Here are some examples of positive affordances of technologies that could promote learning: - Interactivity - allows two-way engagement between users, promoting dialogue and collaboration. - Aggregation - brings together content from different sources in one place, facilitating access to resources. - Reflection - enables users to create, share, and comment on content, supporting reflective practices. - Media sharing - allows sharing of multimedia like images and video, engaging multiple senses. - Mashups - combines content in new ways, promoting creative thinking and novel applications. Negative affordances, discourages...

1. How to leverage open resources and practices
in your teaching
Gráinne Conole,
cloudworks.ac.uk/cloudscape/view/2252 The Open University, UK
Brisbane University, 21/02/11

2. Technology paradoxes
Blogs & wikis Media sharing
Virtual worlds &
online games Social networking

3. Technology paradoxes
Paradoxes
Technologies not fully exploited
Little evidence of use of free resources
Blogs & wikis Media sharing
Virtual worlds &
online games Social networking

4. Technology paradoxes
Paradoxes
Technologies not fully exploited
Little evidence of use of free resources
Blogs & wikis Media sharing
Reasons
Technical, pedagogical, organisational…
“Lack of time, research vs. teaching, lack of
skills, no rewards, no support….”
Virtual worlds &
online games Social networking

5. Technology paradoxes
Paradoxes
Technologies not fully exploited
Little evidence of use of free resources
Blogs & wikis Media sharing
Reasons
Technical, pedagogical, organisational…
“Lack of time, research vs. teaching, lack of
skills, no rewards, no support….”
Solutions?
Virtual worlds & Case studies, support networks
online games Learning Design Social networking

6. The OU Learning Design Initiative
Learning Design
A design-based approach to
creation and support of courses
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca Gall
Richard Lovelock, Paul Mundin

7. The OU Learning Design Initiative
Shift from belief-based, implicit approaches
to design-based, explicit approaches
Learning Design
A design-based approach to
creation and support of courses
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca Gall
Richard Lovelock, Paul Mundin

8. The OU Learning Design Initiative
Shift from belief-based, implicit approaches
to design-based, explicit approaches
Learning Design
A design-based approach to
creation and support of courses
Encourages reflective, scholarly practices
Promotes sharing and discussion
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Nick Freear, Rebecca Gall
Richard Lovelock, Paul Mundin

9. Aspects of learning design

10. Aspects of learning design
Foundations Collaboration
Representation

11. Aspects of learning design
s Too
tie ls
tivi
Ac
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation
l
Acti
s
Ac ls
tiv o
itie
s To
Resources

12. Aspects of learning design
s Too
tie ls
tivi
Mediating artefacts Ac
Affordances
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation
l
Acti
s
Ac ls
tiv o
itie
s To
Resources

13. Aspects of learning design
s Too
tie ls
tivi
Mediating artefacts Ac
Affordances
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation
l
Acti
s
Ac ls
tiv o
itie
s To
Resources
Excel template
CompendiumLD
Course views

14. Aspects of learning design
Cloudworks
s Too
tie ls
tivi
Mediating artefacts Ac
Affordances
Re
so
s
rce
ur
ce
sou
Foundations Collaboration
s
Re
s
vitie
Too
Representation ’Design
l
Acti
s
Challenge’
Ac ls
tiv o
itie
s To
Resources
Excel template
CompendiumLD
Course views

15. Foundations: Mediating Artefacts
Vygotsky, Activity Theory

16. Foundations: Mediating Artefacts
Teacher
Vygotsky, Activity Theory

17. Foundations: Mediating Artefacts
Creates Learning activity
Teacher or Resource
Vygotsky, Activity Theory

18. Foundations: Mediating Artefacts
Creates Learning activity
Teacher or Resource Has an Design
inherent
Vygotsky, Activity Theory

19. Foundations: Mediating Artefacts
Creates Learning activity
Teacher or Resource Has an Design
inherent
Other teachers and learners
can use or repurpose
Vygotsky, Activity Theory

20. Foundations: Mediating Artefacts
Mediating
Design Mediating Artefacts
Artefacts (MA) 1. Concepts
2. Tools
3. Dialogues
4. Activities
Creates Learning activity
Teacher or Resource Has an Design
inherent
Other teachers and learners
can use or repurpose
Vygotsky, Activity Theory

21. Foundations: Mediating Artefacts
Mediating
Design Mediating Artefacts
Artefacts (MA) 1. Concepts
2. Tools
3. Dialogues
4. Activities
Creates Learning activity
Teacher or Resource Has an Design
inherent
Research focus
What Mediating Artefacts do teachers use?
Other teachers and learners
What Mediating Artefacts can we create to guide
the design process? can use or repurpose
Vygotsky, Activity Theory

22. Activities
 How to ruin a course
 Cloudworks
 What tools should I use?
 Tools in use
 Course views
 Course map
 Pedagogy profile
 Course dimensions
 Learning outcomes map
 Learning activities

23. How to ruin a course
 Issues
and strategies important for the success of a
course
 Check list for design and evaluation of a course
 Activity:
 List10 ways that technologies can make your course fail
 Compare and discuss
 Look at other examples: http://cloudworks.ac.uk/
cloud/view/2597

24. Feedback

25. Cloudworks
 Socialnetworking site
for sharing and
discussing learning
and teaching ideas
 Boundary crossing
 Bestof web 2.0
functionality and
practices
 Dothe Cloudquest
challenge!

