This week we will step back and reflect on the concepts discussed so far by asking you to prepare and share a design narrative. We also consider something of the wider perspective, including the direction that learning design is now taking and what you might want to do going forward. There are also some optional activities for those who want to probe the background of learning design.
This week will be led by Professor Gráinne Conole from the Beyond Distance Research Alliance at the University of Leicester, Professor James Dalziel from Macquarie University and Dr Yishay Mor from The Open University.
- Use design narratives to reflect back on the journey you have completed, your goals and achievements, and what you've learnt along the way.
- Compare the use of representations, tools and methodologies within the OLDS-MOOC activities
- Discuss the key challenges of learning design and how the field is might develop
Activity 1 (30 minutes): Learn about design narratives. Design narratives are accounts of critical events in a design experiment from a personal perspective. Design narratives give a simple structured way to consider the work you put into a design and to reflect on the outcome. In activity 2 you will have the chance to construct a design narrative of what you have been doing on OLDS-MOOC.
- View the introduction to design narratives.
- Review the "healthy eating" design narrative. Join the discussion in the open group: what can you learn from this design narrative?
Activity 2 (30-90 minutes): Construct a design narrative of your own experience on the course. This will work best if you have carried out tasks in previous weeks, however the narrative approach is about writing about what you have done and reflecting on it. So whatever you have actually done can be the basis for the narrative.
- Construct a narrative using the Situation, Task, Actions, Results and Reflections structure (you can use the templates in this cloud). Your narrative can be as long or as short as you can afford, but it is important that you post something. Do this by adding a cloud to the OLDS MOOC reflect cloudscape or by using some other tool such as a blog post. If you used one of the templates, you can upload your narrative to slideshare or google docs and embed it in a cloud. If you used your blog or site for your design narrative, then create a cloud with a link to that so that others can find it, comment on it, and favourite it.
- Make sure that your narrative is shared with others. If you have made a cloud add it to the Design Narrative cloudscape. If you have used another tool then make a simple cloud that links through to your example. We will need these to allow comment and follow through to the demonstrations on week 9.
Activity 3 (60 minutes): Review other participants' design narratives, and choose your favourites.
- Look at the narratives from your fellow participants. Review both the way they are describing their actions and the work that they are describing. Please use the comment facilities to make at lease two comments on the work.
- When you are logged in to cloudworks, you will see a “Favourite” link under each cloud’s heading. Use this to note the design narratives that you like best. We will be looking at your favourites when we select the narratives to showcase in week 9.
Activity 4 (0-120 minutes): Look at the optional extras below and explore those that interest you. These introduce additional learning design tools and representations which you may find useful, but were outside of the scope of the previous weeks.
Learning Design as a field emerged in 1999. In the last few years a group has been meeting as part of a fellowship held by Professor James Dalziel. We have been trying to articulate what Learning Design is and how it is distinct from established research fields such as Instructional Design. At a two-day meeting last September in Larnaca, Cyprus we created a timeline of the key milestones in Learning Design, in terms of tools developed, publications, conferences etc. It was a really useful exercise and showed how the field has emerged. In addition, we produced a document the Larnaca Declaration on Learning Design, which articulated the nature of the field. At the centre is the research problem being addressed, i.e. that practitioners need guidance and support to make informed design decisions that make effective use of technologies. The Larnaca declaration argues that Learning Design can be used to support a full range of pedagogies and theoretical perspectives. The three key facets of Learning Design are: guidance and support, visualisation, and sharing. The document shows how these three aspects translate into the Learning Design tools and resources that have been created.
Activity 5 (60 minutes): The Larnaca declaration is a summary of work on learning design and a recommitment to some of the aims and values in working on design of learning experiences. In this activity you will have a chance to review some very recent thinking on learning design and join in the debate on the direction for learning design as a way to think about learning and teaching.
- Download the Larnaca declaration and look at the structure. You may want to read it all but for this activity it will be enough understand its aims and conclusions.
- Listen to the podcast by James Dalziel (you can download the mp3 file at the bottom of this page).
- Join in the Larnaca debate on the open discussion.
Activity 6 (60 minutes): CONVERGE: 12 NOON GMT Google hangout discussion. This will be a synchronous (recorded) session, which will provide an opportunity to ask questions of this week's team and reflect with others on the activities.Wednesday activities
Revisit your design narrative, and continue the Larnaca debate. Check out how you are doing on the badges! You can also give the course team and facilitators feedback using the course feedback form.
Optional Activity 8: WebCollage activity from University of Vallodalid Web Collage is a web learning design graphical authoring tool based on collaborative learning flow and assessment good practices (in the form of "pedagogical patterns"). To carry out the activity go to Collaborative Learning Designs with Web Collage on Cloudworks.
Optional readings for this week are drawn from Gráinne Conole’s recent book Designing for Learning in an Open World [link], in particular sections on mediating artefacts, affordances and design languages. These underpin the idea that we can describe the design of learning and will help relate learning design tools and resources to underlying theoretical perspectives. Draft versions of these chapters are available below as part of the approach to writing the book in the open. Note these differ from the final versions.
- Conole, G. (2013), Mediating Artefacts, Chapter 5 in G. Conole (2013), Designing for learning in an open world, New York: Springer
- Conole, G. (2013), Affordances, Chapter 6 in G. Conole (2013), Designing for learning in an open world, New York: Springer
- Conole, G. (2013), Design languages, Chapter 7 in G. Conole (2013), Designing for learning in an open world, New York: Springer