The Learning Designer and the International Learning Designs Challenge
- 1. The Learning Designer and the International Learning Designs Challenge Eileen Kennedy
- 2. Learning Designer Tools Learning Designer CRAM
- 3. Design Based Research Cycles
- 4. What conditions are required for active learning to take place? Learning experience needs to be designed Three cycles of communicatio n between the teacher and the learners must be engaged (Laurillard, 2012) Teacher communication cycle Teacher practice and modelling cycle Peer communication cycle
- 5. Teacher and peer communication cycles 1. The teacher must communicate their concepts for the learner to understand; 2. The teacher must provide an environment to model the learning and for the learner to practice within; 3. The learners must engage in peer communication, providing their own modelling and practice environments to support each other’s learning.
- 6. Learning Designer An online tool to support lesson planning Focuses on the experience of the learner Specifies teaching and learning activities by learning type Learning types: Read/Watch/Listen Discuss Investigation Practice Produce Collaborate Dynamic pie chart shows proportion of learning type in overall learning time designed
- 7. Time OutcomesOutcomes Feedback from pie chart Learning time, group size, teacher presence
- 8. Browse, adapt, curate your designs
- 10. Export to MS Word
- 11. Export to VLE using IMSCC
- 12. International Learning Designs Challenge: Creating, sharing and reviewing learning designs 10-14th February 2014: Blackboard Coursesites
- 13. International Learning Designs Challenge: Creating, sharing and reviewing learning designs 10-14th February 2014: Blackboard Coursesites; LearningDesignerCommunity YouTube Channel
- 14. WordPress Blog: Building Community Knowledge learningdesigner.org
- 15. What makes a good design? Peer review criteria for learning designs 1 Test? Is there a ‘produce’ activity, or some way the teacher can use to test whether outcomes are met? 2 Aligned? Are outcomes, activities, and produce activity aligned? 3 Feedback? Is there feedback from the teacher, other students, or the technology? 4 Technology? Does the technology support the learning type(s)? Does the design support critical digital literacy? 5 Other? Are there individual criteria that are specific to this design?
- 16. Building community for impact and development • Blackboard Coursesites: 346 enrolments • + Wordpress blog visitors • Silver badge – watch video tutorials • Gold badge – watch videos, post challenge, create learning design, review learning design, reflect on learning design review • 53 Silver badges • 26 Gold badges awarded • Reached target of 100 designs • 49 substantive reviews • 123 discussion posts • 84 Blog entries
- 17. Visitors to the LD tool during the LD Challenge statcounter.com
- 18. Visitors to the LD tool
- 19. The Value of The Challenge A valuable experience •Just putting yourself into the perspective of some else gives you new insights. •Getting over organisational blindness by critique of peers. •Getting to know other approaches in teaching and learning. •Looking at the teaching preparation (design) of other people is a little bit like a look into their head (blogger5). Value of live video I was pleasantly surprised to discover that there are live synchronous Google Hangouts on air in YouTube (blogger16). Development of the tool It would be good … if the designer was happy to have a conversation with the reviewer and that was indicated somewhere, a conversation could take place elsewhere. N.B. Just saw the information for Thursday and that there is already a 'message box' so my last sentence has already been achieved (blogger13). Desire for community and communication It would be nice if could see what others are doing (blogger20).
- 20. A participant’s perspective: Elizabeth Charles Motivation Having completed Open Course in Technology Enhanced Learning in 2013 and produced a lesson plan for an information literacy session – I wanted to flip this session The duration was one week and I could fit that into my work schedule it wouldn’t feel like a long drawn out commitment. Gave me an opportunity to use the Learning Designer tool with a live (real) lesson plan rather than it being just a theoretical exercise.
- 21. Affirm good pedagogy Would help with ensuring that the underlying pedagogy was sound and would make it very apparent re the pie- chart element of Learning Designer based on Bloom’s Taxonomy which of the different elements of learning theory my lesson plan relied on This also gave me the opportunity to experiment with changing this to see what impact it had in how I delivered the session and what users would be expected to do and learn during the lesson
- 22. Elizabeth’s Experience of the Challenge I found it interesting and well structured, and the platform used was a new one to me – CourseSites Daily webinars provided context and discussion on the Learning Designer tool itself I enjoyed being able to have a look at the other submitted lesson plans and reviewed one such using the evaluation rubric. A very informative exercise that gave me new perspective on how I could possibly amend my lesson plans
- 23. Also gave me the opportunity to provide feedback and share my expertise by suggesting other options or changes to the lesson plan I was reviewing and the use of other more relevant technology that might be employed in the class. The course was undertaken I felt in a very supportive environment and participants were encouraged to be constructive in the feedback being given I enjoyed the first challenge so much – I participated in the second challenge that took place a couple of months later!
- 24. Conclusions Mini-MOOCs work for design based research projects Create engagement Build community Involve users in design process Enable testing & evaluation at scale Create resources to sustain engagement