26. Quick language guide

27. Quick language guide
Cloud:
Anything to do with
learning and teaching

28. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds

29. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people

30. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like

31. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
Follow:
Cloudscapes, Clouds
or people

32. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
Follow: RSS feeds:
Cloudscapes, Clouds For Cloudscapes, Clouds
or people & people

33. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
Follow: RSS feeds: Attend:
Cloudscapes, Clouds For Cloudscapes, Clouds
Conferences &
or people & people workshops

34. Take the Cloudquest challenge!
 http://cloudworks.ac.uk/cloud/view/4891

35. What tools should I use? 12
 Confusing array of tools which should you use and when?
 Number of things to consider:
 Nature of your students and context, your expertise and
preferences, time to learn the tool, time to develop, etc.
 Aim of the next exercise
 Explore some tools and consider relevance
 Brainstorm how you might use them
 Map in terms of communication and interactivity
 Consider other factors to take into consideration
 Strategies to make quick pragmatic judgements about which tools
to use before investing time in exploring further

36. Co-evolution of tools and practice

37. Co-evolution of tools and practice
Basic
communications
& gestures

38. Co-evolution of tools and practice
Basic Symbolic
communications representations
& gestures (words, numbers)

39. Co-evolution of tools and practice
Basic Symbolic 1st wave technologies
communications representations (phone, radio, fax,
& gestures (words, numbers) TV, CD/DVDs)

40. Co-evolution of tools and practice
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

41. Co-evolution of tools and practice
Affordances (Gibson)
‘All "action possibilities" latent in
an environmentt…
but always in relation to the actor
and therefore dependent on
their capabilities.’
For instance, a tall tree offers the
affordances of food for a Giraffe
but not a sheep.
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

42. Co-evolution of tools and practice
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

43. Co-evolution of tools and practice
Characteristics of
tools
Reflection
Dialogue
Aggregation
Interactivity
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

44. Co-evolution of tools and practice
Characteristics of Characteristics
tools of people
Reflection Preferences
Dialogue Interests
Aggregation Skills
Interactivity Context
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

45. Co-evolution of tools and practice
Characteristics of Characteristics
tools of people
Reflection Preferences
Dialogue Interests
Evolving
practices
Aggregation Skills
Interactivity Context
Basic Symbolic 1st wave technologies 2nd wave technologies
communications representations (phone, radio, fax, networks, mobiles, the
& gestures (words, numbers) TV, CD/DVDs) Internet)

46. The ICT framework

47. The ICT framework
Interactivity

48. The ICT framework
Communication+
Interactivity

49. The ICT framework
Communication+
Web
pages
Interactivity

50. The ICT framework
Communication+
Web
pages Media sharing Mash ups
Interactivity

51. The ICT framework
Communication+
Audio & video
conferencing
Forums
Email
Instant
messaging
Web
pages Media sharing Mash ups
Interactivity

52. The ICT framework
Communication+
Audio & video
conferencing
Forums
Email
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

53. The ICT framework
Communication+
Audio & video
conferencing
Forums
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

54. The ICT framework
Communication+
Audio & video
conferencing
Forums
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

55. The ICT framework
Communication+
Audio & video
conferencing
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

56. The ICT framework
Communication+
Audio & video
conferencing Social
networking
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

57. The ICT framework
Communication+
Virtual worlds,
online games &
Audio & video immersive environments
conferencing Social
networking
Google
Forums wave
Wikis
Email
Blogs
Instant
messaging Twitter
Web
pages Media sharing Mash ups
Interactivity

58. Comparing four tools 15
 About: this activity will introduce you to 4 tools (Twitter,
Wordpress, Wallwisher and Wordle) and help you think about
their use.
 Production: a map
 Acitivity
 Visit the tool websites
 Explore, look at any overviews about them or examples
 Map the tools onto the ICT framework
 Compare and discuss
 Look at other examples - http://cloudworks.ac.uk/cloud/view/3930

59. Tools in use
 In this activity you will explore the term ‘affordances’ and decide on tools
based on their positive and negative affordances
 Produce a map
 Activity
 Choose a task and 3 tools
 Put the task in centre of paper and tools on the outside
 Add positive and negative affordances
 Decide which tool to use
 Compare and discuss
 Look at other examples: http://cloudworks.ac.uk/cloud/view/4042

60. Feedback

61. Twitter: the good and the bad

62. Twitter: the good and the bad
Ejemplos
Posting queries
Commenting
Backchannel
Crowdsourcing
Gathering opinions
Sharing ideas
Brainstorming
Social presence

63. Twitter: the good and the bad
Ejemplos Issues
Posting queries Your ‘a-ha’ moment
Commenting The right network
Backchannel Your digital voice
Crowdsourcing Inappropriateness
Gathering opinions Personal/private
Sharing ideas Too much!
Brainstorming Use with other tools
Social presence A passing fad?

