Clive Young and Nataša Perovi ć UCL Digital Education

1. Clive Young and Nataša Perović UCL Digital Education Arena Blended Connected (ABC) Learning Design for FutureLearn MOOCs @ABC_LD

2. ABC learning design • The ABC curriculum design method is an effective and engaging hands-on, card-based approach to curriculum design. • student centered rapid curriculum development engaging academics in informed dialogue about the learning design or a review of programmesand modules • addresses need to develop • richer learning designs for blended learning • allows inclusion of elements of the Connected Curriculum • it is built on curriculum design research from the JISC* (Viewpoints) and work of Prof Diana Laurillard, UCL IoE ** (learning types) and adapted for UCL * Viewpoints project (2008-2013), **Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.

3. ABC and the Futurelearn platform An adaptation of ABC for the FuturLearn platform • Online-only learning • Restricted toolset • Student numbers • Futurelearn pedagogy • Telling stories • Provoking conversation • Celebrating progress

4. Futurelearn pedagogy Telling stories Storytelling provides a unifying framework around which we build and think about courses. It invites thought such as “what is the story here?” and “how does this one artifact further the story?”. Provoking Conversation Conversational learning is at the core of FutureLearn’s belief about how people come together and learn. As such, it is vitally important that it is orchestrated and modelled through the course. Celebrating progress “Step completion” and quizzes and tests with meaningful, formative feedback https://partners.futurelearn.com/course-creation/pedagogy-and-learning-design/

5. Futurelearn learning design Learning design guidelines 1. Work with the FutureLearn platform 2. Know your learners 3. Start from a learning objective or big question 4. Every step should contribute to learning 5. Every step should be essential 6. Design a balanced mix of learning activities 7. Design for storytelling 8. Design for conversation 9. Design to celebrate progress 10. https://partners.futurelearn.com/course-creation/pedagogy-and-learning-design/what-is-a-good-futurelearn-opening-week/

6. Futurelearn types of activity • Delivered are presented with information • Collaborative construct shared understanding • Conversational converse with others • Networked interact with networks of peers • Reflective reflect on activities Discussion to review previous steps • Browsing seek and collate information • Inquiry-driven investigate authentic situations • Problem-solving try to solve problems or answer big questions • Case-based investigate individual cases • Simulation interact with a simulated world • Cross-context learn across physical or social settings • Game-based engage with game environments • Performative present for an audience • Construction design and make artefacts • Reflective reflect on activities Discussion to review previous ste • Assessing learn by receiving constructive feedback (Peer review step)

7. Futurelearn types of activity matched to Learning Types Acquisition Collaboration • Delivered are presented with information • Collaborativeconstruct shared understanding • Conversational converse with others • Networked interact with networks of peers • Reflective reflect on activities Discussion to review previous steps • Browsing seek and collate information • Inquiry-driven investigate authentic situations • Problem-solving try to solve problems or answer big questions • Case-based investigate individual cases • Simulation interact with a simulated world • Cross-context learn across physical or social settings • Game-based engage with game environments • Assessinglearn by receiving constructive feedback(Peer review step) • Performativepresent for an audience • Construction design and make artefacts • Reflective reflect on activities Discussion to review previous step Discussion Inquiry Practice learn by receiving constructive feedback (Peer review step) Production

8. ABC learning design Learning types cards (front) learning types on one side and examples of activities on the other

9. ABC learning design Learning types cards (back) learning activity types on one side and examples of activities on the other

10. ABC learning design Learning types cards (front and back)

11. ABC learning design Learning types cards (front and back)

12. ABC learning design Learning types cards (front and back)

13. ABC learning design Learning types cards (front and back)

14. ABC learning design Learning types cards (front and back)

15. ABC learning design Learning types cards (front and back)

16. ABC learning design Image sharing: Alternative free services include:Google+ (make sure your photo is public)Dropbox (see this guide to image sharing)Pinterest (you can upload your images as ‘pins’)PhotobucketImage Shack500px (for photo-sharing only, not other types of image) You could also use Tumblr, Twitter or Facebook (making sure your post is set to public) provided you don’t mind your existing followers seeing what you’re posting. Don’t forget to include the #hashtag for your course so that other learners can easily find it. Tumblr, WordPress, Blogger Pastie. NoteHub (best for learners on a mobile device) Flickr Padlet YouTube, Vimeo, Flickr, https://about.futurelearn.com/about/faq/social-media-tips/#bloggingtools

