Augmented 7Cs of Learning Design Framework

Transcript

1. 1 Augmented 7Cs of Learning Design Workshop Professor Gráinne Conole grainne.conole@dcu.ie Learning objectives This is an intensive design workshop to help participants make pedagogically informed design decisions that make appropriate use of digital technologies. This might include the design or re-design of face-to-face, blended or online courses. A ‘course’ could be an individual module or a whole course. It is suggested that participants have a course in mind, for which to design and storyboard the teaching and learning, in this workshop. By the end of the workshop, participants will be able to: • 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 the theoretical underpinnings of learning design • develop a storyboard, with associated learning activities and assessment elements. The workshop’s activities are part of the 7Cs of learning design framework, which consists of seven components: 1. Conceptualise – which initiates the design process and consists of imagine, design and prepare. 2. Create – which covers the ways in which search engines, Open Educational Resource (OER) repositories and social bookmarking can be used to find and collate relevant resources and activities, as well as strategies for creating resources. 3. Communicate – which covers the different ways in which communication can be fostered, this includes how to moderate asynchronous and synchronous forums, as well as use of social media. 4. Collaborate – which considers how collaboration can be fostered and a review of the different tools that can be used to support collaboration. 5. Consider – which considers how reflection can be fosters and how students can demonstrate achievement of the learning outcomes, i.e. the assessment elements. 6. Combine – which enables the designer to step back and look at the design from different perspectives, this includes creating an activity profile of how much time students will spend on different types of activities, as well as creating a storyboard of the course. 7. Consolidate – implement the course in a real learning context and evaluate how effective it is. The original 7Cs has now been augmented with a number of complementary Learning Design frameworks. Course Description The participants will engage with a range of learning design conceptual tools. They will work in groups and will periodically share back their discussions with the rest of the participants. They will benefit from having a laptop by which to join in activities. The workshop can be run face-to-face or online. Ideally it should be run as a one-day workshop, but a condensed half-day workshop is also possible. Longer two- or three-day workshops, allow for flexibility and customization of material to meet participants needs.
2. 2 Activities1 Components of the 7Cs framework Title Purpose and Description Overview Overview of 7Cs of Learning Design workshop To provide an overview of the 7Cs of Learning Design framework. Participants will also have the opportunity to share what they hope to get out of the workshop. Conceptualise How to ruin a course To consider ten ways in which technologies can ruin a course and then to identify strategies to avoid these. Conceptualise The ABC Course Tweet A tweet size description of your course, to contain the essence of the course. Conceptualise Course Features To consider the features you want to include in your course, which will affect not only the look and feel of the course, but also the nature of the learners’ experience. Conceptualise Student Personas To imagine the type of students who are likely to take your course. Students on a first-year undergraduate course will be very different from those doing a post-graduate certificate in teaching for example. The nature of your students will influence how you design and support the course. Create Resource Audit To decide how you will source the content for your module/course, including the possibility of incorporating existing content. Think about the time and expertise needed to do this. Communicate Tools for Communication and collaboration Three typical tools available in Virtual Learning Environments (VLEs)/Learning Management Systems (LMSs) are considered: forums, blogs and wikis. Communicate SAMR framework A framework for progressive integration of technology. Communicate ICAP framework A framework for progressive student engagement Consider Writing learning outcomes and constructive alignment Resources for writing learning outcomes and ensuring constructive alignment. Consider SOLE toolkit for active verbs and constructive alignment Nine elements to ensure that comprehensive learning opportunities are balanced and constructively aligned. 1 The hyperlinks indicate the new Learning Design resources that have been added to augment the 7Cs
3. 3 Combine Course Map To start mapping out your module/course, including your plans for student support, assessment, communication and collaboration. This provides more detail to the design following on from your use of the course features cards. Combine Activity Profile To consider the balance of activity types that will be included in your course. Combine The hybrid learning model This consists of 8 specific ways, referred to as Learning Events, of learning/teaching that the teacher or learning designer can use to describe any point in the development and analysis of learning activities. Combine 7Cs Storyboard ABC Learning Design Storyboard To develop a storyboard for your course in which the learning outcomes are aligned with the assessment events, topics (contents) and student activities. Consolidate Evaluate To develop an evaluation rubric to evaluate the effectiveness of the course and how it might be improved.