64. Foundations: technology affordances

65. Foundations: technology affordances
Affordances (Gibson)
All "action possibilities"
latent in an environmentt…
but always in relation to the
actor and therefore
dependent on their
capabilities.
For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
sheep.

66. Foundations: technology affordances
Positive affordances,
promotes…
Affordances (Gibson)
All "action possibilities"
latent in an environmentt…
but always in relation to the
actor and therefore
dependent on their
capabilities.
For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
sheep.

67. Foundations: technology affordances
Positive affordances,
promotes…
Collaboration
Reflections
Interaction Affordances (Gibson)
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the
actor and therefore
Creativity dependent on their
capabilities.
Organisation For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
Inquiry sheep.
Authenticity

68. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration
Reflections
Interaction Affordances (Gibson)
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the
actor and therefore
Creativity dependent on their
capabilities.
Organisation For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
Inquiry sheep.
Authenticity

69. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills

70. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration A blog for reflective practice
Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills

71. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration A blog for reflective practice
Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills

72. Foundations: technology affordances
Positive affordances, Negative affordances,
promotes… think about…
Collaboration A blog for reflective practice
Time consuming
(development)
Reflections Difficult to use
Interaction Affordances (Gibson) Costly to produce
All "action possibilities"
Dialogue latent in an environmentt…
but always in relation to the Time consuming (support)
actor and therefore
Creativity dependent on their Assessment issues
capabilities.
Organisation For instance, a tall tree
Lack of interactivity
offers the affordances of
food for a Giraffe but not a
Inquiry sheep. Difficult to navigate
Authenticity New literacy skills

73. Representation
How are courses typically represented?
How explicit is the inherent design?

74. Representation The Open University, UK
How are courses typically represented? KE312
How explicit is the inherent design?

75. Representation The Open University, UK
How are courses typically represented? KE312
How explicit is the inherent design?
What’s the problem?
Text-based/focus

76. Conceptual tools: moving beyond content

77. Conceptual tools: moving beyond content
The power of visualisation
Shift emphasis away from content
Help articulate designs
Supports effective design
Provides focus at different levels
Acts as a dialogic mediating artefacts
Provides a design record
Encourages reflective practice
Enables sharing of designs

78. Visualisation tools

79. Visualisation tools
Pen, paper and
stickers

80. Visualisation tools
Pen, paper and
Mind mapping tools
stickers

81. Visualisation tools
Pen, paper and
Mind mapping tools
stickers
Excel templates

82. Course views: conceptual and data-driven

83. Course views: conceptual and data-driven
Course Map

84. Course views: conceptual and data-driven
Pedagogy Profile
Course Map

85. Course views: conceptual and data-driven
Pedagogy Profile
Course Dimensions Course Map

86. Course views: conceptual and data-driven
Pedagogy Profile
Course Dimensions Course Map Task Swimlane

87. Course views: conceptual and data-driven
Pedagogy Profile
Course Dimensions Course Map Task Swimlane
Learning Outcomes

88. Course views: conceptual and data-driven
Pedagogy Profile
Course Dimensions Course Map Task Swimlane
Learning Outcomes
Course Performance Cost effectiveness

89. Course map
 This activity produces an ‘at a glance’ view of a course
 Produces a map of a course
 Activity:
 Use the course map guide, fill in the six boxes for your course
 Compare and discuss
 Look at other examples: http://cloudworks.ac.uk/cloud/view/3422

90. Course map
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach

91. Course map
Guidance &
Support
Course structure and timetable
e.g. course calendar, study guide,
tutorials
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach

92. Course map
Guidance &
Support
Course structure and timetable
e.g. course calendar, study guide,
tutorials
Content & Communication
Activities & Collaboration
Course materials, prior
experience, learner- Dialogic aspect of the course,
generated content, e.g. interaction between learners
readings, DVDs, podcasts, &tutors - course forum, email, etc.
labs
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach

