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Intro ouldi hea_sig_no_logo
- 1. Project aim: “ Specifically, we need to shift from the traditional craft-based teacher-design (where design draws on belief-based practice and is essentially implicit) to a more systematic, explicit design approach, drawing on empirically derived and validated tools and methods for design”. Conole (2010)
- 4. How, when and who with The OULDI project sees ‘learning design’ as an all encompassing term to cover the process, representation, sharing and evaluation of designs from lower level activities, right up to whole curriculum level designs. We are interested in providing support for the entire design process; from gathering and sketching out initial ideas, through consolidating, producing and using designs, to sharing, reuse and community engagement.
- 5. Design tools Pen & paper Concept mapping (CompendiumLD, CMap etc) Project tools (Visio, Excel) Mindmapping (MindGenius, Word/ PowerPoint, Prezi etc)
- 10. Representing the curriculum Course map view Pedagogy profile Course dimensions Task swimlane Learning outcomes view
- 11. Student Activity Guidance and support Course structure and timetable e.g. Course calendar, study guide, tutorials Content and experience Course materials, prior experience, learner generated content e.g. readings, DVDs, podcasts, labs Reflection and demonstration Internalization and reflection, e.g. In text questions, blogs, ePortfolios, diagnostic, formative, summative assessment Collaboration and communication Dialogic aspects of the course. Interaction between learners and tutor, course forum, email, etc
Notes de l'éditeur
- The Open University Learning Design Initiative applies a design approach to teaching and learning processes with the aim of enabling practitioners to make more informed choices about their creation of learning interventions and better use of good pedagogy and new technologies. An approach which: Utilises a shared design language to both generate designs and as a mechanism for interpreting and discussing Uses a notational system which helps us remember and navigate designs, enables designs to take form and be shared, and helps us sharpen and multiply abstract design categories And recognises that different representations of a design are needed to articulate certain elements of the design, while ignoring others. It sees design as a conscious process which involves a dialogue both with and about the materials. It is seen as a creative and communicative process and an essentially social activity.
- Learning and teaching librarian role: is to….. We believe that distance learners should have an equivalent experience to face to face students, and this includes access to a wide range of resources, ideas and media, and that information literacy (IL) skills will enhance careers and give students greater access to opportunity in every aspect of their lives, and that the University has a role in developing these skills. Aims are so that we will see: On-line 3rd party and library materials more coherently embedded through courses, especially those enabling the development of information literacy skills. IL outcomes become increasingly evident in programme, module and unit level descriptors Module teams believe that they have been more effectively supported in the creative use of online 3rd party and library resources, especially those enabling the development of information literacy skills. Engaging with the pilot because to see how far use of the OULDI tools, resources and methodology support Learning and Teaching librarians in their work with course teams, specifically in relation to their role in facilitating the creative and effective use of resources which develop the information literacy skills of students. We are: using learning design approaches in our own work when writing activities to help us design better activities using our resources and embedding IL skills We hope to trigger the conversations about the library and IL with module teams engaging with the views, early on in the course production process. Supporting faculties who wish to change their current business models By: Providing a series of staff development opportunities – around understanding the views and concepts, practical activities to engage with the views, use of Cloudworks, learning design challenges. Mapping library services against the learning design ‘views’ and making these available on the module team space.