The document discusses different methods for mapping learning designs at the macro, meso, and micro levels:
1. A Course Map provides an overview of a course across four key dimensions.
2. A Learning Outcomes view shows how learning activities and assessments align with intended outcomes.
3. A Pedagogy Profile maps different student activity types across a course or sequence of learning events.
The goal is to represent learning designs using a shared language and notational system to generate, interpret, discuss, remember, navigate, and share learning designs. Different representations are needed to articulate certain design elements.
![Open University Learning Design Initiative Curriculum Design Mapping Mapping learning designs at the macro- (whole course or programme), meso- (a block of learning) and micro-(individual learning activity) levels Gráinne Conole, Paul Mundin, Simon Cross, Rebecca Galley, Juliette Culver, Andrew Brasher, Nick Freear 1. Course Map. Gives an ‘at a glance’ overview of the course or module across four dimensions. 4. Course dimensions. Expands on the dimensions found in the Course Map creating a ‘footprint’ which presents the key characteristics of a course or module, making it easy to compare and contrast the key characteristics of different courses or modules 3. Pedagogy profile. Designed to help teachers (and learners) map different types of student activities across a course or sequence of learning events. 2. Learning Outcomes view. A notational view which shows how the learning activities and assessment tasks are aligned with the intended learning outcomes of the course or module. ,[object Object],[object Object],[object Object],The representation enables a brief textual overview of the course in terms of the types of learning activities the learner is undertaking, how they will communicate and collaborate with tutor and peers, as well as the guidance and support provided and the nature of any assessment. ,[object Object],[object Object],[object Object],The categories derive from a learning activity taxonomy (Conole, 2007; Conole 2008) that characterises the types of tasks learners undertake into six types. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],5. Design Sequence/ ‘Swimlane’. In this layout dimensions of an activity are mapped in ‘lanes’, making explicit the relationships between each dimension, and the sequencing of the activity as a whole](https://image.slidesharecdn.com/posterofthe5viewsjuly10-100719084312-phpapp01/85/poster-of-the-5-views-july10-1-320.jpg)
