1. Owning the place of
learning principles
for designing
personal learning
spaces for learners
and teachers
Gráinne Conole and Mike Keppell
EDEN Conference, Oslo
13th June 2013

2. Outline
• Overview
• Activity 1: Course Features
• Tools to capture, communicate
and collaborate
• Activity 2: Designing TEL spaces
• Activity 3: Course Map
• Activity 4: Story board
• Evaluation

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

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

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

6. Learning Design
Shift from belief-based, implicit
approaches to design-based,
explicit approaches
Encourages reflective, scholarly
practices
Promotes sharing and discussion
Learning Design
A design-based approach to
creation and support of
courses
http://olds.ac.uk

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

8. 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
Conceptualise
Course Features
Personas

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

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

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

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

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

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

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

16. 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
Capture
Resource Audit
Learner Generate
Content

17. 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
Communicate
Affordances
E-moderating

18. 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.
Collaborate
Affordances
CSCL Ped.
Patterns

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

20. 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
Combine
Course View
Activity Profile
Storyboard
Learning Pathway

21. Course View
E-tivity Rubric: http://tinyurl.com/SPEED-e5
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.

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

23. Start End
Learning
Outcomes
LO1
LO2
LO3
LO4
Assessment LO1
LO2 LO3 LO4
Week 1
Topic 1
Week 2
Topic 2
Week 3
Topic 3
Week 4
Topic 4

24. Consolidate
• 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
Combine
Implementation
evaluation
Refinement
Sharing

25. Gabi Witthaus
Ming Nie
Terese Bird

26. Activity 1: Course Features
E-tivity Rubric: http://tinyurl.com/SPEED-e4
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.
Linoit canvas

27. • An overview of the use of
different types of
multimedia and when to
use them
• An introduction to a range
of tools for capturing
resources, and for
fostering communication
and collaboration
Tools to capture, communicate
and collaborate

28. What format for content?
• Usually faster to read than to listen
or watch
• A picture paints a thousand words
• Photos can mislead
• More is communicated by voice
than just the words (Nie, Armellini,
Witthaus, & Barkland, 2010)
• Video: some things need
demonstrating
• Interactivity encourages exploration
Terese Bird

29. Mobile is important
• In mid-2012, 51% of UK
citizens owned a
smartphone (The Paypers,
2012)
• 14% of adults in Europe
owned tablet in 2012
(Lomas, 2013)
• 35% of UoL Medical School
3rd years own an iPad
Terese Bird

30. What format for content?
Terese Bird
Medium Positives Negatives
Text •Speed
•Pre-existing material
•Flat
•Does not communicate
emotion
Image •Much communicated in
a single simple package
•Can be misleading
without context
Sound •More communicated by
voice than just words
•Convenient for
multitasking
•Smaller file than video
•Not seen as flashy as
video?
Video •Most info
communicated
•Great for
demonstrating skills
•Bulky and padded
•Demands attention

31. Text – think eBooks!
• PDF with appropriate
images
• iBooks Author – PDF and
.ibook (iPad) formats
• Free with latest Mac OS
• Print to PDF – it’s
beautiful
• For the ibook formats –
can include video
Terese Bird

32. Making an ePub
• Copy and paste the text
into Pages
• Add photos
• Add video if you’re sure
the devices can handle it
– iOS: iBooks
– Android: Kobo, Ibis Reader
• Let it flow!
• Tips: Only inline. No
floating objects
Terese Bird

33. Calibre
• Copy and paste the text into Pages.
• Take a Word doc
• Save as html
• Import into Calibre
• Save as epub or mobi
• Pdf to epub doesn’t really work
• Also try epubbud.com
Terese Bird

34. Handy guide to eBooks
Terese Bird
File format What device positives negatives
pdf Everything Runs on
everything
Does not flow,
does not take
advantage of the
device’s power
epub Everything but
Kindle
Flows, takes
advantage of the
devices’s power
Open source,
somewhat
futureproof
mobi Kindle Kindle is big Kindle only
.ibooks Apple iBooks only Beautiful & easy
iPad is market
leader
Apple iBooks only

35. Handy guide to Flickr
Terese Bird

36. Why sound?
Terese Bird
• Copyright is easier – recorded
lectures
• File size is smaller
• Listeners can do something else
at the same time
• No bad hair days – staff like it!
• Voice communicates more than
the printed word
• Effective and easy way to close
distance

