T he Learning Designer: Building Community Knowledge

1. The Learning Designer: Building Community Knowledge Linking with MirandaNet and Handson ICT

2. The design cycle for teaching Build on others’ tested designs Contribute to community knowledge Make links to existing content resources Extract learning analytics data from their technology-based study Building teaching community knowledge

3. Similar to the design cycle for science What is the teaching design equivalent of the journal paper? Building scientific knowledge

4. The Learning Designer: Browse “Teachers find learning activities, ICT tools, content and communities of practice”

5. The Learning Designer: Adopt (interpreting Tudor portraits) Details of: learning context, topic, aims, outcomes, student numbers, duration Structured details of the pedagogy: sequence, types of learning activity, group size, teacher presence, attached urls, duration, student guidance Analysis of the learning experience calculated dynamically Sharing a pedagogical model

6. The Learning Designer: Adapt (experimental design for Psychology) Note the designed time is much greater than the allotted time Every section of the learning design can be edited, and new resources attached Share to submit for review Export to Moodle or Word Contextualising a pedagogical model

7. Reviewing a learning design Type in your review, using these criteria: 1 Test? - is there a ‘Produce’ activity, or some way the teacher can use to test whether outcomes are met? 2 Aligned? - are outcome, activities, and produce activity aligned? 3 Feedback? – is there feedback from the teacher, other students, or the technology? 4 Technology? - is there good use of technology? 5 Other? Peer ‘mentoring’ to develop community knowledge

8. The Learning Designer: Review (Business planning for engineers) Reviewer Feedback Reviewer adds comments in terms of criteria Test of outcome? Alignment? Feedback? Technology?

9. The Learning Designer Review Criteria Quality of Assessment • Can the teacher test whether learning outcomes are met? • The 'Produce' learning activity type – students produce something from what they have learned – is the 'assessment' the teacher can use to judge whether the intended outcomes have been met. • Affirmative • There are ample opportunities to get a perspective on learner understanding with the peer and tutor feedback. The peer critique is a great feature of this unit. • Constructive critique • The final product (the branded image) could be also discussed so that you and others can see whether the ideas discussed earlier were applied along with the rubric.

10. The Learning Designer Review Criteria Student motivation • Are the learning activities designed to motivate students? • Several reviewers address this issue • Business Planning for Engineers • I wonder if the critiques will be rather difficult to differentiate if all groups work on the same video? … I wondered if more interest might be created through the use of several different video case studies. I realise this may have repercussions on grading and generic rubrics. • Personal Branding • Short videos create a sense of dynamics and inspiration. In my opinion it is a very strong point of your design… It is a nice spark, brief and energetic… are aligned with the final goal and a bit of fun

11. Teaching as a design cycle Question: What is the teaching design equivalent of the journal paper? Answer: A learning design that can be reviewed, adapted, improved, published, reused… As in the Handson ICT community? Building community knowledge of learning technology

12. The International Learning Design Challenge will begin at 13.00 UTC/GMT #LDChallenge http://www.coursesites.com/s/_LDC Professor Diana Laurillard Dr. Patricia Charlton DionisisDimakopoulos Joanna Wild Dr. Eileen Kennedy Developing the community

13. #LDChallenge Building the community

14. Monday’s activities “Teachers will have the support of a mentor, before, during and after their teaching, so that they will be able to plan, implement and reflect on the new practices with guidance of an expert”

15. Tutorials

16. Our Challenges 1.     Improving the online group discussion learning experience 2.     Scaling up assessment 3.     Cross-curriculum activities

17. What’s your Challenge?

18. At http://padlet.com/wall/ldc2014 Brainstorming the shared community challenges

19. Your next 4 days • Monday/Tuesday • Watch ‘Learning Designer Tutorials’ • Read through ‘Guidance on Learning Types’ • Read through ‘Brief Introduction to Learning Design’ • Create your designs in the Learning Designer tool • Wednesday • Finish and submit your design • Select someone else’s design to review • Thursday • Finish reviewing • Reflect on your design in the light of any feedback • Friday • Post URL for your design to the LDChallengePadlet wall • Post comments on designs, tools, resources, and process to Padlet • Complete survey • Get your badge Building community knowledge

20. Further details… http://learningdesigner.org/ http://buildingcommunityknowledge.wordpress.com Teaching as a Design Science: Building pedagogical patterns for learning and technology (Routledge, 2012) d.laurillard@ioe.ac.uk http://bit.ly/1cqiIK1