OLDS-MOOC Week 3: Ideate
24 January 2013 - 30 January 2013
Online at http://www.olds.ac.uk/
Week 3 introduces the notion of visual representations and their value in enabling design thinking, discourse and sharing.
Cloudscape created by:
2 November 2012
Week 3 Learning outcomes
- Conceptualise the learning design process from different perspectives
- Apply some learning design resources, tools and methods to your design
- Critique a range of pedagogical approaches and the role that different technologies play
- Review, share and discuss the theoretical underpinnings, benefits and limitations of design representations across educational contexts
- Develop an innovative storyboard, learning activities and a structure for implementation
- Opportunity to gain the 3 Weeks and Resource Gatherer badges
IntroductionThe ideate phase of designing encompasses all those activities associated with visualising what the design might look like, and forming ideas of how it will work in practice. Designers use a variety of representations: such as informal sketches, lists, tables and concept map visualisations. Each representation helps to bring out particular aspects and perspectives on the design. A combination of representations may be needed to effectively visualise the learning event. Ideate tools have now been developed to help express and understand an imagined design. These tools, in turn, have already begun to be configured as ‘toolkits’ to fit particular institutional contexts or conceptual models, or as ‘toolboxes’ compiled by crowd-sourcing or by expert review.
In this week, you will have the opportunity to use some of these tools, evaluate them and to think more broadly about what you may want to see next time you open your own ‘toolbox.’ The focus here is on those first steps in imagining your design and how this can be supported by using learning design tools and activities.
- Watch the Course Features Cards video: these cards were developed to help individuals or teams to think about the overall character of their course (6:31). This Cloud also has a link to the JISC Design Studio for further information and PDFs.
- Read about the Course View Map in the JISC Design Studio, and the Activity Profile: these representations are intended to broaden the design ‘view’ beyond a focus on the syllabus and to help you think about what learning activities the student is doing. The links include Excel and Word templates and a suggested design activity.
- Select one or two from this list of nineteen Case Studies and read about how the OULDI tools have been used by practitioners.
Activity 5 (30-60 minutes): Assembling your Toolkit: Part 2. Decide what tools/activities you want to use for imagining or describing your learning design. Select 2 or 3 tools/activities from the Toolbox Cloudscape (see activity 3) that you would like to try. In particular, you might find the Course Features, Course Map and Activity Profile Conceptual Learning Designs useful. To help make your selections think:
- Are you looking for tools and activities that challenge and disrupt the way you currently think about your course, or are you looking for tools that use language, terms or representations that you are already familiar with?
- Are you looking for tools that help you to take ‘time out’ to ideate in more detail or are you primarily interested in tools to save you time (for example, in creating representations you commonly use?)
- Which tools/activities you try and in what order is entirely up to your team, however, if you can’t decide, why not start with the Course Features Card tool/activity (see Activity 2).
If working in a team ensure you leave enough time to discuss and reach agreement - you could use the Discussion Cloudscape or other collaboration tool to discuss which you want to try. NB: it can often take a little time to fully understand the purpose, provenance and depth of supporting evidence for each tool/activity, so allow time for browsing and discussion. Share any thoughts about the challenges presented by doing the ideate phase at a distance on the Google Groups forum.
Saturday, Sunday and Monday
Activity 6 (60-120 minutes): Use the tools/activities you selected in Activity 5. Make sure you understand the purpose of the tool or activity and what is trying to support you in doing. If working in teams build in time to share ideas. You have the option of doing this at the weekend (e.g. if working remotely) or on Monday (if working with a team from your institution).
Don’t worry if you’ve deviated from the original representation or your use of the tool or if it looks a bit messy. If you're interested, there are two side-by-side comparisons of outputs from the Course Map and Activity Profiler on p57 and p62 of this OULDI report. If you know of others, why not add them to the OLDSMOOC BibSonomy Page.
Activity 8 (15-20 minutes): Review the designs posted by at least one or two other participants (these could be in personal spaces shared via the forum or Twitter (#oldsmooc_wk3), or in the Imagining the Design Cloud, or the Sharing and Reflection Cloud, or in the relevant Cloudscapes (Course Features, Course Map, Activity Profile etc.). Provide feedback on the design Clouds colleagues have uploaded.
- What are the benefits of these visual representations?
- Did they help you to think more creatively?
- What representations did you find more useful?
- Do you think it would be useful to share these views with students?
Clouds in this Cloudscape
- 1. Activity: Different Approaches to design (21 comments)
- 2. Activity: Carpe Diem Storyboard
- 3rd week reflexion
- 4. 7Cs Slideshare presentation by Grainne Conole (15 comments)
- 7. Imagining the Design (20 comments)
- Activity: 30 mins: OULDI Course Features (29 comments)
- Activity: 60 minutes: OULDI Activity Profile OER (9 comments)
- Can learning design = mind control? How to avoid? (2 comments)
- Chapter 7 Affordances (May 2011) (5 comments)
- Iwona's #oldsmooc_w3 reflections
- Learning Journal HG Wk3 (1 comment)
- Motivation: Its place in Learning Design (11 comments)
- Niall Watts - Journal Week 3 - Applying Course Features Card
- OLDS-MOOC Week 3: Background reading (1 comment)
- OLDS-MOOC Week 3: Optional Activities
- OLDS-MOOC Week 3: Sharing and reflections (10 comments)
- Penny Bentley: Different approaches to Design (1 comment)
- Resource: Viewpoints cards: Assessment and Feedback (2 comments)
- Resource: Viewpoints cards: Learner engagement (2 comments)
- Week 3 Ideate: Beauty and Precision
- Week 3- IDEATE (1 comment)
- What is the relationship between precision and creativity in learning design? (18 comments)
- "I appreciate the video for a way to organize collaboration. This is particularly useful when...
added to Activity: 30 mins: OULDI Course Features by Chris Gorman on 20 December 2013
- 3rd week reflexion
cloud added to the cloudscape OLDS-MOOC Week 3: Ideate by Inês Araújo on 13 February 2013
- Marie's Wallwisher: What is engineering?
new embedded content added to the cloud 7. Imagining the Design by Marie Arndt on 12 February 2013
- "Hello everybody,
As I am playing desperate catch-up after my absence I pursued this task on my own....
added to 7. Imagining the Design by Marie Arndt on 12 February 2013
- "There's a rich and healthy source of literature on creativity and contraint - and I'd see...
added to What is the relationship between precision and creativity in learning design? by Steve wright on 11 February 2013
- "Quora is using a "credits" system which is like the vitual currency I proposed to incentivise...
added to Motivation: Its place in Learning Design by Art Oglesby on 10 February 2013
- "Good overview in the presentation. Thought of using videoclips for enhancement of English for...
added to 4. 7Cs Slideshare presentation by Grainne Conole by Marie Arndt on 10 February 2013
- "I am late as I've been otherwise and elsewhere occupied. Just wanted to say that I find these...
added to Activity: 30 mins: OULDI Course Features by Marie Arndt on 10 February 2013
- "I had to explain both authentic and feed forward. There seems to be some overlap between terms eg...
added to Activity: 30 mins: OULDI Course Features by Niall Watts on 7 February 2013