1. LEARNIG DESIGN WORKSHOP Gráinne Conole, Open University, UK ETUG Learning Design Workshop Simon Fraser University 21/10/09

5. Paradoxes New technologies offer new pedagogical opportunities Potential for reuse with Open Educational Resources Significant learning design and pedagogical patterns research Open Educational Resources Little evidence of reuse Array of technologies Not fully exploited New design methods Little known beyond research circuit

7. OU Learning Design Initiative Representation: CompendiumLD tool Design methods Guidance : Tools Resources Activities Workshops Sharing : Research projects Workshops Cloudworks Team: Andrew Brasher, Gráinne Conole, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin Empirical evidence: Interviews, surveys, web stats, workshops

8. At the heart of the paradox Teachers/design want examples , want to share/discuss ! Many repositories of good practice , but little impact Can we change practices through use of web 2.0 ideas? Blogging Facebook Twitter Slideshare Flckr Youtube Commenting Live commentary Tagging RSS feeds Embedding Following

9. Cloudworks: Harnessing web 2.0

10. Key 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

21. Discussion: Strategies for design

22. Design strategies Design process creative, messy, iterative Sharing and reuse difficult, but valuable Serendipitous routes to support Every teacher does it differently Different aspects to design - focus and level of granularity No one perfect design tool or approach Different aspects – resources, tools, outcomes, support, etc.

27. CompendiumLD Core icon set Design icon set

41. 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

46. LEARNIG DESIGN WORKSHOP Gráinne Conole, Open University, UK ETUG Learning Design Workshop Simon Fraser University 21/10/09