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Presentation: Conole Presentation for the Ascilite Learning Design workshop

Ascilite conference, 6th December 2009, Auckland

Cloud created by:

Gráinne Conole
5 December 2009

Presentation slides for the workshop are available on slideshare.

Extra content

Grainne provided a brief introduction to the learning design work at the OU.

Because we couldn't install Compendium on the computers in the lab the session will focus working with Cloudworks. So this afternoon we're going to do a Cloudworks challenge. Unfortunately, there was no English wine provided as a prize so this may affect motivation to participate!

A very good 'treasure hunt' activity for learning how to use the site, We all learned a lot about the features available and provided some good discussion about what the features do. Questions asked as a result of this activity:
- what is the aim of the project?
- how is it funded?
- is it a long term initiative?
- are you finding people sharing learning objects and learning designs, or are they using it for other activities?
- is this a community of practice Web site?

Moving on talk about representations. The work at the OU takes a different tack to that from UOW, but provides a complement to the more structure formalism. The OU model articulates 3-leves - micro, meso and macro.

At the micro level, quite similar to the UOW formalism but also provides a means of representing what different people do according to the different roles perform.

At the meso level, using a tool called Cmap (which is freely available) to map learning outcomes to activities.

At the macro level, Course map and Pedagogy profile. Five things important to summarise at course level, the things which lead to learning:
- Guidance and support (learning pathway)
- Information and experience (content and activities)
- Evidence and demonstration (assessment)
- Communication and interaction (dialogue)
- Thinking and reflection (meta-cognition)

Pedagogy profile distibguishes between assimilative, information handling, communication, productive, experientialm, adaptive and assessment activities. If you allocate time to these types of activities in a course to analyse the balance between different activities (see this could Questions about pedagogy profile:
- can you use across several courses to compare them?
- how stable are the 7 categories?
- how to handle the fact that a written piece of work (productive) is also an assessment?
- have you looked to see the differences in different types of course?

It was suggested that the profile tool could be used to estimate the workload for students when changing a unit to make it more student-centred.

See below for some useful references for following up with these tools later beause we didn't get to them in the workshop time.

Final activity... evaluation :) Everyone asked to write on a post-it note and share them by putting them on the board under the different headings. Grainne will collect and summarise in the evaluation cloud below later.

Sue Bennett
02:34 on 6 December 2009

Embedded Content

added by Gráinne Conole


Julia Hallas
2:19am 6 December 2009

I love that I can access this while I am listening to you present it. And I can still write down the bits I need after you have moved on. Thanks.

Gráinne Conole
8:01pm 6 December 2009

Yep it makes a big difference doesnt it and its amazing how much rich content and discussion you can capture around a workshop without much effort - makes a great resource to go back to - much better than writting a few notes on a piece of paper that one inevitably lose!

Gráinne Conole
8:01pm 6 December 2009

Thanks for the live blog Sue - much appreciated!

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