1. Embedding learning
design processes:
responding to context
Rebecca Galley, Maria Papaefthimiou, Phil
Alberts, Natalie Parnis, Anu Sharma

2. The OU Learning Design
Initiative (OULDI)
Shift frombelief-based, implicit approaches
todesign-based, explicit approaches
Learning Design
A design-based approach to
creation and support of courses
Encouragesreflective,scholarly practices
Promotessharing and discussion
GrainneConole Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Pau

3. A Design approach
 Utilises a shareddesign languageto both generate
designs and as a mechanism for interpreting and
discussing them (Winograd, 1996:64)
 Uses anotational systemwhich helps us remember
and navigate designs, enables designs to take
form and be shared, and helps us sharpen and
multiply abstract design categories (Gibbons and Brewer,
2005:121)
 Recognises that differentrepresentationsof a
design are needed to articulate certain elements of
the design, while ignoring others

4. A contextualised co-creative
approach
 Responsive to project, institution and personal
pedagogic perspectives
 Aligned to institutional drives
 Feedback from participants used to inform
next steps
 Open and transparent decision making
process
 Driven forward by champions at every level

6. Areas of focus
 to engage with Academics at the Curriculum
Design stage to promote and support the use
of pedagogically appropriate technology in
course design and delivery.
 to identify the most appropriate stage in this
process to engage with Academics, and the
best methods for doing so.

7. Objectives
 To review existing curriculum design processes;
 To work with academic teams to identify the most
appropriate stages in the curriculum design process
where support is needed and the best method of
offering this support to improve quality.
 To pilot learning design methodologies, tools and
techniques that have already being developed and
to document and evaluate this experience;
 To build and engage with a community of practice
within the University and organise events about
enhancing the curriculum and increase exchanges
of learning and teaching ideas and experiences.

8. Activities
 2 workshops –Design a course in a day
 New Lecturers
 Piloting tools while (re-) designing
modules/programmes
 Online events
 1-2-1 mentoring
 Internal dissemination events
 Presentations on the experience of using the tools

10. Workshop output
https://www.me.com/gallery/
#100010

11. Next steps
 Engagement!
 Want more workshops on course design
 Reflective accounts
 Potential for developing new workshops as
standard offering

12. Brunel University
Blended Learning Design Learning Design Initiative
Mapping the Curriculum Design
Workshops & Review processes
Blending face-to-face teaching with e-
Introducing staff to a new methodology for learning within the context of student
needs, the programme, the teaching In-depth consideration of blended
learning design, providing support and
style of the lecturer and available learning within the Quality processes at
guidance for decisions about creating
technologies Brunel
blended learning modules / learning
activities
Encouraging lecturing staff to think Methods: Source documents and
Participants acquire appropriate new skills profoundly about the best blend at the semi-structured interviews, to identify
initial stages of the design process „touch points‟ within Brunel‟s quality life
Objectives: cycle - for the provision of consultation
Detailed consideration of pedagogic to staff in relation to blended learning
• Awareness of range of resources / tools / principles in programme design
methods available to support learning Learning Design Tools :
design – including case studies of good Cloudworks & Compendium LD
practice, learning object repositories and
learning design tools and methods Use of Soft Systems Methodology
(SSM)
Compendium LD
• Experience of thinking about the Learning Design
blended design process from different Visualisation Tool
perspectives
• Transfer of the experience gained from
the design challenge to participants‟ own
context
A visualisation map Cloudworks
(using Compendium Social
LD) of a new course Networking
designed during the site for Learning
workshop by one of & Teaching
the Business School
Teams

13. Areas of focus
 Blending face-to-face teaching with e-learning
within the context of student needs, the programme,
the teaching style of the lecturer and available
technologies
 Encouraging lecturing staff to think profoundly
about the best blend at the initial stages of the design
process
 Detailed consideration of pedagogic principles in
programme design

14. Blended Learning Design
Workshops
 Purpose:Introduce staff to a new methodology for learning
design, providing support and guidance for creating blended
learning modules / learning activities
 Objectives:Awareness of range of resources / tools /
methods available to support learning design
 Experience of thinking about the blended design process
from different perspectives
 Transferring the experience gained from the design
challenge to participants‟ own context

15. Mapping the Curriculum
Design & Review processes
In-depth consideration of blended learning within the
Quality processes at Brunel
Method:
 Source documents and semi-structured interviews, to
identify „touch points‟ within Brunel‟s quality life cycle
 For the provision of consultation to staff in relation to
blended learning

16. Brunel’s Adaptation of SSM
Define project Recommend
requirement 1. action plan to
areas for 7.
Define possible
improvement changes which 6.
are both desirable
and feasible
Express current
situation 2.
Compare models 5.
1.
with real-world
processes
Real World
Systems Thinking
about the Real
Formulate Build revised visual World
3. 4.
definition of model to reflect
proposed systems proposed systems

17. Mapping the Current System

18. Strong departments, weak centre
Academic freedom applies to teaching and
learning, as well as research
Collaboration and co-ordination mechanisms are
created as needed; rely on co-operation more
than formal authority
Context
Institutional
Change approached as unique projects rather
than as an established process
Informal process dominates, driven by
consideration for students and colleagues
Interdisciplinary research creating need for more
interdisciplinary programme endpoints
“Departmental boundaries should not determine
Tripos provision”
Current changes include formation of Social
Science Tripos, as part of effort to raise profile of
social sciences, and redesign of chemistry first
18 year

19. Develop an understanding of how
OULDI tools might support the
formal, and especially informal,
parts of the design process at
Aims Cambridge.
Initiate, support and engage with a
“learning and teaching innovation”
network of University teaching staff,
including curriculum enhancement
events and exchange of ideas and
experiences in design and delivery.
Monitor and evaluate the academic
use of OULDI tools to share and
reflect upon learning and teaching.
19

20. Design
process
20

21. 21

22. 22

23. teachmeets informal flashmobs of teachers
interested in technology, sharing their ideas and
experiences
http://www.teachmeet.org.uk/ [original site]
http://teachmeet.pbworks.com/Cambridge-
reflection
Support and
Librarian-TeachMeet [Cam librarians]
23things self-directed course exploring and
reflecting on 23 „things‟ introduced over 12 weeks
http://23thingscambridge.blogspot.com/ [see
„about‟ section]
OULDI tools will both support and feature in the
above
http://cloudworks.ac.uk/ [for sharing and reflection]
http://cloudworks.ac.uk/cloudscape/view/1882
23
[Learning Design Toolbox]

24. Questions?