process
  18. 18. ABC learning design workshop introduction
  19. 19. Workshop schedule: 1. Module info and graphs sheet • Tweet your module – tweet size description of your module • Module shape (Learning types activities graph) distribution of learning types • Blend – (blended graph) 2. Storyboard sheet • Storyboard – learning types sequences and activities • Assessment – align activities and assessment 3. Module info and graphs sheet • Review the graphs – what has changed? Why? 4. Actions – what next for team? ABC learning design
  20. 20. @ABC_LD Arena Blended Connected (ABC) learning design workshop Programme Module name new module / module review Academics Module summary (tweet size description of your module): ELE workshop facilitators Workshop date How do you envisage your module will look on the graph above? (in red - at the beginning of the workshop) Your module activity graph at the end of the workshop (in blue) Learning types activities graph Where do you want to be on the scale (in red) What is your position at the end of the workshop (in blue) face to faceonline Blended graph Acquisition Investigation Production Practice Collaboration All you need to know about use of videos in 21st century teaching Arena digital Use of videos in teaching Anna Moore, Jon Grabol CY, NP 5th June 2015 x Pre - workshop Discussion
  21. 21. ABC learning design
  22. 22. ABC learning design Week 1-4 Week 5-8 project
  23. 23. ABC learning design Induction Topic 1 Topic 2 Topic 3
  24. 24. ABC learning design Your module may look like this
  25. 25. ABC learning design Once happy with your module design, turn the cards to the other side and select learning activities Select learning activities
  26. 26. Selecting assessment ABC learning design  
  27. 27. Selecting activities and assessment ABC learning design    (script) Select formative and summative assessment
  28. 28. Selecting activities and assessment ABC learning design
  29. 29. @ABC_LD Arena Blended Connected (ABC) learning design workshop Programme Module name new module / module review Academics Module summary (tweet size description of your module): ELE workshop facilitators Workshop date How do you envisage your module will look on the graph above? (in red - at the beginning of the workshop) Your module activity graph at the end of the workshop (in blue) Learning types activities graph Where do you want to be on the scale (in red) What is your position at the end of the workshop (in blue) face to faceonline Blended graph Acquisition Investigation Production Practice Collaboration All you need to know about use of videos in 21st century teaching Arena digital Use of videos in teaching Anna Moore, Jon Grabol CY, NP 5th June 2015 x Post - workshop x Discussion
  30. 30. Participants determine what to do next Action plan
  31. 31. ABC learning design workshop
  32. 32. ABC learning design
  33. 33. ABC learning design
  34. 34. ABC learning design
  35. 35. ABC learning design workshop – process overview Introduction to workshop Tweet Spider Diagram / Blend graph Storyboard: sequencing learning types Storyboard: choosing activities Spider Diagram / Blend graph Assessment stars Action List Programme wide discussion ↓ Intended Learning Outcomes brought to workshop ↓
  36. 36. Impact
  37. 37. ABC learning design UCL >500 staff
  38. 38. >100 Students ABC learning design
  39. 39. Impact at UCL Two case studies conducted at UCL (n=9) found ABC: • Improved participant attitudes towards learning design, of which most had limited experience. • Did not improve their attitudes to learning technology, due to their existing experience. • Participants appreciated the learner-centred approach and the chance to collaborate and reflect on their teaching. • One group felt constrained by the options on the back of the cards and did not realise they could add their own. Evers, K. (2018) Breaking Barriers with Building Blocks: Attitudes towards Learning Technologies and Curriculum Design in the ABC Curriculum Design Workshop.: http://eruditio.worldacademy.org/volume-2/issue-4/article/breaking-barriers-building-blocks-attitudes-towards-learning-technologies-and-curriculum-des.
  40. 40. ABC learning design https://www.google.com/maps/d/u/1/edit?mid=1984g8VfPXOA_Z75wgBMy0wCN05E&ll=4.17838367101181%2C28.938379899909933&z=4 ABC international community
  41. 41. Impact at University of Milan Staff at the University of Milan valued: • having a common language to discuss learning design. • the localised, translated version, mapped to their strategy. • being involved in a local & international community of practice. E.g. sharing practice within disciplines across institutions. • a positive climate to discuss learning design. • introduction from the programme lead to set the aims. LERU Digital Higher Education Summit, November 2018
  42. 42. Impact at University of Glasgow At the University of Glasgow ABC… • Is used for MOOCs and campus-based courses. • Cards were modified to group digital learning activities. • Has informed good practice in active learning design across the university: “I've seen positive changes in my in-person teaching as a result, both in delivery but, more importantly, in lecture and whole module design. I think about it all in a much more informed way: less like bits and pieces of information, more as almost a story arch…”
  43. 43. Impact at University of Reading The University of Reading found that ABC was: • Easy to use & engaging. • Academic ownership over process. • Works for different disciplines. • Common language & consensus building.
