A presentation about our learning design work secifically focusing on the work in terms of reuse and creation of Open Educational Resources

1. Using Learning design as a
framework for support
the design and reuse of OERs
Gráinne Conole
OpenLearn Conference, Milton Keynes
30th October 2007
e4innovation.com

2. OERs and design

3. OERs and design
Increased interest in
and arguments for OERs

4. OERs and design
Increased interest in
and arguments for OERs
Benefits:
Sharing and reuse
More variety and flexibility
romote user-generated approach

5. OERs and design
Increased interest in
and arguments for OERs
Benefits: Issues:
Sharing and reuse Copyright
More variety and flexibility Quality assurance
romote user-generated approach Sustainability

6. OERs and design
Increased interest in
and arguments for OERs
Benefits: Issues:
Sharing and reuse Copyright
More variety and flexibility Quality assurance
romote user-generated approach Sustainability
Challenge: take up, adaptation and reuse

7. OERs and design
Increased interest in
and arguments for OERs
Benefits: Issues:
Sharing and reuse Copyright
More variety and flexibility Quality assurance
romote user-generated approach Sustainability
Challenge: take up, adaptation and reuse
Solution: Adopting a Learning Design approach

8. THE OU Learning Design project
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

9. THE OU Learning Design project
Adopting a learning
design methodology
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

10. THE OU Learning Design project
Formal means of
describing activities
Adopting a learning
design methodology
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

11. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

12. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

13. THE OU Learning Design project
Formal means of
describing activities
Facilitates re-use of
learning activities
Adopting a learning
design methodology Provides scaffolding for
the design process
Enables a shared language
& representation
A. Brasher, S. Cross, M. Weller, P. McAndrew, S. Nixon, P. Wilson

14. Innovations in design
Learning
Outcomes
Tasks Assessment
Student
Course
experience
...through activity
design

15. Innovations in design
Learning
Outcomes
Tasks Assessment
Student
Course
experience
...through activity
design
How can we design learning activities which
make effective use of tools and pedagogy?

16. Innovations in design
Represent
and share
Learning
Outcomes
Tasks Assessment
Student
Course
experience
...through activity
design
How can we design learning activities which
make effective use of tools and pedagogy?

17. Innovations in design
Represent Create and
and share scaffold
Learning
Outcomes
Tasks Assessment
Student
Course
experience
...through activity
design
How can we design learning activities which
make effective use of tools and pedagogy?

19. Approaches to
learning design

20. From existing practice
(case studies)
Approaches to
learning design

21. From existing practice
(case studies)
Approaches to
learning design
By scaffolding
(templates & contextual help)

23. Fact finding & user requirements
Phase 1: User consultation, case studies
Phase 2: Interviews and focus groups/workshops

24. Fact finding & user requirements
Phase 1: User consultation, case studies
Phase 2: Interviews and focus groups/workshops
Tool and resource development
Phase 1: Compendium, LD workshops
Phase 2: Compendium LD, +

25. Fact finding & user requirements
Phase 1: User consultation, case studies
Phase 2: Interviews and focus groups/workshops
Tool and resource development
Phase 1: Compendium, LD workshops
Phase 2: Compendium LD, +

26. Phase 1:
User consultation and case studies
Compendium and LD workshops

27. Peter Wilson, Pat Grace, Simon Cross

28. Design strategies

29. Design strategies
Learning outcomes:
What do you want the
students to achieve?

30. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?

31. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
the students to do?

32. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?

33. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
Tools:
What tools do
you want to use?

34. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
Tools:
What tools do
Resources:
you want to use?
What resources do
you want to use?

35. Design strategies
Learning outcomes:
Pedagogy:
What do you want the
What pedagogical principles
students to achieve?
do you want to emphasis?
Activities:
What do you want
Assessment:
the students to do?
What do you want
to assess and how?
Tools:
What tools do
Resources:
you want to use?
What resources do
Problem: you want to use?
What specific problem
do you want to address?

36. Easy to use Good support/
documentation
Towards a learning design
tool… using Compendium
as a prototype
Compendium
Easy linking to
Flexible and
diagrams, URLs,
adaptable
word files etc

38. Workspace

39. Standard
Compendium
icon set
Workspace

40. Standard
Compendium
icon set
Tailored icon
set for learning
design
Workspace

43. Examples

44. Examples
Templates

45. Examples
Help
Templates

46. Examples
Help
Templates

47. Examples
Help
Choices
Templates

48. Examples
Help
Learning activity
Choices
Templates

49. Workshop Evaluation
Easy to use and groups quickly generated activities
Using tool in a group helped them reach consensus
Different granularities of use
The process helped surface hither to hidden complexity
LD icon set worked well
Process helped users understand different aspects of design
Focus on activity rather than content