4. 4 Activity: How to ruin a course Image source Purpose To identify ten ways in which technologies might ruin a course and then to identify strategies to avoid these. Task • With your team, list tens ways in which technologies could ruin a course for learners. • Now think about strategies to avoid these. Template Ten ways technologies can ruin a course Strategies to avoid them
5. 5 Activity: The ABC tweet size description of your course Image source Purpose To describe the essence of your course in a tweet. Task • With your team, discuss what are the important elements of the course. • Convert these into a tweet.
6. 6 Activity: Course Features Purpose To consider the features you want to include in your course, which will determine not only the look and feel of the course, but also the nature of the learners’ experience. Task 1. Think about the course you are going to design. What would you like the experience to be like for your learners? Think of this in terms of the following: • Principles • Pedagogical approaches • Guidance and support • Content and activities • Communication and collaboration • Reflection and demonstration 2. Work with your team members. Create the following three columns: • This will be a key feature in our course • This will feature but in a minor way • This won't feature in our course 3. Add the cut up course features cards to the three columns. Ask if a feature is unclear. There are blank cards for you to add your own ideas
7. 7 Activity: Student Personas Image source Purpose To consider the types of students who are likely to take your course. Students on a first-year undergraduate course will be very different to those doing a post-graduate certificate in teaching. The nature of your students will influence how you design and support your course. Task 1. Think about the types of students who are likely to take your course. Understanding the types of students on your course and their motivations, along with the challenges they face is an important part of the design process. More information on personas can be found here. 2. Fill in the persona template. An example of a completed template is given on the next page. 3. Complete two student personas for your course. .
8. 8 Student persona Image source: https://www.123rf.com/stock- photo/math_cartoon.html Name: Daniel James Age: 19 Lives: Birmingham, UK with his parents Likes: Computer games and Suduko Education and experience Daniel has had a standard British education at a local comprehensive source. He secured nine GCSEs and three A levels (Maths – A, Further Maths B, Physicist B) Responsibilities His father works full-time and his mother works on Mondays and Wednesdays so he needs to pick up his younger brother from school and look after him until his parent get home. Technical skills He has excellent computer skills and knows a number of computer programs. He is an active gamer and particularly enjoys playing online World of Warcraft. Subject domain skills and knowledge He has a good secondary education and in particular an excellent foundation in Maths. Motivations and desires He wants to go to university to do Maths and get a student experience. Ultimately he wants to teach Maths at secondary level. Goals and expectations To achieve a first-class Maths degree and secure a good job. Obstacles to their success His parents cannot support him financially, so he will have to take out a student loan and get a part-time job whilst at university. Unique assets He has excellent logical skills and is a good communicator.
9. 9 Activity: Resource Audit Image source Purpose To decide how you will source the content for your module/course, including the possibility of incorporating existing content. Think about the time and expertise needed to do this. To decide how you will source the content for your module/course, including the possibility of incorporating OERs produced elsewhere. An example of a completed resource audit is given on the next page. Task 1. Working with your team members, open the Learning Design Resource Audit. The second page of the document contains an example of a semi-completed resource audit. 2. Brainstorm your ideas for gathering or creating content for your course. 3. Include in brackets in each of the sessions, what equipment you will need and the anticipated time to complete.
10. 10 Example of a completed Resource Audit Format Content (under the appropriate licences) Text & graphics Audio Video Slides (e.g. PowerPoint) Other (e.g. Adobe Presenter) What I find and reuse as is OER for section 1. Reflective task from source Z. Guidelines on assignment writing. Podcast for section 3. iTunesU resources for sections 1 and 7. Slideshare resource for section 5. Organisation X’s website. What I find, tweak and use OER for section 2. Assessment rubric from W. What I find, repurpose and use OER for section 3. New podcast based on X. Slides adapted from resource Y. What I create for this module Introduction to all sections of the module. 5 activity summaries. Assessment rubrics. 5 to 8-minute summaries of key points per section. Advice and guidance for assessment. Feedback on draft assignments. [Record using iPhone, 2 hours to prepare script and record] A 5-minute talking head to introduce the programme and the academic team. [Get a member of IT to record, 2 hours to prepare script and record] Support slides for sections 4, 7 and 8. Detailed presentations for sections 2, 3 and 6. What I get students to find and collate
11. 11 Activity: Tools for Communication Image source Purpose Virtual Learning Environments (VLEs)/Learning Management Tools (LMSs) have a number of tools for fostering communication. This activity explores this and gets you to brainstorm how these might be used. Task 1. Brainstorm the different ways in which the following VLE/LMS tools can be used to foster communication: forums, blogs, and wikis. Forums Blogs Wikis
12. 12 Activity: SAMR framework Image source Purpose The SAMR Model is a framework that categorizes four different degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition. An example of the definitions, examples and degree of change is available online. Task 1. Now complete the SAMR for an aspect of your course.