37. Tools
• Audacity
• Garageband
• Window Sound Recorder
• But please save as mp3 (wma and wav are
dead)
• And apps!!!...
Terese Bird

38. Audioboo
• Like YouTube for sound
• Record in browser
• Attract comments in browser
• Or simply upload
• RSS out, iTunes out  it’s like magic
• Can send these to Apple if you like
• 5-minute sound limit
Terese Bird

39. Soundcloud
• A bit more socially aware
• The app lets you record so
good for students to
record their own stuff and
post up
• Very intuitive
• Longer sound limit
Terese Bird

40. Examples of uses
• Audio feedback – increased
marks & retention
http://www.le.ac.uk/ducklin
g
• Voice discussions
• Audioboo – Field use – listen
to teacher’s description of a
flower, student audio-
records her own comments
and findings
• Student can record, using
Audioboo for iPhone (don’t
use iPad app yet)
Terese Bird

41. Lecture podcasts on iTunes U
Terese Bird

42. Video - YouTube
• 10 minute limit
• Great to embed into
Moodle
• Comments are a mixed
blessing
• Good statistics
• Use branding if you make
one
• Not too easy to download
the video
Terese Bird

43. Video - Vimeo
Terese Bird
• Longer video
than YouTube
• Much less junk
• Pretty much just
as easy to do
• Downloadable

44. ScreenR
Terese Bird

45. Recorded lectures
Terese Bird
• Record the face or just the slides?
• Streaming or download?
• Automatic enterprise, or one-by-one?
• Huge server space required, expensive
• Students like them to revise, good for
language issues

46. Editing movies
Terese Bird
• iMovie – free with Mac – saves as .mov, .mp4
• Windows MovieMaker – but doesn’t save as
mp4
• Only go to Final Cut Express if you have to!
– Bleeped out sounds
– Fuzzed out faces
– A cut-out logo floating over the image

47. Narrated presentations
Terese Bird
• Screen capture software: QuickTime,
Camtasia, iShowU, or ScreenR
• Speak out your presentation and record, save
as a .mov file or .mp4
• Put on YouTube or Vimeo or iTunes U, link
from there into Moodle
• Slideshare – load presentation, add narration,
link from there into Moodle

48. • Use the SKG 7 principles of design to articulate a TEL space:
– Aesthetics – pleasure (recognition of symmetry, harmony,
simplicity and fitness for purpose)
– Affordances – the characteristics of the environment
– Blending – a mix of f-t-f and technologies
– Comfort - a space that creates a physical and mental sense of
ease
– Equity – considering the needs of cultural and physical
differences
– Flow – the state of mind of the leaner when totally engaged
with the learning process
– Repurposing – the potential for multiple use of the space
• http://www.skgproject.com/wp-content/uploads/2010/03/SKG-
Pamplet-Creating-Flexible-Learning-Spaces.pdf
Activity 2: Designing TEL spaces

49. Activity 3: Course Map
E-tivity Rubric: http://tinyurl.com/SPEED-e5
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.

50. Activity 4: Storyboard
E-tivity Rubric: http://tinyurl.com/SPEED-e8
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.
Linoit Canvas

51. Start End
Learning
Outcomes
LO1
LO2
LO3
LO4
Assessment LO1
LO2 LO3 LO4
Week 1
Topic 1
Week 2
Topic 2
Week 3
Topic 3
Week 4
Topic 4

52. Storyboard
http://linoit.com

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

54. Three words…

55. Things I liked…

56. Suggestions for improvement

57. Action plan…

58. • OULDI website http://www.open.ac.uk/blogs/OULDI/
• SKG website http://www.skgproject.com/
• Carpe Diem website http://www.le.ac.uk/carpediem
• 7Cs OER page
http://www2.le.ac.uk/projects/oer/oers/beyond-
distance-research-alliance/7cs-workshop-resources
• Cloudworks http://cloudworks.ac.uk/
• Terese Bird’s presentation
http://www.slideshare.net/mobile/tbirdcymru/using-
rich-media-in-teaching-big-ideas-simple-steps
Useful sites and resources

59. •Joe Dale’s tips on creating audio
–http://joedale.typepad.com/integrating_ict_into_the_/200
9/12/using-audio-creatively-in-the-mfl-classroom.html
• 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
•LINOIT
–http://en.linoit.com/
Useful sites and resources