John Casey's OLDS MOOC Learning Journal
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10 January 2013
Yay! I got here in the end! I echo Adam Warrens first post about complications :-). Not to worry.
So Hi Folks I work at the Univesity of the Arts London in the Centre for Learning and Teaching in Art and Design in the area of open education and learning resource design and management. Looking forwards to the course dipped into a couple of other MOOCs previously to see what they were like.
My Objectives for Week 1
- Get the Geogrpahy of all the bits and pieces sorted in my mind
- Look for a team to work with?
- Think of a project topic
- Find a slick way to summarise what Learning Design is to a 'non - believer'
14 Jan 2013
Already lagging on this course due to work committments. Finding the different platforms a bit of a challenge as well - as I think are som others. Still it is an experiment I guess and we are the guinea pigs - although a bit more usability would not go amiss :-) I am fininf Cloudworks a bit dire so far. My head is spinning a bit from all the different messages and places where those msaages are in this course, get the feeling that are a lot of time rich folk involved :-)
What is learning design??? First off the language is a bit dysfunctional it is really about teaching design. My take and sales pitch would be that it is: The abilty to represent to an 'outsider' what happens in a course that you are teachig or are intending to teach. To use the IMD LD terminology in a hopefully clear way and the questions of Journalistic Enquiry it is the ability to descibe who is doing what, when, where, with whom and with what resources in relation to teaching topics and outcomes etc. We need to find a lotech way of describing this things:
- the roles of teacher and student are represented,
- as are the learning outcomes, the resources needed,
- the type of environmental services used,
- the parts of the knowledge domain involved, and relations to assessment activities.
This type of representation could also be used at different levels of granularity from an entire programme through to a module and down to an individual lesson, thus giving a common lo-tech ‘vocabulary’ and expressive framework to a team. This approach also fits well with the type of basic design visualisation tools advocated by Sloep, Hummel, & Manderveld (2005). And Basic is really what we need when working with LD novices (i.e most people). We also need some simple graphical representations as well. We absolutely need to be able to provide a bridge from what we can call the 'vernacular' descriptions used by teachers to a more abstract and shareable version of these designs that currently only exist in teachers heads and to some limited degree in course handbooks. I personaly would be very happy to get some simple representation tools together to help people articulate their implicit designs. That shall be my mini learning design dream / challenge.
18:42 on 14 January 2013 (Edited 18:47 on 14 January 2013)