1. OU Learning Design Initiative
Sample Intervention
Introduction
The purpose of this leaflet is to suggest a format for introducing a Learning Design methodology
to trainee teachers. This format is informed by observation and analysis of similar interventions
being trialled with practicing lecturers across five UK HE institutions.
The following is a sample only, as are the activities. Activities can easily be refocused to reflect
prior learning and experience, and teaching and learning context. Equally, the tools suggested
are a guide only - there may be others that meet needs better (i.e. where participants have
never used concept maps before, pen and paper may be more accessible during the Design
Challenge event). The important element is the Learning Design methodology and process. All
the tools and approaches detailed here, and many others, can be found in the Learning Design
toolbox on Cloudworks www.cloudworks.ac.uk/cloudscape/view/Learning+Design+toolbox .

2. OU Learning Design Initiative
Support and engagement
The support needs of individuals, groups and institutions will vary and we have developed a
series of flexible support interventions that aim to promote sustained engagement and
collaborative working. Some groups will effectively collaborate, and require less external
support and guidance, but generally groups will access each of these options at some point in
the design process. Some example activities are detailed below, and a sample 6-month timeline
can be found at the end.
Option 1. Independent design Option 2. Community peer support
The OULDI activities, schema, resources and Support and guidance is available from members of
tools are available openly on Cloudworks, and the OULDI team and/or support from
designed to be self-explanatory. Materials peers/mentors via the Cloudworks community.
promote innovative thinking, practitioner This support may be augmented by real or virtual
reflection and evaluation. Groups and individuals events allowing for reflection, integration and
can work through these independently. extension of new knowledge, new practices and
intellectual debate over time
Open University Learning Design
Toolbox
Option 3. Tailored events Option 4. Side-by-side mentoring
A series of tailored real and/or virtual workshops
and events that introduce tools, resources and Focused guidance and support for a course team/
methods at each stage of the design process, and group over a specific period in the use of
provide opportunities for teachers and designers methodologies, tools and resources.
to develop and co-create learning designs
Evaluating the intervention
The broad aims of the EUPT3 project include:
o To better prepare teachers in integrating ICT in teaching and training in innovative ways
o Advancing teachers’ lifelong learning skills by building a community
Additional and specific outcomes will be negotiated with the group and contextualised to
ensure relevancy. For example, a group may choose to focus on: the ‘quality’ of the design
against predefined criteria; increasing the variety of technological tools used; making clearer
links between the pedagogy and technology; and/or increasing confidence. It should be noted
that the process of evaluating the intervention is likely to also impact on learning, and so should
be explicitly incorporated into the plan. In addition, trainee teachers’ evaluations of their
designs might also be used to provide data used to evaluate the impact of the intervention and
their permission should be explicitly sought for this. The following evaluation methods are
examples of what might be used:
o Reflective logs (teachers/ trainers o Training feedback forms
and trainee teachers) o Observation of activity on
o Videoed interviews - staff, trainees, Cloudworks
pupils o Learning Design representations
o Questionnaires/ survey

3. OU Learning Design Initiative
Step 1: Introduction and preparatory work
It is useful to hold a ‘kick off’ event to introduce people to the approach, resources and tools
(and provide an opportunity to ask questions easily). The Design Challenge is a one-day training
session and an example of such an event.
In order to get the most out of the day it is recommended that participants familiarise
themselves with the concept of Learning Design, and some of the key tools such as
CompendiumLD and Cloudworks, in advance. They can use the following resources and
activities to do this independently:
Learn about Learning Design guide – www.cloudworks.ac.uk/cloud/view/1513
Getting started with Compendium – www.cloudworks.ac.uk/cloud/view/2383
Cloudquest challenge – www.cloudworks.ac.uk/cloud/view/2454
As part of the Design Challenge, we ask participants to work where possible in curriculum,
special interest or faculty teams, and decide in advance what module or course they want to
design or re-design (this is an example of how Option 1 might work). Ideally, the course they
choose for the Design Challenge will be one that they intend to use at a specific point in the
future.
N.B Some groups may find it difficult to fence off time to do this preparatory work; if this is
anticipated then a scheduled and facilitated 1.5 hour session may be a better option (Option 4).
Step 2: ‘Kick-off’
The Design Challenge is an example of an ‘Option 3’ event and can be facilitated face-to-face or
virtually. The day is split into four distinct parts and links clearly to the Learning Design lifecycle
(Conole, 2007). This type of big event in best placed early in the training time-line and may be
supplemented later by shorter topic-based events:
Vision Gather Assemble Evaluate
Example Design Challenge type event: Brunel University, UK –
www.cloudworks.ac.uk/cloudscape/view/1912
Conole (2007)
Part 1 - Vision
Activity 1: 15 mins: Setting workshop objectives – www.cloudworks.ac.uk/cloud/view/2596
Activity 2: 20 mins: How to ruin a course – www.cloudworks.ac.uk/cloud/view/2597
Activity 3: 40 mins: At a glance course maps – www.cloudworks.ac.uk/cloud/view/2598
The primary output of this part of the event is a one-page textual representation, which can
effectively communicate the ‘flavour’ or ‘vision’ of the course or module. Participants will
consider how key learning design decisions will impact on learner experience.

4. OU Learning Design Initiative
Part 2 – Gather
Activity 4: 60 mins: Stalls activity – www.cloudworks.ac.uk/cloud/view/2326
This activity provides the opportunity to develop specific, individual knowledge and broaden
teams’ knowledge base to inform design decisions. In the example, the ‘stalls’ focus on
accessibility, e-pedagogy, using OERs and networking with other teams in the institution - other
types of stall may be more appropriate to different groups. If this is to be a face-to-face event
then this activity requires significant organisation as experts are required to man the stalls and
will need both booking and briefing. Evaluation of these events tells us that this activity is one
of the most valued.
Part 3 - Assemble
Activity 5: 90 mins: Visualising designs – www.cloudworks.ac.uk/cloud/view/2601
Visualised designs are easier to share with others, and make the relationships between roles,
outcomes, activities, tools and assessment explicit. In this example we suggest using
CompendiumLD to construct an early design visualisation.
Part 4 - Evaluate
Activity 6: 40 mins: Design Review – www.cloudworks.ac.uk/cloud/view/2599
Activity 7: 30 mins: Peer Evaluation – www.cloudworks.ac.uk/cloud/view/2602
It is recognised that designing a finished course or module will take longer than 6 hours;
however, it is useful at this stage for participants to evaluate their progress and receive early
feedback on designs. This activity will also introduce teams to some useful Learning Design
tools that can be used later in the design cycle.
Step 3: Agreeing next steps
Sustained engagement with the tools, resources and methods is key to ensuring that workshop
learning is transferred to design practice. A plenary at the end of the Design Challenge will
provide an opportunity to discuss design problems and action points, and agree development
timelines, proposed course or module launch dates and evaluation methods.
Step 4: Design launch and evaluation
It is expected that all teams will trial their designs and evaluate design effectiveness. The final
course design may be very different to the one started at the Design Challenge and teams
should be encouraged to keep a log of the tools used and design decisions made. Teams should
receive feedback from their peers at stages through the design process (an example of Option
2). Cloudworks may be a good place to do this.
A sample timeline is detailed on the following page

5. OU Learning Design Initiative