1. Using Learning design as a
framework for support
the design and reuse of OERs
Gráinne Conole
OpenLearn Conference, Milton Keynes
30th October 2007
e4innovation.com
4. OERs and design
Increased interest in
and arguments for OERs
Benefits:
Sharing and reuse
More variety and flexibility
Promote user-generated approach
5. OERs and design
Increased interest in
and arguments for OERs
Benefits: Issues:
Sharing and reuse Copyright
More variety and flexibility Quality assurance
Promote user-generated approach Sustainability
6. OERs and design
Increased interest in
and arguments for OERs
Benefits: Issues:
Sharing and reuse Copyright
More variety and flexibility Quality assurance
Promote user-generated approach Sustainability
Challenge: take up, adaptation and reuse
7. OERs and design
Increased interest in
and arguments for OERs
Benefits: Issues:
Sharing and reuse Copyright
More variety and flexibility Quality assurance
Promote user-generated approach Sustainability
Challenge: take up, adaptation and reuse
Solution: Adopting a Learning Design approach
8. THE OU Learning Design project
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
9. THE OU Learning Design project
Adopting a learning
design methodology
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
10. THE OU Learning Design project
Formal means of
describing activities
Adopting a learning
design methodology
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
11. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
12. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
13. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
Enables a shared language
& representation
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson
15. Innovations in design
Learning
Outcomes
Tasks Assessment
Course Student
experience
design ...through activity
How can we design learning activities which
make effective use of tools and pedagogy?
16. Innovations in design
Represent
and share
Learning
Outcomes
Tasks Assessment
Course Student
experience
design ...through activity
How can we design learning activities which
make effective use of tools and pedagogy?
17. Innovations in design
Represent Create and
and share scaffold
Learning
Outcomes
Tasks Assessment
Course Student
experience
design ...through activity
How can we design learning activities which
make effective use of tools and pedagogy?
31. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
the students to do?
32. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
33. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
you want to use?
34. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
Resources:
you want to use?
What resources do
you want to use?
35. Design strategies
Learning outcomes:
What do you want the Pedagogy:
students to achieve? What pedagogical principles
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
Tools: to assess and how?
What tools do
Resources:
you want to use?
What resources do
Problem: you want to use?
What specific problem
do you want to address?
36. Easy to use Good support/
documentation
Towards a learning design
tool… using Compendium
as a prototype
Compendium
Easy linking to
diagrams, URLs, Flexible and
word files etc adaptable
48. Examples
Help
Learning activity
Choices
Templates
49. Workshop Evaluation
Easy to use and groups quickly generated activities
Using tool in a group helped them reach consensus
Different granularities of use
The process helped surface hither to hidden complexity
LD icon set worked well
Process helped users understand different aspects of design
Focus on activity rather than content
51. Current focus
Adaptation of Compendium
Inclusion of tailored and adaptive help
Fact finding interviews & focus groups/workshop
Support: external resources and case studies
Tools comparison (Compendium, LAMs, JISC, etc)
Innovation: Focus on other approaches to design
and technology innovation - web 2.0
In-depth course team evaluations
64. OER specific IsSUes and uses
Means of representing design and facilitating re-use
65. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
66. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
informal learning,
original design not explicit
learners in isolation or
a community generated networks
67. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
Potential uses:
informal learning,
At start of design process
original design not explicit
To balance a set of activities
learners in isolation or
To critically deconstruct
a community generated networks
68. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
Potential uses:
informal learning,
At start of design process
original design not explicit
To balance a set of activities
learners in isolation or
To critically deconstruct
a community generated networks
Benefits:
Thinking differently
Visualisation
Communication
Collaboration
69. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
Potential uses:
informal learning,
At start of design process
original design not explicit
To balance a set of activities
learners in isolation or
To critically deconstruct
a community generated networks
Benefits:
Drawbacks:
Thinking differently
Level of granularity
Visualisation
Trade off: time investment/benefit
Communication
Novice vs. expert users
Collaboration
76. Interviews
Process Constraints ‘From the heart’
Tacit nature
Support
The ‘big’ idea
Representation Sum greater than parts
Interactive
design Barriers
Shared vision
Evaluation
Serendipity
Link to
assessment
79. course level view
In-depth course
evaluation:
H800
Identifying
LD themes
Mapping the
design process
Evaluation of adopting an ‘LD
approach’ as a course develops
87. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
88. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
and levels of granularity
89. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
Sustainable user-generated and levels of granularity
activities
90. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
Sustainable user-generated and levels of granularity
activities
Roll out and support:
research vs. practice
92. Next steps
Map of more OpenLearn content,
identification of OER specific issues
93. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
and workshops
94. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’
95. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’
ScreenCam walk throughs:
1. Using Compendium for design
2. Audio/visual of design process
96. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’
ScreenCam walk throughs:
1. Using Compendium for design
Library of learning activities 2. Audio/visual of design process
based on OpenLearn content
97. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’
ScreenCam walk throughs:
1. Using Compendium for design
Library of learning activities 2. Audio/visual of design process
based on OpenLearn content
Evaluation and refinement
98. Learning Design
Conole, G. and Weller, M. (forthcoming), Using learning design as a framework for the
design and reuse of OER, OpenLearning Conference, Milton Keynes
Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design
methodology to foster adn support creativity in design
Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning
activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography
– software tools and mapping techniques
Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning
design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on
Learning Design and Learning Objects: Issues, Applications and Technologies
Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference,
July 2007, Greenwich
Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and
scaffolding learning design, EDEN conference, June 2007, Naples