13. 13 Activity: The ICAP framework Image source Purpose The ICAP framework defines cognitive engagement activities on the basis of students’ overt behaviours and proposes that engagement behaviours can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. Further details on ways in which ICAP can be used are available online. Task 1. Now apply the ICAP framework to an aspect of your course.
14. 14 Activity: Writing learning outcomes and constructive alignment Image source Purpose A learning outcome is the essential measurable learning or behaviour demonstrated by a student after a specific period of study. An assessment is the process by which you can measure the extent to which a student can demonstrate specific learning outcomes. Well-written learning outcomes have three basic elements: § An action verb to describe the behaviour (what the student will do) which demonstrates the student's learning § Information about the context for the demonstration § How well the outcome will be demonstrated A resource on writing assessable learning outcomes is available online. Biggs defined the term constructive alignment. Constructive alignment has two aspects. The 'constructive' aspect refers to what the learner does, which is to construct meaning through relevant learning activities. The 'alignment' aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks
15. 15 are aligned to the learning activities assumed in the intended outcomes. It describes the relationship between three elements. 1. The intentions of the teacher expressed as learning outcomes (what the teacher intends the students will be able to do because of their learning). 2. The teaching and learning activities in which the teacher engages the students to facilitate the desired learning. 3. The assessment tasks that test the student abilities in respect of the learning outcomes. Task 1. Using the resources write some learning outcomes for your course.
16. 16 Activity: SOLE toolkit for active verbs and constructive alignment Purpose The Student-Owned Learning-Engagement model is a conceptual, and practical, model of the learning experience as it is experienced by the learner themselves. The model consists of nine elements (shown above) and serves to support learning designers, course designers and instructional designers in ensuring that comprehensive learning opportunities are balanced and constructively aligned. The associated SOLE toolkit is available online. Task 1. Download the SOLE toolkit and start applying to your course.
17. 17 Activity: Course Map Purpose To start mapping out your course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration. Task 1. Working with your team members, open the Course Map document. You can transfer items from the Course Features activity to start filling in the boxes for: • Guidance and support (orange) • Content and learner experience (blue) • Reflection and demonstration (purple) • Communication and collaboration (green) 2. The colour coding of the Course Features cards will help you 3. An example of a completed Course Map is provided on the next page 4. Reflect on the balance of features in your course, from the students' point of view, and add or modify anything you think would help to make the learning experience more engaging. For help in deciding whether to use blogs, wikis, discussion forums or other tools, see "What technology can I use for...?" (from the University of Oxford's Phoebe project). You might also find the 7 things you should know about guides from EDUCAUSE useful
18. 18 5. As you are working through the four categories, fill in any notes in the "roles and relationships" columns. You can comment here on what the experience will be like for students, and briefly describe the relationship between teacher, learners and materials
19. 19 An example Course map Course: Post-graduate module on accessibility in online learning and teaching Course summary: This online postgraduate module has been designed to promote accessibility and improve access for disabled students. The module is structured around a series of activities that ask students to collaboratively read, think, debate and write about the subject with reference to their own, or an adopted, context and practice. Key words: accessibility; teaching and learning; postgraduate; professional; international; online; collaborative learning; activity based Guidance and support Content and activities Tools & resources Comments Tools & resources Comments 1. Student support portal 2. Programme website 3. Course website 4. Course Guide 5. Assignment Guide 6. University Library website 7. General forum 8. Technical self-Help forum 9. Café forum 10. Specific guidance and information (i.e. Delicious bookmarks) It is expected that students will already be using graduate level study skills. A spirit of mutual encouragement and support is encouraged. Tutors use a developmental mentoring approach. 