Workshop activity 3 : Storyboard

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Rebecca Galley
10 July 2012

Ale Armelini will lead this 45 minute activity using the Storyboard activity from the Carpe Diem 2 day workshop. The activity will help us begin to design and align outcomes, learning activities and assessment, and sequence topic across the 8-10 weeks of the MOOC.

Extra content

Live blog from the workshop:  We've lost quite a few workshop participants at the tea break but those folk that have had to catch their train will do the activity later this week, and upload their results.

Ale introducing Carpe Diem storyboard actity. Each team is to imagine that they are developing activities for one week of the MOOC.

We are instructed to take a pragmatic storyboarding approach:

  1. Start with your week's learning outcomes
  2. Define activities that meet learning outcomes
  3. Identify resources and tools needed
  4. Define concrete activity outputs

Brock asked what 'a week' meant and Ale said that if he wanted to think in 'blocks' that would be fine (i.e. might be more or less that 5 working days)

Rebecca Galley
14:22 on 25 July 2012 (Edited 14:39 on 25 July 2012)

Live blog from the workshop: Dave White and Steve Warburton up first (see vid below and pics of storyboard) with his 'short week' MOOC storyboard below. Some interesting activities about copyright/ CC licencing and production linking to the OER theme. Rich video resources etc. Peer assessment of blog post reflections. They get a round of applause...

Next Peter Bryant, Brock Craft and Craig Jeffcott. Their storyboard envisions using exemplars and reading resources abut strategies for representation of curriculum/ learning events. Using tools that are already familiar to participants (ie self-chosen tools), participants create aggregations of learning designs (i.e design artefacts/ assets) Using e.g. scoopit, pinboard, evernote, recording of conversation etc and share and discuss them. Important to enable participants to bring-in different representations/ design frameworks rather than limiting discussion to just a few representation types. Another round of applause.

Finally Grainne Conole and Anna Page. Topic is learning design theory. Storyboard reflects a 'long week'. They've chosen quite a trad Instructional design model of think/read theory, comment/ reflect on a blog, share / discuss theory on a wiki. Assessment is a 3000 word essay (closed or open) as assessement/ demonstration. Tutor gives formative feedback, summative peer marking. Some questions about how scaleable the activity is i.e. what if there are 2000 essays/blogs produced? How will the peer 'marking' be organised? Against what criteria? Yishay commented that the model works quite well in providing a solution to how to accomodate committed and less committed participants i.e. that participants can do as much or as little as they like. Grainne introduces the idea of badging (I've not heard it discussed yet) and there is some discussion about how badges might be awarded. Anna Cormas-Quinn said that the activity looks like a whole course in itself! Grainne suggests a standard pattern for every MOOC activity so designers know what to do (including  light engagement/ heavy engagement routes through the activity).

Ale wraps up. Suggests the 3 activities developed today might sit is the MOOC as follows: 'OER' to precede 'Curation' of designs, followed by 'LD theory'. And applause...

Rebecca Galley
15:05 on 25 July 2012 (Edited 15:20 on 25 July 2012)

Embedded Content

Carpe Diem

Carpe Diem

added by Rebecca Galley

Ale's storyboard slide

Ale's storyboard slide

added by Rebecca Galley

Summary of one team's storyboard activity

Summary of one team's storyboard activity

added by Rebecca Galley

Summary of one team's storyboard activity

Summary of one team's storyboard activity

added by Rebecca Galley

Summary of one team's storyboard activity

Summary of one team's storyboard activity

added by Rebecca Galley

Outputs from Ale, Grainne and Anna

Outputs from Ale, Grainne and Anna

added by Gráinne Conole

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