Pre-Design. Pre-Design is the first step in building an online course, and one that will guide the design and development process.
This phase entails gathering all of the necessary information to ensure that the course will meet the needs of the learners and engage them throughout the learning journey. Articulating clear learning goals for the course is one of the most important components of this phase because it sets the tone for the content and learning materials you will produce, as well as the assessments you will design.
Why is this different online? During the pre-design phase of online course development, you will make careful considerations about who your learners are and how to best introduce and engage them with course material. While this process also occurs in the pre-design of face-to-face courses, you can make more spontaneous adjustments and redirects during learning activities that take place in a physical space. Is my course ready?
Templates. Learning Designs. OpenGLM - Open Graphical Learning Modeler — Informatik 5 (Information Systems) Open Graphical Learning Modeller (OpenGLM) is an open-source learning design authoring tool which supports IMS Learning Design (LD) at levels A and B.
OpenGLM is a learning design authoring toolkit that supports the authoring of IMS Learning Design (LD) compliant units of learning. IMS LD is a complex specification that allows learning designers to define the orchestration of teaching and learning activities in a unit of learning along with required services and learning objects. A unit of learning described using OpenGLM can subsequently be deployed and used over and over again in any IMS LD compliant learning environment.
The main goal of developing OpenGLM was to provide comprehensive and intuitive IMS LD modelling software, which reduces the complexity of the IMS LD specification to a degree where also non-technical users are enabled to build IMS LD conformant units of learning. Image: OpenGLM main window Get Involved Resources Media Very brief introductory tutorial for OpenGLM: SMART Data Analysis Template for Professional Learning Community by OWLSLLC - Teaching Resources. Learning design: reflections upon the current landscape. Research in Learning Technology Supplement: ALT-C 2012 Conference Proceedings Yishay Mor*a and Brock Craftb aInstitute of Educational Technology, Open University, Milton Keynes, UK; bInstitute of Education, University of London, London, UK (Received 12 March 2012; final version received 15 June 2012; Published: 30 August 2012)
Laurillard2008Digital technologies. EoLChapter11. Larnaca Declaration on Learning Design. A learning design toolkit to create pedagogically effective learning activities.
Toolsandtheories. Design Thinking for Educators. Construct%20an%20LD%20Sequence. Learning Design - The Project. Following: An example, How to construct a sequence, An early version. Change.mooc.ca. MOOCs S1 Laurillard. Diana Laurillard – The SOLE Model & Toolkit. It is always a privilege to be listed with others whose work one admires.
I was pointed recently to a page produced by Laura Heap at the London Metropolitan University in May 2014 on their eLearning Matrix pages. On a page where Laura outlines possible answers to the question “What models are there for blended and distance online learning delivery?” She has chosen to include my work here on the SOLE Model alongside some people that I deeply admire. Laura lists four different models (references on the London Met webpage) which each, in very different ways, seek to clarify dimensions of the challenge presented by distance and blended learning scenarios (something I have already written about on my personal blog).
Professor Terry Anderson at Athabasca University (Canada), alongside Randy Garrison, whilst at the University of Calgary back in the late 1990s and 2000s, developed a “community of inquiry model” as an instructional design model for e-learning. Bibliography Bakhtin, M. (1981). Welcome to the Design Studio. The Learning Design of MOOCs. I got some Gates funding for the MOOC Research Initiative to look at two things: completion data, and learning design MOOCs.
The first part allowed Katy Jordan to finish the work she had started in mapping various factors from over 200 MOOCs that influence completion. You can see more of her work here, and I'll blog on that later. My part has been using the tools we've developed at the OU for learning design, building on Grainne Conole's work. We use two main tools: the Activity Planner and the Module Map. The first maps student activity across 6 categories, eg assimilative, productive, etc. So far I've only done the Module Map applied to 14 MOOCs, chosen from a range of providers and to give both x and cMOOC types.
The second representation is more interesting and maps the number of resources used under each of the four categories given above. Now there are lots of caveats around this. Here is an example of a more extreme end of the xMOOC spectrum, with a heavy emphasis on content: Open University Learning Design Initiative. The OU Learning Design Initiative (OULDI) started with institutional strategic funding in 2007 and has been funded by JISC under the Curriculum Design programme since September 2008.
Our work is focused around several key questions: Our aim is to develop and implement a methodology for learning design composed of tools, practice and other innovation that both builds upon, and contributes to, existing academic and practioner research. We have been working across several OU faculties and with 4 other universities to pilot curriculum design activities and relevant supporting tools and to contribute to the broader academic work in the subject. We have produced a range of tools which include: Additional outputs include: Our is underpinned by an ongoing programme of empirical work, aimed at getting a richer understanding of educational design processes. Learning, Design and Technology. Home - Learning Designs - Products of the AUTC project on ITC-based learning designs.