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Learning design for information literacy

Learning design for information literacy. Impact of the OU Learning Design Initiative (OULDI) project on skills integration into OU courses ALDinHE conference, April 2012. In this session…. Brief overview of the OU Learning Design (OULDI) Project, its tools and approaches

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Learning design for information literacy

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  1. Learning design for information literacy Impact of the OU Learning Design Initiative (OULDI) project on skills integration into OU courses ALDinHE conference, April 2012

  2. In this session… • Brief overview of the OU Learning Design (OULDI) Project, its tools and approaches • Overview of JISC-funded OULDI Library pilot • What we did • What impact it has had so far • Short activity using Information Literacy Levels Framework facilitation cards

  3. The Open University Learning Design Initiative

  4. OULDI project aim “to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practitioner research.”

  5. OULDI tools and approaches • Representations – module map, module dimensions, activity (pedagogy) profiler • Conceptual tools and frameworks – these include outcomes view (constructive alignment), pedagogical features card sort, OU information literacy levels framework facilitation cards • Collaboration and design communities - Cloudworks

  6. Representations

  7. Conceptual tools and frameworks

  8. Collaboration and design communities

  9. OULDI Library pilot • Embedding of library resources and information literacy skills into OU curriculum is a key Library priority • Ran a series of workshops to introduce the OULDI tools, resources and methodology to OU Librarians • Aimed to evaluate how far use of OULDI tools, resources and methodology support Librarians in their work with module teams

  10. How are online 3rd party and library resources being used by module teams? Has this changed as a result of the learning design approach? Do module teams feel better supported and guided in relation to embedding information literacy as a result of the new approach? Specific questions Has there been a change in the way information literacy has been embedded as a result of the learning design approach? Have the learning design tools and resources supported this process? In what ways?

  11. What we did • Introductory workshops with Learning & Teaching Librarians • Follow-up workshops to update on project progress and apply concepts and tools to own context • Faculty workshops attended by some Learning & Teaching Librarians

  12. Module dimensions map showing Library input

  13. Module design planner OU Curriculum Business Models Project

  14. Case study 1: Using constructive alignment From ‘Effective use of learning design’, ICOPER project, course no.3, http://labspace.open.ac.uk/course/view.php?id=5570

  15. Case study 2:Using the IL Levels Framework U214 activity plan

  16. Impact of learning design on OU Librarians’ work with module teams • Enables a coherent structure and approach to skills integration – framework is useful • Makes possible a shared language when talking about module design • Librarians’ growing expertise in learning design, together with the tools, means they are able to contribute more fully – saves time for module teams and leads to more effective team-working

  17. Conclusions • Our interventions need to happen at the ‘right time’ i.e. early in the design process • Flexibility is needed in how tools and approaches are used • Interventions need to support institutional curriculum design requirements, not be seen as supplementary to these • The language used makes a difference to people’s willingness to buy in – finding a shared language is important • Skills and attitudes of individuals makes a big difference to successful use of learning design tools and approaches • Librarian can act as a ‘critical friend’ (from outside the discipline in question) and stimulate innovative thinking in learning design.

  18. The future • Learning Design is being embedded into OU systems and processes via Curriculum Business Models (CBM) • CBM brings learning design together with cost effectiveness and module performance – costing tool being developed • OU is moving to qualifications-based approach – big opportunity for skills integration • Module production process is under review • Changing role of Librarian? From resource-provider to educator

  19. Acknowledgements • OU Learning Design Initiative website: http://www.open.ac.uk/blogs/OULDI/ • Rebecca Galley, OU Learning Design Project Officer • Anna Hvass, Learning & Teaching Librarian • Sam Thomas, Learning & Teaching Librarian • http://www.flickr.com/photos/unloveable/2395143115/ (accessed 27 March 2012 • http://www.flickr.com/photos/tfrancis/1394316894/ (accessed 27 March 2012) • http://www.flickr.com/photos/mr_t_in_dc/6168680143/ (accessed 27 March 2012)

  20. Activity: pick a card, any card… • Pick a card • Read what it says, front and back • Talk to the person sitting next to you about how you might teach these skills in your context

  21. Katharine ReedyLibrary ServicesThe Open UniversityWalton HallMilton KeynesMK7 6AA www.open.ac.uk/library k.j.reedy@open.ac.uk http://twitter.com/KathR

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