50. Phase 2:
Interviews and focus groups/workshops
Compendium LD, +

51. Current focus
Adaptation of Compendium
Inclusion of tailored and adaptive help
Fact finding interviews & focus groups/workshop
Support: external resources and case studies
Tools comparison (Compendium, LAMs, JISC, etc)
Innovation: Focus on other approaches to design
and technology innovation - web 2.0
In-depth course team evaluations

53. OpenLearn:
Global warming
Patrick McAndrew

54. OpenLearn:
Global warming
Patrick McAndrew

55. OpenLearn:
Global warming
Patrick McAndrew

56. OpenLearn:
Global warming
Patrick McAndrew

57. OpenLearn:
Global warming
Patrick McAndrew

59. Openlearn: Spanish
Andreia Santos

60. Openlearn: Spanish
Andreia Santos

61. Openlearn: Spanish
Andreia Santos

62. Openlearn: Spanish
Andreia Santos

63. OER specific IsSUes and uses

64. OER specific IsSUes and uses
Means of representing design and facilitating re-use

65. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities

66. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
informal learning,
original design not explicit
learners in isolation or
community generated networks

67. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
Potential uses:
informal learning,
At start of design process
original design not explicit
To balance a set of activities
learners in isolation or
To critically deconstruct
community generated networks

68. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
Potential uses:
informal learning,
At start of design process
original design not explicit
To balance a set of activities
learners in isolation or
To critically deconstruct
community generated networks
Benefits:
Thinking differently
Visualisation
Communication
Collaboration

69. OER specific IsSUes and uses
Means of representing design and facilitating re-use
Could guide users through
process of creating or using activities
Context of OERs:
Potential uses:
informal learning,
At start of design process
original design not explicit
To balance a set of activities
learners in isolation or
To critically deconstruct
community generated networks
Benefits:
Drawbacks:
Thinking differently
Level of granularity
Visualisation
Trade off: time investment/benefit
Communication
Novice vs. expert users
Collaboration

70. Interviews

71. Interviews
Process

72. Interviews
Process
Support

73. Interviews
Process
Support
Representation

74. Interviews
Process
Support
Representation
Barriers

75. Interviews
Process
Support
Representation
Barriers
Evaluation

76. Interviews
Process Constraints ‘From the heart’
Tacit nature
Support
Representation Sum greater than parts
The ‘big’ idea
Interactive
Barriers
design
Shared vision
Evaluation
Serendipity
Link to
assessment

77. course level view
n-depth course
evaluation:
H800

78. course level view
n-depth course
evaluation:
H800
Identifying
LD themes

79. course level view
n-depth course
evaluation:
H800
Identifying
LD themes
Mapping the
design process
Evaluation of adopting an ‘LD
approach’ as a course develops

80. Other features:
LD temples

81. ther features:
contextual
guidance

82. ther features:
daptive help

84. Generic Issues

85. Generic Issues
Adopting a Learning Design mindset

86. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user

87. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level

88. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
and levels of granularity

89. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
and levels of granularity
Sustainable user-generated
activities

90. Generic Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
and levels of granularity
Sustainable user-generated
activities
Roll out and support:
research vs. practice

91. Next steps

92. Next steps
Map of more OpenLearn content,
identification of OER specific issues

93. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
and workshops

94. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’

95. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’
ScreenCam walk throughs:
1. Using Compendium for design
2. Audio/visual of design process

96. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’
ScreenCam walk throughs:
1. Using Compendium for design
Library of learning activities 2. Audio/visual of design process
based on OpenLearn content

97. Next steps
Map of more OpenLearn content,
identification of OER specific issues
Wider scope focus groups
LD Openlearn icons or and workshops
library of ‘clip art’ icons
to give user ownership’
ScreenCam walk throughs:
1. Using Compendium for design
Library of learning activities 2. Audio/visual of design process
based on OpenLearn content
Evaluation and refinement

98. Learning Design
Conole, G. and Weller, M. (forthcoming), Using learning design as a framework for the
design and reuse of OER, OpenLearning Conference, Milton Keynes
Conole, G., Brasher, A., Cross, S., Weller, M. and Nixon, S. , (forthcoming), A learning design
methodology to foster adn support creativity in design
Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning
activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography
– software tools and mapping techniques
Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning
design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on
Learning Design and Learning Objects: Issues, Applications and Technologies
Conole, G. and Weller, M. (2007), The OU learning design project, 2nd LAMS conference,
July 2007, Greenwich
Conole, G., Thorpe, M., Weller, M., Nixon, S. and Wilson, . (2007), Capturing practice and
scaffolding learning design, EDEN conference, June 2007, Naples