93. Course map
Guidance &
Support
Course structure and timetable
e.g. course calendar, study guide,
tutorials
Content & Communication
Activities & Collaboration
Course materials, prior
experience, learner- Dialogic aspect of the course,
generated content, e.g. Reflection & interaction between learners
&tutors - course forum, email, etc.
readings, DVDs, podcasts,
labs Demonstration
Internalization and reflection, e.g.
in-text questions, blogs, e-
portfolios
Diagnostic, formative or
summative assessment
Course summary Key words
Level, credits, duration, key features Descriptive words indicating pedagogical approach

94. KE312 - Course map
Guidance &
Support
Course guide, study calendar,
study planner, 20 learning guides,
Content & General assessment guidelines
and assignments Communication
Activities Tutor support: 1:20, 21 contact
& Collaboration
3 co-published books, DVDs of 3
F-t-F tutorials near beginning,
practice settings, core questions,
middle and end, Course-wide
thinking points in course books
café forum, Tutor-group forums
Plus own experience and practice
PDFs, e-journal articles & Reflection & with sub-groups for each block
Demonstration
Journal space in an e-portfolio,
6 assignments online (50% of
overall score)
Course summary Key words
KE312 - Working together with Children, Practice-related, aligned to latest professional
60 pt course over 32 weeks, 3 blocks/20 learning framework for multi-agency working, rich case
guides studies,

95. Feedback

96. Pedagogy profile
Learning Design Taxonomy - Conole, 2008

97. Pedagogy profile
Map of learner tasks to time
periods (weeks, semesters, etc.)
6 types of learner task +
assessment
Assimilative
Information handling
Communication
Productive
Experiential
Adaptive
Assessment
Each cell indicates the amount of
time spent on each type of task
Learning Design Taxonomy - Conole, 2008

98. Feedback

99. Course dimensions

100. Course dimensions
Guidance &
Support

101. Course dimensions
Guidance & Content &
Support Activities

102. Course dimensions
Guidance & Content &
Support Activities
Communication
& Collaboration

103. Course dimensions
Guidance & Content &
Support Activities
Reflection & Communication
demonstration & Collaboration

104. +Learning outcomes

105. +Learning outcomes
Mapping learning outcomes to:
Activities
Assessment
Based on Biggs’ work (1999) on
constructive alignment
Maps course and highlights any
gaps

106. Feedback

107. Task swimlane

108. Task swimlane
Focus on the tasks learners do
Base on:
Roles (learner, tutor, etc.)
Tasks (read, discuss, etc.)
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level
Use
Mindmapping tools –
CompendiumLD, CMap,
Freemind
Pen, paper and stickers

109. Learning activities
 This activity produces a task swimlane of an activity and the tools and
resources used
 Produces a swimlane diagram
 Activity:
 Decide on the learning outcomes, tools, resources and assessment for
this activity
 Map out the activity
 Use pens and arrows to add explanations
 Compare and discuss
 Look at other examples: http://cloudworks.ac.uk/cloud/view/3422

110. Working between the views

111. Working between the views
Course map

112. Working between the views
Learning outcomes
Course map

113. Working between the views
Learning outcomes
Course map
Pedagogy profile

114. Working between the views
Learning outcomes
Course map
Pedagogy profile
Course dimensions

115. Working between the views
Learning outcomes
Course map
Pedagogy profile
Course dimensions
Task swimlane

116. Modeling with data-derived views
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson

117. Modeling with data-derived views
5 conceptual
course views
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson

118. Modeling with data-derived views
What happens to course performance, if…
Include more collaboration
Decrease the amount of tutor support
Increase use of Web 2.0 tools?
5 conceptual
course views
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson

119. Modeling with data-derived views
What happens to course performance, if…
Include more collaboration
Decrease the amount of tutor support
Increase use of Web 2.0 tools?
5 conceptual
course views
What are the cost implications of…
Including more online assessment
More student-generated content
Introducing use of SecondLife?
Course Business Models project
Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson

120. Reflection
 What three words would you use to describe
this workshop?
 What did you like about this workshop?
 What could have been better?
 Whatthree words would you use to describe
Cloudworks?
 What three words would you use to describe
the course views?
 What action points will you do as a result?

121. Feedback

122. References
 Our work
 Workshop material: http://prezi.com/ffbp3lwn-m7m/ouldi-toolbox/
 Cloudworks: http://cloudworks.ac.uk
 My blog: http://www.e4innovation.com
 Learning design paper: http://cloudworks.ac.uk/cloud/view/4001
 Papers and presentations: http://www.slideshare.net/grainne
 Book: contemporary perspectives on e-learning (Conole and Oliver,
2007)
 Others
 Wills et al. book on role play: http://www.informaworld.com/smpp/
title~db=all~content=t921514000
 Imperial collage second life island http://
knowledgecast.wordpress.com/2009/07/10/icl-tour2/
 Personal Inquiry project http://www.pi-project.ac.uk/resources/
 E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios