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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.

http://www.open.ac.uk/blogs/OULDI/

Related:  Learning Designinstructional designnew CDIsLearning Design TOOLS

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. Using technology to improve curriculum design Introduction The process of curriculum design combines educational design with many other areas including: information management, market research, marketing, quality enhancement, quality assurance and programme and course approval. The curriculum must evolve to meet the changing needs of students and employers.

Awesome Graphic on 21st Century Pedagogy While I was revisiting the topic of the 21st century pedagogy which I have covered in several posts here in Educational Technology and Mobile Learning, I come across this awesome graph created by our colleague Andrew Churches. I couldn't find better and more comprehensive graphic than the one below. Andrew did a fantastic work in capturing most of the concepts that make 21st century pedagogy. I know it could have been richer in information if definitions or explanatory snippets were added to some concepts ( like for instance information literacy, media fluency, technology fluency ) but still that does not lesson from its importance as a starting point to ponder on the topic of 21st century pedagogy. Design Tools & Support « Open University Learning Design Initiative Over the last 4 years we have developed a range of tools, resources and activities. Each has been created to help those involved in creating a course to identify, reflect on or solve issues associated with its design, planning and/or writing. Each is, therefore, a ‘tool’ that can be used as is or reversioned for your context. To create these tools we have drawn on existing academic, theoretical and practitioner research, existing tools, and the experience of the pilots themselves. Furthermore, they have been trialled both internally at the OU and externally across several other universities. In total over 200 staff have attended OULDI workshops where these tools and we have interviewed over 100 individuals.

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.

Material Results Generational Issues in Global Education This course provides an introduction to generational issues in global education. Topics include a comparison of the strengths... see more Linking online course design & implementation to Learning outcomes: A design experiment them, moreover, from a collaborative constructivist point of view. Buildingfrom the notion of social presence, the CoI framework represents onlinelearning experiences as a function of relationships among three presences:social, teaching, and cognitive. The CoI framework views all three as workingtogether to support deep and meaningful learning processes.

Home - LDTool Welcome to the Learning Design collection. This website holds a collection of Learning Designs that can be used in primary, secondary or higher education courses. A Learning Design is a sequence of learning tasks with associated resources and supports that help students engage in those activities. Each Learning Design in this collection consists of a diagram and description. This is based on a method first used in the ICTs and their role in Flexible Learning project. You can browse or search the collection any time. A learning design toolkit to create pedagogically effective learning activities A learning design toolkit to create pedagogically effective learning activities Gráinne Conole and Karen Fill Abstract: Despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience.

Is Design Thinking Missing From ADDIE? SumoMe Even though a crucial part of our jobs involve design, the prevailing instructional design models are based on systems thinking. Systems thinking promotes an analytical or engineering type of mindset. But we also need an approach to help us synthesize, innovate and create. In many design fields today, people who are required to create on demand use a design thinking model for this purpose. UCL E-Learning Environments team blog By Matthew S B Smith, on 7 August 2014 Last month I attended a 3 day JISC Netskills workshop at Newcastle University entitled ‘e-learning Essentials’. Based on this particularly uninspiring title, I was prepared for the course to cover already well-trodden ground. However, I quickly found it to be the antithesis; within the first hour the unexpectedly inspiring trainer Danny McAtominey was making me think about e-learning in a way I had not considered in some time. The course focussed heavily on learning theory and rationale with the first day spent entirely away from technology (in fact during the three days I did not learn about a single new tool or piece of software). We looked at educational taxonomies, instructional design cycles and pedagogical frameworks (the kind of diagrams I do not doubt we all have copies of but so rarely dig out and consult) and how these align with and inform course design.

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.

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