  44. 44. Impact at University of Bristol A customised version of ABC is used for: • implementing changes to programme level assessment. • embedding Bristol Futures themes into the core curriculum. One participant commented: “How useful the method is as a review tool (as I had previously used it to design new courses). It helps people visualise and recognise all the great things they already do, before thinking about how they might want to develop their course for the future.”
  45. 45. ABC learning design Short courses and FutureLearn MOOCs
  46. 46. Erasmus+ ABC to VLE project • 12 partners from 11 countries across Europe secured funding for 2018-2020 (UCL led). • Looking at how to move beyond ABC workshops to implementing the designs in the VLE (aka LMS). • What support is required to help staff implement their designs? • Evaluating the impact of ABC on VLE use.
  47. 47. Localisations
  48. 48. Localisations and translations remove adoption barriers. Localisation: Translation
  49. 49. ABC in local contexts Localisation Translated versions are available in: • Danish • Estonian • Flemish and Dutch • Italian • French • Norwegian • Spanish • Swedish • Welsh Translations in progress: • German • Croatian • Finnish • Russian • Romanian ABC workshop STRATEGY SUPPORT TRANSLATE http://blogs.ucl.ac.uk/abc-ld/
  50. 50. Localisation: Post-workshop Support https://blogs.ucl.ac.uk/abc-ld/home/abc-learning-types-tools/
  51. 51. Localisation: Support in Blackboard (University of Reading)
  52. 52. Aligning ABC with Education strategies Localisation: Strategy CONNECTED CURRICULUM At UCL we have closely aligned ABC with the Connected Curriculum concepts and activities. Localisation: Strategic alignment At Reading they aligned ABC with their curriculum framework.
  53. 53. The University of Milan (UNIMI) have closely aligned ABC with their EXEL PROJECT. University of Milan: EXEL Project EXperiments in Enhanced Learning • foster capacity and community around teaching • promote an institutional culture that values effective teaching and meaningful learning Localisation: Strategic alignment Aligning ABC with Education strategies
  54. 54. ABC in a nutshell • ABC focuses on education, rather than content. • It is simple, fast & collaborative. • Staff are not forced to adopt new technologies. • Staff are given opportunity to consider options that work for their students and for them. • Staff leave with a blueprint for their course. • Follow up workshops can support implementation. • Students can also be involved in the design process.
  55. 55. For ABC to work you should have… • Participants bringing their intended learning outcomes to the workshop. • Participants working in groups (no individuals). • The programme lead provide a short intro (5 min) about the purpose of the workshop in that context. • E.g. is the focus on redesigning assessments, considering the education strategy, using more technology. • Participants need to understand the learning types. • Shared the tweets summarising each course. • For programmes, summarise development of each design to see how courses interrelate (2hr workshop).
  56. 56. Try ABC for yourself : http://blogs.ucl.ac.uk/abc-ld/ • Materials are free to use and modify (CC BY licence) ABC learning design @ABC_LD
  57. 57. In summary More research is needed, but we are starting to see: • Staff embracing the learning design process more positively than before they had the ABC framework. • Appreciation for: • opportunities to collaborate and reflect on teaching practices. • the learner-centred approach. • having a shared language to discuss learning design. • a positive environment to improve teaching practices.
  58. 58. For questions and collaboration contact: j.gramp@ucl.ac.uk (c.p.l.young@ucl.ac.uk & n.perovic@ucl.ac.uk) ABC learning design ABC learning design
  59. 59. Acknowledgments and References ABC LD, Curriculum design workshop and resources: Clive Young and Nataša Perović, Digital Education, UCL, 2015 Connected Curriculum: Dilly Fung, UCL Arena Centre for Research-based Education, UCL 2014. Evers, K. (2018) Breaking Barriers with Building Blocks: Attitudes towards Learning Technologies and Curriculum Design in the ABC Curriculum Design Workshop. Eruditio e-Journal of the World Academy of Art & Science. Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge. Viewpoints project (2008-2013), JISC funded, Lead by University of Ulster
  60. 60. Aarhus DENMARK ABC learning design
  61. 61. Bruges and Kortrijk BELGIUM ABC learning design
  62. 62. Santiago CHILE ABC learning design
  63. 63. Milan ITALY ABC learning design
  64. 64. Lund SWEDEN ABC learning design
  65. 65. Tallinn ESTONIA ABC learning design
  66. 66. Skovde SWEDEN ABC learning design
  67. 67. Utrecht THE NETHERLANDS ABC learning design
  68. 68. Zealand DENMARK ABC learning design
  69. 69. UPIM Sorbonne FRANCE ABC learning design
  70. 70. JISC Connect more London and Birmingham UNITED KINGDOM ABC learning design
  71. 71. ABC learning design Freiburg ILIAS conference GERMANY ILIAS ABC community GERMANY
  72. 72. ABC learning design Without our presence Toronto (Ryerson) , CANADA Community College Cornwall, UK Universities Adolfo Ibáñez and Santiago, Santiago, CHILE

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