1. Three blocks of study activities 2. A set of detailed learning outcomes 3. Module material (categorised as core, further and background) which includes articles, reports, readings. 4. One set book 5. JISC TechDis website 6. Delicious bookmarks Students study for approximately 15 hours per week (Incl. course- & self-directed study and the completion of assignments) Variety of activities include reading, discussing, practical tasks and collaborative activities Students will use a real or adopted professional perspective throughout to frame their discussions and reflections and in their assignments Reflection and demonstration Communication and collaboration Tools & resources Comments Tools & resources Comments 1. Personal reflective blog 2. Tutor group wiki 3. ePortfolio (student optional) 4. Tutor group forum (10% of module marks) 5. Assignment 1 (1500 word report 15% of module marks) 6. Assignment 2 (3000 word report 30% of module marks) 7. Final assignment (6000 word report 45%) 8. Assessment guide 9. Marking criteria for each assignment Use of a reflective personal blog is encouraged throughout the module Assessment of the module integrated with the teaching and learning activities so that all assignment work is a learning experience Assignments relate to personal context and practices Students and tutors use a shared marking criteria 1. 4x Asynchronous online forums 2. Live online discussions via Elluminate (optional student) 3. Telephone (optional tutor) 4. Email (optional tutor) 5. Delicious (optional student) 6. ePortfolio (optional student) 7. Personal blog 8. Tutor group wiki 9. Access to an international Strong emphasis on peer communication and collaboration, and learning from one another's experiences Wide variety of communication methods and tools used with an emphasis on the use of the tutor group forum Student activity on the forum is supported, guided and assessed
20. 20 professional student community Activity: Activity Profile Purpose To consider the balance of activity types that will be included in your course. Task 1. Working with your team members, look at the Activity Profile in the Excel spreadsheet. 2. Read the key so that you understand the terminology being used for the six categories. Feel free to change any of the terms if you want to. 3. Now decide whether you want to use the tool to analyse the existing balance between activity types in your course, or to determine the ideal balance. 4. Fill in the spreadsheet, indicating the amount of each activity type either in hours or as percentages of the whole course.
21. 21 Activity: Hybrid Learning model Image source Purpose The Hybrid Learning Model (formally known as the 8LEM model) was developed to provide a simple and transparent method of articulating the interactions and activities of teachers and learners using universal concepts and language to allow dissemination across disciplines and institutions. It can be used to describe learning activities as a series of understandable and universal set of learning events where the teachers and students experience and roles are clearly defined at each stage. It proposes a ‘palette’ of 8 specific ways, referred to as Learning Events, (see diagram), of learning/teaching that the teacher or learning designer can use to describe any point in the development and analysis of learning activities. A set of resources associated with the Hybrid Learning Model are available online. Tasks 1. Use the resources and apply to an aspect of your course.
22. 22 Activity: Storyboard Purpose To develop a storyboard for your course in which the learning outcomes are aligned with the assessment events, topics (contents) and activities. The 7Cs storyboard as illustrated in the figure above places the activities in the centre with the inputs to the activity above and the outputs below. Alternatively you can do a more sophisticated version using the ABC storyboard based on Laurrilard’s categerisation of activity types, by mapping the activities across the storyboard.
