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The 7Cs of Learning Design

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Presentation given on behalf of Grainne Conole at NLC2014, 8 April 2014: description of the 7Cs of Learning Design framework and some background to the concept of Learning Design.

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The 7Cs of Learning Design

  1. 1. The 7Cs of Learning Design – a new approach to rethinking design practice Slides by Gabi Witthaus, based on the paper by Grainne Conole (Institute of Learning Innovation, University of Leicester) Networked Learning Conference: 7-9 April 2014, Edinburgh
  2. 2. Big shoes to fill… Photos: Inset by Gabi Witthaus; shoes by Grainne Conole
  3. 3. What is learning design? (1) Guidance Anonymous Account (CC-BY): https://www.flickr.com/photos/anonymouscollective/1899303123
  4. 4. What is learning design? (2) Frank Weber (CC-BY): https://www.flickr.com/photos/frawemedia/5187769740
  5. 5. What is learning design? (3) Sinisterbluebox (CC-BY) https://www.flickr.com/photos/10075621@N06/3810402230 Sharing
  6. 6. A more participatory, social and mobile web Flickr group: 1picaday https://www.flickr.com/groups/2431873@N25/ Peer critiquing Community formation User-generated content Collective aggregation of content Digital personas Blurring of boundaries
  7. 7. Do our VLEs make the most of all these affordances? Now (typical online course in HE) The future? Content generated by course designer/ teacher Learner-generated content VLE as content repository controlled by teacher/ course designer Collective aggregation of content Peer critiquing? Community formation? Digital personas? Blurring of boundaries?
  8. 8. Learning Design bridges the gap between the future offered by technologies and existing limitations of our courses Ewen Roberts (CC-BY): https://www.flickr.com/photos/donabelandewen/3584154214/
  9. 9. 7Cs: born out of the marriage between Rosmary (CC-BY): https://www.flickr.com/photos/rvoegtli/8495629904 Carpe Diem (University of Leicester) 2007-8 OULDI (Open University) 2009-12and
  10. 10. The 7Cs of Learning Design Framework
  11. 11. Big Cs and Little Cs… C C C C c c c c
  12. 12. 7Cs piloted in SPEED project: e-tivities to support teachers in learning design http://tinyurl.com/etivities-map
  13. 13. The principles associated with the learning intervention
  14. 14. Example of a completed pedagogy profile
  15. 15. The storyboard
  16. 16. Online storyboarding https://www.flickr.com/photos/gabiwitthaus/13463455015/
  17. 17. Evaluation (from SPEED pilot) • We made a big breakthrough. We have achieved insight about the need to structure it as … an online course, and not just simply as a set of learning activities plus integrated resources. • The visual nature of the tools and the quick and easy way that one could use it... They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront. • I wanted to have my thinking challenged with regard to course design and development and I definitely left reflecting and questioning our unit's current approach and have some good tools and approaches to pilot... • It’s a way of freeing your mind and putting all the ideas of all the people in the course team down somewhere, not having to be so prescriptive. It was just a much freer and [more] creative experience than getting the learning outcomes and writing them as active verbs, and getting in at a granular level. It was quite sort of a liberating thing to just have everybody move components around and say, ‘Do you know I really like all these features. I’d like to do some problem-based learning. I’d like to do peer-review.’
  18. 18. The broader context: The Larnaca Declaration (Dec 2013) http://larnacadeclaration.org
  19. 19. The broader context: Integrated Learning Design Environment (ILDE) http://ilde.upf.edu/
  20. 20. Conclusion • 7Cs – a new learning design framework. • Involves a range of conceptual representations of courses • The evaluation indicates that the framework is welcomed and that the conceptual designs enable teachers to rethink their design practice to create more engaging learning interventions for their learners. • The conceptual views can also be used with learners, to give them an indication of the nature of the courses they are undertaking. • We aim to continue to refine the elements of the framework. In particular more work is needed around the ‘consider’ and ‘consolidate’ elements, including rubrics for assessment and evaluation of the effectiveness of the design.
  21. 21. Acknowledgements Many thanks to JISC for funding the OULDI, Adelie (Carpe Diem) and SPEED projects, to the EU for METIS funding and to the Australian Office of Learning and Teaching for Professor Dalziel’s fellowship, which enabled the development of the Larnaca Declaration on Learning Design.
  22. 22. Contact Grainne Conole: grainne.conole@le.ac.uk Gabi Witthaus: gabi.witthaus@le.ac.uk