1 / 45

The 7Cs of Learning Design

The 7Cs of Learning Design. Terese Bird, Gráinne Conole University of Leicester 4 th June 2013. National Teaching Fellow 2012. Introductions. Say who you are and what you hope to get out of the workshop During the day add comments to the reflection sheet. Outline.

diamond
Download Presentation

The 7Cs of Learning Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The 7Cs of Learning Design Terese Bird, Gráinne Conole University of Leicester 4th June 2013 National Teaching Fellow 2012

  2. Introductions • Say who you are and what you hope to get out of the workshop • During the day add comments to the reflection sheet

  3. Outline • An overview of learning design • Activities • Course Features • Resource Audit • Tools to capture, communicate and collaborate • Course Map • Activity Profile • Story board • Evaluation Rubric • Evaluation

  4. Learning outcomes • Conceptualise the learning design process from different perspectives • Apply a range of learning design resources, tools and methods to a learning intervention • Critique a range of pedagogical approaches and the role played by different technologies in supporting these • Review and debate the theoretical underpinnings of learning design • Develop an innovative storyboard, learning activities and a structure for implementation

  5. Promise and reality Social and participatory media offer new ways to communicate and collaborate Not fully exploited Wealth of free resources and tools Replicating bad pedagogy Lack of time and skills

  6. Digital literacy skills Multi-tasking Judgment Performance Collective Intelligence Simulation Transmedia Navigation Appropriation Networking Play Negotiation Distributed cognition Creativity Jenkins et al., 2006 Lisa Marie Blaschke on fb http://edudemic.com/2013/04/important-21st-century-skills/

  7. http://www.larnacadeclaration.org/ http://gti.upf.edu/metis-meeting-teachers-co-design-needs-by-means-of-integrated-learning-environments/

  8. 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 Learning Design http://olds.ac.uk

  9. The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

  10. Conceptualise Conceptualise • Vision for the course, including: • Why, who and what you want to design • The key principles and pedagogical approaches • The nature of the learners Course Features Personas

  11. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration

  12. Theory based Practice based Cultural Principles Aesthetics Professional Political Sustainable International Serendipitous Community based

  13. Inquiry based Problem based Case based Pedagogical approaches Dialogic Collaborative Situative Constructivist Vicarious Didactic Authentic

  14. Learning pathway Mentoring Peer support Guidance & Support Scaffolded Step by step Study skills Library support Tutor directed Help desk Remedial support

  15. Brainstorming Concept mapping Annotation Content & Activities Assimilative Modeling Jigsaw Pyramid Aggregating resources Learner generated content Information handling

  16. Diagnostic E-Assessment E-Portfolio Reflection & Demonstration Formative Feed forward Summative Reflective Peer feedback Vicarious Presentation

  17. Structured debate Flash debate Group project Communication & Collaboration Group aggregation Peer critique Group presentation Group project Question & Answer Pair debate For/Against debate

  18. Capture Capture • Finding and creating interactive materials • Undertaking a resource audit of existing OER • Planning for creation of additional multimedia such as interactive materials, podcasts and videos • Mechanism for enabling learners to create their own content Resource Audit Learner Generate Content

  19. Communicate Communicate • Designing activities that foster communication, such as: • Looking at the affordances of the use of different tools to promote communication • Designing for effective online moderating Affordances E-moderating

  20. Collaborate Collaborate • Designing activities that foster collaboration, such as: • Looking at the affordances of the use of different tools to promote collaboration • Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc. Affordances CSCL Ped. Patterns

  21. Consider Collaborate • Designing activities that foster reflection • Mapping Learning Outcomes (LOs) to assessment • Designing assessment activities, including • Diagnostic, formative, summative assessment and peer assessment LOs/Assessment Assessment Ped. Patterns

  22. Combine Combine • Combining the learning activities into the following: • Course View which provides a holistic overview of the nature of the course • Activity profile showing the amount of time learners are spending on different types of activities • Storyboard: a temporal sequence of activities mapped to resources and tools • Learning pathway: a temporal sequence of the learning designs Course View Activity Profile Storyboard Learning Pathway

  23. Course View Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration. E-tivityRubric: http://tinyurl.com/SPEED-e5

  24. Activity profile • Types of learner activities • Assimilative • Information Handling • Communication • Production • Experiential • Adaptive • Assessment

  25. Learning Outcomes Start End Assessment

  26. Consolidate Combine • Putting the completed design into practice • Implementation: in the classroom, through a VLE or using a specialised Learning Design tool • Evaluation of the effectiveness of the design • Refinement based on the evaluation findings • Sharing with peers through social media and specialised sites like Cloudworks Implementation evaluation Refinement Sharing

  27. Gabi Witthaus Ming Nie

  28. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration

  29. Activity 1: Course Features Purpose: To consider the features you want to include in your module/course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience. E-tivityRubric: http://tinyurl.com/SPEED-e4 Linoitcanvas

  30. Activity 2: Resource Audit • Complete the Carpe Diem Resource Audit sheet, indicating which OER you will include and what resources you need to create

  31. Activity 3: Tools to capture, communicate and collaborate • A range of tools for capturing resources, and for fostering communication and collaboration will be introduced.

  32. Activity 4: Course Map Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration. E-tivityRubric: http://tinyurl.com/SPEED-e5

  33. Activity 5: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. E-tivityRubric: http://tinyurl.com/SPEED-e6 ActivityProfile Flash Widget

  34. Storyboard Learning Outcomes LO1 LO2 LO3 LO4 Start End Assessment LO1 LO2 LO3 LO4

  35. Activity 6: Storyboard Purpose: To develop a storyboard for your module/course in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities. E-tivityRubric: http://tinyurl.com/SPEED-e8 LinoitCanvas

  36. Storyboard http://linoit.com

  37. Activity 7: Rubrics for evaluation Purpose: To devise a set of criteria for evaluating the success of the design in a real learning context • Brainstorming some criteria to evaluate the success of the design in a real learning context • Try and focus on measurable/observable things • Think about what data collection you might use – classroom observation, surveys, interviews • Post its: Things I liked, room for improvement, etc.

  38. Evaluation and Action Plan • Three words to describe the workshop • What I liked • Suggestions for improvements • Action plan

  39. Three words…

  40. Things I liked…

  41. Suggestions for improvement

  42. Action plan…

  43. Useful sites and resources • OULDI website http://www.open.ac.uk/blogs/OULDI/ • Carpe Diem website http://www.le.ac.uk/carpediem • 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7cs-workshop-resources • Cloudworkshttp://cloudworks.ac.uk/

  44. Useful sites and resources • EDUCAUSE 7 things you should know about… • http://www.educause.edu/research-and-publications/7-things-you-should-know-about • Commoncraft videos • http://www.commoncraft.com/ • Voicethread • http://voicethread.com/L • LINOI • http://en.linoit.com/

  45. Useful sites and resources • PATHBRITE e-portolfio • https://pathbrite.com/ • Dropbox • http://dropbox.com/ • Telling stories with data • http://visual.ly/ • Collating content • https://storify.com/ • Quadblogging • http://quadblogging.net/blog/2012/11/27/what-is-quadblogging/

More Related