National Teaching Fellow 2012 The 7 Cs of

National Teaching Fellow 2012 The 7 Cs of Learning Design Terese Bird, Gráinne Conole University of Leicester 4 th June 2013

Introductions • Say who you are and what you hope to get out of the workshop • During the day add comments to the reflection sheet

Outline • An overview of learning design • Activities 1. Course Features 2. Resource Audit 3. Tools to capture, communicate and collaborate 4. Course Map 5. Activity Profile 6. Story board 7. Evaluation Rubric • Evaluation

Learning outcomes • Conceptualise the learning design process from different perspectives • Apply a range of learning design resources, tools and methods to a learning intervention • Critique a range of pedagogical approaches and the role played by different technologies in supporting these • Review and debate theoretical underpinnings of learning design • Develop an innovative storyboard, learning activities and a structure for implementation

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

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

http: //www. larnacadeclaration. org/ http: //gti. upf. edu/metis-meeting-teachers-co-design-needs-bymeans-of-integrated-learning-environments/

Learning Design 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 http: //olds. ac. uk

The 7 Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http: //www 2. le. ac. uk/projects/oers/beyond-distance-research-alliance/7 Cs-toolkit

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

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

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

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

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

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

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

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

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

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

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

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 Ped. Patterns

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

Course View 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. E-tivity Rubric: http: //tinyurl. com/SPEED-e 5

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

Learning Outcomes Start Assessment End

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

Gabi Witthaus Ming Nie

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

Activity 1: Course Features 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 E-tivity Rubric: http: //tinyurl. com/SPEED-e 4

Activity 2: Resource Audit • Complete the Carpe Diem Resource Audit sheet, indicating which OER you will include and what resources you need to create

Activity 3: Tools to capture, communicate and collaborate • A range of tools for capturing resources, and for fostering communication and collaboration will be introduced.

Activity 4: Course Map 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. E-tivity Rubric: http: //tinyurl. com/SPEED-e 5

Activity 5: Activity Profile Purpose: To consider the balance of activity types that will be included in your module/course. Activity Profile Flash Widget E-tivity Rubric: http: //tinyurl. com/SPEED-e 6

Learning Outcomes Storyboard LO 1 LO 2 LO 3 LO 4 Start End Assessment LO 1 LO 2 LO 3 LO 4

Activity 6: Storyboard 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 E-tivity Rubric: http: //tinyurl. com/SPEED-e 8

Storyboard http: //linoit. com

Activity 7: Rubrics for evaluation Purpose: To devise a set of criteria for evaluating the success of the design in a real learning context • Brainstorming some criteria to evaluate the success of the design in a real learning context • Try and focus on measurable/observable things • Think about what data collection you might use – classroom observation, surveys, interviews • Post its: Things I liked, room for improvement, etc.

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

Three words…

Things I liked…

Suggestions for improvement

Action plan…

Useful sites and resources • OULDI website http: //www. open. ac. uk/blogs/OULDI/ • Carpe Diem website http: //www. le. ac. uk/carpediem • 7 Cs OER page http: //www 2. le. ac. uk/projects/oers/beyonddistance-research-alliance/7 cs-workshop-resources • Cloudworks http: //cloudworks. ac. uk/

Useful sites and resources • EDUCAUSE 7 things you should know about… –http: //www. educause. edu/research-andpublications/7 -things-you-should-know-about • Commoncraft videos –http: //www. commoncraft. com/ • Voicethread –http: //voicethread. com/L • LINOI –http: //en. linoit. com/

Useful sites and resources • PATHBRITE e-portolfio –https: //pathbrite. com/ • Dropbox –http: //dropbox. com/ • Telling stories with data –http: //visual. ly/ • Collating content –https: //storify. com/ • Quadblogging –http: //quadblogging. net/blog/2012/11/27/what-isquadblogging/