23. 23 Once you have mapped the activity types you can indicate whether they are visible learning elements and how they are assessed. E.g. weeks or topic E.g. weeks or topic E.g. weeks or topic E.g. weeks or topic ABC LD (Arena Blended Connected Learning Design) Module/course/MOOC title Learner timeline Connected curriculum dimensions / other points ABC Learning Design method by Clive Young and Natasa Perovic, UCL. (2015). Learning types, Laurillard, D. (2012). Resources available from https://blogs.ucl.ac.uk/abc-ld/ Date Module lead Storyboard worksheet adapted from Viewpoints Curriculum Design, University of Ulster. Available at http://wiki.ulster.ac.uk/display/VPR/
24. 24 Image source Task: The storyboard 1. Working with your team members, use the ideas from your Course Map to develop your storyboard, adjusting the Course Map if necessary 2. Map out on a large sheet of flipchart paper, use a number of different coloured pens 3. Start by indicating the time frame for your module/course in days or weeks across the top 4. Next, use a different coloured pens to represent the assessment events. Indicate how each assessment elements addresses the learning outcomes 5. If you want to review your learning outcomes, see the Cogen-T outcomes tool produced by the University of Gloucestershire) 6. Divide the “content” into a series of discrete topics and write each in a box 7. Add learning activities appropriate to each section using a third colour post-it note Learning types activities , V- Visible learning A - can be assessed (F or S) Investigation Interview an expert (video/forum/chat) V Literature reviews and critiques (forum/blog/wiki/RSS) V/A MCQs - formative with automatic feedback V/A Develop a shared resource library (database/glossary/wiki) V/A Shows/demonstrates learning (displays, posters, presentations) V/A Portfolios (MyPortfolio) V/A Case studies (forum, lesson) V/A Summarisation tasks (upload texts – individual or group) V/A Rapid-fire exam questions (forum) V/A Concept mapping (external) V Create video of performance (media) V/A Audio commentary of performance (media) V/A Skype or virtual classroom 'viva' V/A Make and give a presentation (external) V/A Video blog (external) V/A Write a report (external) V/A Make an analysis (external) V/A Case studies V/A Advanced role play – you are the consultant etc. V Action plan for workplace V/A Action plan for further study V/A Authentic research / data analysis – write a paper V/A Prepare professional briefing V/A Create, make a case (study) V/A Create podcast (media) V/A Work assignment (blog/report) V/A Interview professional colleagues V/A Lead a group project V/A Practice Production Web search (forum, wiki) V OER resources (external) Literature reviews and critiques (forum/blog/wiki/RSS) V Field/lab observations (media/blog/wiki) V Action research V Authentic research / data analysis – write a paper V Lead a group project V MCQs - formative with automatic feedback V/A Online role play (forum, virtual classroom) Reflective tasks – group or individual (forum) V/A Case studies (forum, lesson) V/A Rapid-fire exam questions (forum) V/A Advanced role play – you are the consultant etc. V ; Acquisition Guided readings (library resources) OER resources (external) Podcast (media) V if students do it Webinars (virtual classroom) V Q&A forum (forum, where teachers answer student questions) V Video lectures (webcast), YouTube videos (external) Field/lab observations (media/blog/wiki) V MCQs - formative with automatic feedback V Portfolios (MyPortfolio) V Collaboration Collaborative wiki - what do we know about ...? V/A Develop a shared resource library (database/glossary/wiki) V Social networking – participate (external) V Special interest groups - share on a topic (forum) V Mentor other learners V Interview an expert (forum/chat) V Webinars (virtual classroom) V Model answers/examples of previous work (forum) Analyse chat text (in course or uploaded) V Job/professional reflections (blog) V/A Group discussions on the topic, problem, reading (chat/blog/wiki) V/A Social networking – participate (external) V Reflective tasks – group or individual (forum) V/A Special interest groups - share on a topic (forum) V Lead a group project V/A Discussion @ABC_LD UCL Digital Education
25. 25 Activity: The 3Es – questions on technology use for engaging, enhancing and extending Image source Purpose The 3Es (engage, enhance and extend) focuses on increasing technology integration. The engage the technology allows students to focus on the assignment with less distraction, motivates students to start the learning process and causes a shift in students’ behaviour from passive to active learning. The enhance the technology lets students develop a more sophisticated understanding of the content, creates a way to make it easier to understand concepts or ideas and allows students to demonstrate their understanding in a way that they could not with traditional tools. The extent the technologies allows students to learn outside of the classroom, build their learning with their everyday life experiences and help to develop them as lifelong learners. Examples of how the 3Es framework can be used is available online. Task 1. Apply the 3Es framework to your course.
26. 26 Activity: Course Evaluation Purpose To develop an evaluation rubric to evaluate the effectiveness of the course and how it might be improved. Task 1. In your group brainstorm some criteria to evaluate the success of the design in a real learning context 2. Try and focus on measurable/observable things 3. Think about what data collection you might use – classroom observation, surveys, interviews: a. Use the LTDI Evaluation Cookbook to get ideas b. You might also consider using post it notes around the following four topics: things I liked, three words to describe the session, room for improvement and action plan