17. Learning types activities , V- Visible learning A - can be assessed (F or S) Investigation Practice Production Interview an expert (video/forum/chat) V Literature reviews and critiques (forum/blog/wiki/RSS) V/A MCQs - formative with automatic feedback V/A Develop a shared resource library (database/glossary/wiki) V/A Shows/demonstrates learning (displays, posters, presentations) V/A Portfolios (MyPortfolio) V/A Case studies (forum, lesson) V/A Summarisation tasks (upload texts – individual or group) V/A Rapid-fire exam questions (forum) V/A Concept mapping (external) V Create video of performance (media) V/A Audio commentary of performance (media) V/A Skype or virtual classroom 'viva' V/A Make and give a presentation (external) V/A Video blog (external) V/A Write a report (external) V/A Make an analysis (external) V/A Case studies V/A Advanced role play – you are the consultant etc. V Action plan for workplace V/A Action plan for further study V/A Authentic research / data analysis – write a paper V/A Prepare professional briefing V/A Create, make a case (study) V/A Create podcast (media) V/A  Work assignment (blog/report) V/A Interview professional colleagues V/A Lead a group project V/A Web search (forum, wiki) V OER resources (external) Literature reviews and critiques (forum/blog/wiki/RSS) V Field/lab observations (media/blog/wiki) V Action research V Authentic research / data analysis – write a paper V Lead a group project V MCQs - formative with automatic feedback V/A Online role play (forum, virtual classroom) Reflective tasks – group or individual (forum) V/A Case studies (forum, lesson) V/A Rapid-fire exam questions (forum) V/A Advanced role play – you are the consultant etc. V Collaboration Collaborative wiki - what do we know about ...? V/A Develop a shared resource library (database/glossary/wiki) V Social networking – participate (external) V Special interest groups - share on a topic (forum) V Mentor other learners V ; Acquisition Guided readings (library resources) OER resources (external) Podcast (media) V if students do it Webinars (virtual classroom) V Q&A forum (forum, where teachers answer student questions) V Video lectures (webcast), YouTube videos (external) Field/lab observations (media/blog/wiki) V MCQs - formative with automatic feedback V Portfolios (MyPortfolio) V Discussion Interview an expert (forum/chat) V Webinars (virtual classroom) V Model answers/examples of previous work (forum) Analyse chat text (in course or uploaded) V Job/professional reflections (blog) V/A Group discussions on the topic, problem, reading (chat/blog/wiki) V/A Social networking – participate (external) V Reflective tasks – group or individual (forum) V/A Special interest groups - share on a topic (forum) V Lead a group project V/A

18. ABC learning design workshop

19. ABC learning design • Workshop schedule: • Module info and graphs sheet • Tweet your module – tweet size description of your module • Module shape (Learning types activities graph) distribution of learning types • Blend – (blended graph) • Storyboard sheet • Storyboard – learning types sequences and activities • Assessment – align activities and assessment • Module info and graphs sheet • Review the graphs – what has changed? Why? • Actions – what next for team?

20. Arena digital Programme Module name new module / module review Academics Acquisition Use of videos in teaching Anna Moore, Jon Grabol Arena Blended Connected (ABC) learning design workshop Production Collaboration CY, NP ELE workshop facilitators Workshop date Pre - workshop 5th June 2015 MOOC summary (tweet size description of your MOOC): All you need to know about use of videos in 21st century teaching Discussion Practice @ABC_LD Learning types, Diana Laurillard, IoE 2012 | Connected Curriculum, Dilly Fung, CALT, 2014 | ABC curriculum design workshop and resources, Clive Yung and Natasa Perovic, ELE, 2015 | UCL Investigation Learning types activities graph How do you envisage your module will look on the graph above? (in red - at the beginning of the workshop) Your module activity graph at the end of the workshop (in blue) x face to face online Blended graph Where do you want to be on the scale (in red) What is your position at the end of the workshop (in blue)

21. ABC learning design Week 1 Week 2 Week 3 Topic 3

22. ABC learning design Your module may look like this Week 1 Week2 project reflection

23. ABC learning design Week 1 Week 2 Once happy with your module design, turn the cards to the other side and select learning activities Select learning activities 

24. ABC learning design Selecting activities and assessment  Select formative ( ) and summative assessment ( )

25. ABC learning design Selecting activities and assessment   Select formative ( ) and summative assessment ( )

26. ABC learning design Selecting activities and assessment    (script) Select formative ( ) and summative assessment ( )

27. Arena digital Programme Module name new module / module review Academics Acquisition Use of videos in teaching Anna Moore, Jon Grabol Arena Blended Connected (ABC) curricululearningdesign workshop Production Collaboration CY, NP ELE workshop facilitators Workshop date Post - workshop 5th June 2015 Module summary (tweet size description of your module): All you need to know about use of videos in 21st century teaching Discussion Practice @ABC_LD Learning types, Diana Laurillard, IoE 2012 | Connected Curriculum, Dilly Fung, CALT, 2014 | ABC curriculum design workshop and resources, Clive Yung and Natasa Perovic, ELE, 2015 | UCL Investigation Learning types activities graph How do you envisage your module will look on the graph above? (in red - at the beginning of the workshop) Your module activity graph at the end of the workshop (in blue) x x face to face online Blended graph Where do you want to be on the scale (in red) What is your position at the end of the workshop (in blue)

29. ABC learning design – week 1 FL MOOC

30. ABC Learning Design / Learning types and tools - V1 2016 @ABC_LD UCL Digital Education FutureLearn recommended Other draft @ABC_LD UCL Digital Education This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

31. ABC Learning Design The ABC Learning Design is built on curriculum design research from the JISC* (Viewpoints) and work of Prof Diana Laurillard, UCL IoE ** (learning types) and is adapted for design of programmes, modules, short courses and MOOCs at UCL @ABC_LD http://blogs.ucl.ac.uk/abc-ld @UCLDigiEd UCL Digital Education This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Please let us know if you are using the ABC resources and/or would like to be part of ABC community n.perovic@ucl.ac.uk and c.l.p.young@ucl.ac.uk * Viewpoints project (2008-2013), **Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York and London: Routledge.