1. Introduction to CoED Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang& Jacob Davidsen e-Learning Lab (eLL) Department of Communication, Aalborg University, Denmark

2. 2 Collaborative e-learning design method CoED aims to support domain, qualification level and subject experts in designing targeted e-learning and education. CoED brings focus and structure to the early stages of the design process. CoED aims to develop design specifications and/or early prototypes within few hours of work. Learn@Work-project – elearning in the work place; design of 9 different courses in 5 different countries

4. Systems development – because we design (for) information and communication technology

5. Facilitating creative processes – because the aim is to develop something newOriginal source: the Collaborative E-learning Design method (CoED) (Georgsen & Nyvang, 2007)

6. 4 Principles The CoED method facilitates the design process by following five principles and splitting the early design into three phases. Principles - the CoED method: Facilitates conversations about e-learning design Structures conversations about e-learning design Produces design specifications and/or actual designs rapidly Involves e-learning experts, domain specialists and future users of the e-learning design Involves at least two people in the design process

8. 6 Overview over phases in design method Phase 1: Focus the e-learning design process Phase 2: Identify overarching values and design principles Phase 3: Specify design

9. 7 Phase 1 - Focus Goal: To focus the design activity in terms of the overall approach to and understanding of learning, domain and technology Process: a presentation is given to introduce to key issues in pedagogical design of ICT-based learning and teaching. The idea is to focus the attention on three issues related to identifying the philosophy of the design: the understanding of learning (and subsequently teaching) the understanding of the domain the understanding of technology and the role it plays in both the design and the learning processes Product: The workshop participants arrive at a shared understanding of some of the basics of the overall approach to and understanding of learning, domain and technology.

10. 8 Goal: The goal of phase 2 is to identify the overarching values and principles that guide the design. Process: Card sorting-exercise. Discussion and negotiation of meaning between participants. Product: A negotiated value statement regarding active problem based learning with in the given domain Phase 2 - Identification of values and principles

12. 10 Phase 3 – Detailed design Goal: The goal of phase 3 is to focus on developing a detailed learning design based on phases 1 and 2. Process: The specific design of a course/learning process based on the output from step two (pedagogic values) AND on the specific case the design is to be used in. Design of the specific course thus require knowledge of the cases that the design aims at. Facilitator - support the participants in formulating a consistent design true to the values of the design philosophy. Done by asking critical questions, pointing out “holes” in the design, etc. Product: A “story line” of learning activities and their relations A number of designs illustrating what the learner sees and does, as (s)he works through the course design

14. Online CoED Generator http://www.hoxcms.dk/coed

15. How do we bring thisfurther? New research has shownchallenges: Adjustment of the design tool to different domains Ability to support and facilitate the process for groups with an unbalanced mix of pedagogical, technological and domain or content related expertice Howcanwe succesfully communicate the results of the design workshop to relevant actors

16. Conclusion Positive issues: Possible to create a productwithinfewhours (also for non-experienced ”designers”) Problematicissues: Lack of testing and sustainability Complexity from developmental mode to establishing a pratical mode