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Open University Learning Design Initiative

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.

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Learning Design and Curriculum Mapping Image source As part of some consultancy work I am doing at the moment I am collating tools and frameworks for Learning Design. This blog post provides a summary of what I have uncovered. teaching.html Postgraduates in locations as diverse as Bulgaria, Copenhagen and Surrey are using the system in order to avoid having to write simple things like sentence splitters from scratch, and to enable visualisation and management of data. For example, a student at Imperial College developed a summarisation system based on GATE and ANNIE. (His site included the URL of his components; you could then give GATE the URL and it loaded his software over the network.) Marin Dimitrov of the University of Sofia has produced an anaphora resolution system for GATE. Our colleagues in the Universities of Edinburgh, UMIST in Manchester, and Sussex (amongst others) have reported using previous versions of the system for teaching, and the University of Stuttgart produced a tutorial in German for the same purposes.

The Future of Learning Design: Shirley Agostinho, Sue Bennett, Lori Lockyer, Barry Harper: Books About the Author Shirley Agostinho is a Senior Lecturer in Educational Technology in the Faculty of Education at the University of Wollongong, Australia. Her research interest in learning design began more than ten years ago when she was project manager for one of the first large scale Australian higher education projects that developed innovative reusable learning designs. Avoiding Plagiarism and Lazy Writing Students are often confused about how to use materials from sources (e. g., journals and books) that they read. Too often material is used inappropriately, in most cases because a student may not know how to properly use such material. The information on this page will help you to avoid two serious flaws in writing plagiarism and lazy writing. What is Plagiarism? Plagiarism occurs when you use someone else's words or ideas from a copyrighted source. Whenever something is fixed in some medium (for example, a book, journal, electronic storage medium, or even a term paper written by a fellow student) the work is automatically copyrighted.

Introduction to Educational Design in Higher Education Central to effective teaching is providing students with strong educational design that offers opportunities to independently and collaboratively explore and acquire knowledge. Students can then apply what is learned to different contexts, in order to demonstrate that the learning outcomes have been achieved This course will introduce you to effective educational design - taking into account the evolving higher education environment and current research into curriculum, educational design, assessment and feedback that supports student learning. A Guide for Bringing the SAMR Model to iPads When used effectively, iPads can develop thinkers and problem solvers. They can be used to transform learning inside and outside of the classroom, and offer limitless opportunities. Many educators are effectively integrating technology in the classroom using iPads to achieve the 4C’s, or “super skills,” that digital learners need to compete in our global society.

Lessons about learning design in online environments: Seminar – 17 April 2018 Learning design can play a significant role in students’ learning experiences, and is particularly critical in an online learning context; however, university educators may find it difficult to design for online experiences. Join CRADLE’s A/Prof. Margaret Bearman as she shares lessons about learning design in online environments from the Degrees @ FutureLearn project, along with possible implications for assessment and feedback. Lessons about learning design in online environments: CRADLE Seminar Series A full audience at Deakin Downtown and many more online joined us to hear CRADLE’s A/Prof. Margaret Bearman discuss lessons about learning design, the latest presentation in CRADLE’s 2018 Seminar Series. Margaret shared insights from Deakin’s Degrees @ FutureLearn project into the relationship between learning design and learning experience, impacts on student retention rates, and students’ divergent perceptions of the design patterns.

#Design4Learning: Designing for the Future of Higher Education Technology enhanced learning has the potential to develop and deliver innovative learning opportunities to improve the student learning experience (Conole, 2013; Sharples et al., 2015). There is now a wide range of learning trajectories from which curricula are currently being developed and for many this raises the question of how higher education educators can ensure that they choose appropriate, robust yet innovative learning designs. This is because a good learning design needs to assist with the delivery of course materials, learning support, and appropriate assessment strategies which will meet the learning outcomes demanded by educational institutions and employers. Learning Design is more important today than ever before with the advent of new virtual learning environments and technological tools where a new set of affordances is needed to support learning. This final paper illustrates that Learning Designs are not static entities.

Contest - TIDE Research Group of Interactive and Distributed Technologies for Education Are you an educator that apply blended learning approaches in your teaching? @UPF_TIDE launches the first “Blended Learning Design” Contest With a total of 1000 € for Best Design Awards Participate documenting your awesome designs that blend face-to-face and online learning activities using the ILDE/edCrumble platform! Check tutorial and participate!

About ELDeR Details of the developing Edinburgh Learning Design roadmap (ELDeR) at the University of Edinburgh. Learning Design at the University of Edinburgh Learning design is the process of designing learning experiences (planning, structuring, sequencing) through facilitated activities that are pedagogically informed, explicit, and make better use of technologies in teaching. Funding was secured in October 2015 from Information Services Group to adapt and develop a framework called CAIeRO into a University of Edinburgh framework for learning design.

er.educause Both edtechs and instructional designers (IDs) work with computer systems and programs, yet their actual duties differ from traditional IT tasks. The resulting confusion over what edtechs and IDs do—and how the two roles differ—is rampant, not least in the sector that needs them most: higher education. In a recent conversation with an assistant vice president (AVP) who manages both educational technologists (edtechs) and instructional designers (IDs), the AVP expressed confusion over the difference between the two roles. In higher education, both roles typically report to the IT department. The confusion, then, should not be surprising. Neither role falls under traditional IT programming, systems analysis, or security roles, and, while the two roles revolve around computer systems and programs, their work is very different from traditional IT tasks.