Activity design representations
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The document outlines a workshop focused on designing online activities to introduce students to learning design concepts. It includes a session on group design work, discussions on design cycle roles, vocabulary, and tools/resources, aimed at achieving specific learning outcomes. Various references to literature on pedagogical approaches and learning design are also provided.
Activity design representations
- 1. Activity design representations Scaffolding assessment and outcome design at the activity level Andrew Brasher, Peter Devine, Lisette Toetenel, Gill Macmillan, Sue Lowe, Katharine Reedy
- 2. Contents • Introduction (10 minutes) • Design work in groups (30 minutes) • Discussion (15 minutes)
- 3. Conceptualize / Re-conceptualize PrototypeRun Investigate / Re-investigate Evaluate Design cycle
- 5. Roles Activity vocabulary Tasks Tools & Resources Outputs Learning Outcomes Time, Workload, Rationale
- 8. Interactive media activity vocabulary
- 10. Your task • Design an online activity to introduce students to the field of learning design Aim to introduce students to Some of these concepts ..and enable students to reach some of these Learning Outcomes LO1: Your knowledge and understanding of choices that practitioners make about ways of applying technologies for a variety of learners across the globe in education, training or professional development. LO2: Your knowledge and understanding of current debates and some of the key theories that
- 11. Student personas Abila, looking for a way up Tell us a bit about yourself I’m 30. I’m a single mum, living in with my daughte my parents’ house. My grandmother also lives wit work shifts at a care home, so it’s great that my mu and gran can help out with Nita Have you got any qualifications? I got five GCSEs but then I left school to get marrie What is your ambition? I’ve taken control of my life. A good qualification w help me get a better life for me and Nita. Why didn’t you go to university? I was married with a baby, so it wasn’t an option fo And girls didn’t go to university in my community. What do you want to know? What will studying be like? Will I be able to do it? How long will it take? Where do I have to attend? Will it help me to get a better job? How did you find out about the OU? Some adverts dropped out of the newspaper. And someone mentioned it at work.
- 12. Discussion (How) did the representations work for you? Discussion around topics such as. • the quality and utility of the representations for sharing ideas, • usefulness of the representations as part of the design process.
- 13. References Beetham, H. (2007). An approach to learning activity design. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: designing and delivering e-learning (pp. 26-40). Oxford: Routledge. Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University (3rd ed.): Society for Research in Higher Education, Open University Press. Brasher, A. (2012). CompendiumLD: a tool for creating shareable models of learning designs; A Final Report of the OULDI-JISC Project (pp. 32): The Open University. Brasher, A., & Cross, S. (2015). Reflections on developing a tool for creating visual representations of learning designs In M. Maina, B. Craft, & Y. Mor (Eds.), The Art & Science of Learning Design (pp. 169-180). Rotterdam: Sense Publishers. Brasher, A., & Mor, Y. (2013). METIS deliverble D3.1: Report 2 on meetings with user groups: Early feedback on candidate best practices for teacher training on learning design. Retrieved 6/7/2013, 2013, from http://www.metis-project.org/resources/deliverables/METIS_D3-1.pdf Brasher, A., Walsh, C., McAndrew, P., & Mor, Y. (2013). METIS deliverable D3.2: Draft of pilot workshop. Retrieved 27/9/2013, 2013, from http://www.metis-project.org/resources/deliverables/METIS_D3-2.pdf Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P., & Culver, J. (2008). Visualising learning design to foster and support good practice and creativity. Educational Media International, 45(3), 177-194. Conole, G., & Weller, M. (2007). The Open University Learning Design Project. Paper presented at the Proceedings of the 2007 Euopean LAMS Conference: Designing the future of learning. http://lams2007.lamsfoundation.org/pdfs/Conole_Weller_LAMS2007.pdf Cross, S., Galley, R., Brasher, A., & Weller, M. (2012). OULDI-JISC Project Evaluation Report Retrieved 3/8/2012, from http://oro.open.ac.uk/34140/1/OULDI_Evaluation_Report_Final.pdf Cross, S., Whitelock, D., & Healing, G. (2015). Collaborative Learning and Assessment (CoLAb) Project: Final Report. Retrieved 20/11/2015, from https://intranet9.open.ac.uk/collaboration/Scholarship-Exchange/Wiki/Document.aspx?DocumentID=1920 Figl, K., Derntl, M., Rodriguez, M. C., & Botturi, L. (2010). Cognitive effectiveness of visual instructional design languages. Journal of Visual Languages & Computing, 21(6), 359-373. doi: http://dx.doi.org/10.1016/j.jvlc.2010.08.009 Gibbons, A. S. (2014). An architectural approach to instructional design. New York: Routledge. Hernández-Leo, D., Asensio-Pérez, J. I., Dimitriadis, Y., & Villasclaras, E. D. (2010). Appendix: A CSCL scripting pattern language. In P. Goodyear & S. Retalis (Eds.), E-learning, design patterns and pattern languages: Sense Publishers. Retrieved from http://www.gsic.uva.es/~daviniahl/dpbook/appendix-chapter.pdf. Macmillan, G., Ameijde, J. v., Brasher, A., Britton, M., Eves, V., Gallagher, A., & Lowe, S. (2015). Quick Wins Project 3 Activity level design
Editor's Notes
- #2: Focus on 2 represntations. Both storyboard type, using a shared set of icons. Icons develped from previoous work, and through converatiosn with academics, module manageers, TEL designers and media developers at the OU. This session is the first time that these repreeantations have been seen outside the project team OU approach to module design is team based; teincludes specialists with a avaiety of roles. Represntations: genera approach - design cycle. Work out Rationale. Think about how learning outcomes can be scheduled. Then work out tasks, activities ,tools and resources to enable students to reach the outcomes. Bear in mind students ..student personas 3 groups on IMD,3 on activity frame.