Activity design representations

Slides for the "Learning Design Cross-Institutional Network" meeting in Edinburgh, November 25th 2016

1. Activity design representations Scaffolding assessment and outcome design at the activity level Andrew Brasher, Peter Devine, Lisette Toetenel , Gill Macmillan, Sue Lowe, Katharine Reedy

2. Contents Introduction (10 minutes) Design work in groups (30 minutes) Discussion (15 minutes)

3. Conceptualize / Re-conceptualize Prototype Run Investigate / Re-investigate Evaluate Design cycle

4. Roles Activity vocabulary Tasks Tools & Resources Outputs Learning Outcomes Time , Workload , Rationale

5. Interactive media activity vocabulary

6. Your task Design an online activity to introduce students to the field of learning design Aim to introduce students to Some of these concepts ..and enable students to reach some of these Learning Outcomes LO1 : Your knowledge and understanding of choices that practitioners make about ways of applying technologies for a variety of learners across the globe in education, training or professional development. LO2 : Your knowledge and understanding of current debates and some of the key theories that practitioners draw on in the field of technology-enhanced learning. LO3 : Your ability to use and evaluate particular technologies and tools for individual and collaborative learning. LO4 : Your ability to draw on a range of evidence to support the choices you make in designing learning activities or creating a specification for a module or training package.

7. Student personas Abila, looking for a way up Tell us a bit about yourself I ’m 30. I’m a single mum, living in with my daughter at my parents’ house. My grandmother also lives with us. I work shifts at a care home, so it’s great that my mum and gran can help out with Nita Have you got any qualifications? I got five GCSEs but then I left school to get married. What is your ambition? I’ve taken control of my life. A good qualification will help me get a better life for me and Nita. Why didn’t you go to un iversity? I was married with a baby, so it wasn’t an option for me. And girls didn’t go to university in my community. What do you want to know? What will studying be like? Will I be able to do it? How long will it take? Where do I have to attend? Will it help me to get a better job? How did you find out about the OU? Some adverts dropped out of the newspaper. And someone mentioned it at work. Awareness / Exploration

8. Discussion (How) did the representations work for you? Discussion around topics such as. the quality and utility of the representations for sharing ideas, usefulness of the representations as part of the design process.

9. References Beetham , H. (2007). An approach to learning activity design. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: designing and delivering e-learning (pp. 26-40). Oxford: Routledge. Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University (3rd ed.): Society for Research in Higher Education, Open University Press. Brasher, A. (2012). CompendiumLD: a tool for creating shareable models of learning designs; A Final Report of the OULDI-JISC Project (pp. 32): The Open University. Brasher, A., & Cross, S. (2015). Reflections on developing a tool for creating visual representations of learning designs In M. Maina , B. Craft, & Y. Mor (Eds.), The Art & Science of Learning Design (pp. 169-180). Rotterdam: Sense Publishers. Brasher, A., & Mor, Y. (2013). METIS deliverble D3.1: Report 2 on meetings with user groups: Early feedback on candidate best practices for teacher training on learning design. Retrieved 6/7/2013, 2013, from http://www.metis-project.org/resources/deliverables/METIS_D3-1.pdf Brasher, A., Walsh, C., McAndrew, P., & Mor, Y. (2013). METIS deliverable D3.2: Draft of pilot workshop. Retrieved 27/9/2013, 2013, from http://www.metis-project.org/resources/deliverables/METIS_D3-2.pdf Conole , G., Brasher, A., Cross, S., Weller, M., Clark, P., & Culver, J. (2008). Visualising learning design to foster and support good practice and creativity. Educational Media International, 45 (3), 177-194. Conole , G., & Weller, M. (2007). The Open University Learning Design Project . Paper presented at the Proceedings of the 2007 Euopean LAMS Conference: Designing the future of learning. http://lams2007.lamsfoundation.org/pdfs/Conole_Weller_LAMS2007.pdf Cross, S., Galley, R., Brasher, A., & Weller, M. (2012). OULDI-JISC Project Evaluation Report Retrieved 3/8/2012, from http://oro.open.ac.uk/34140/1/OULDI_Evaluation_Report_Final.pdf Cross, S., Whitelock , D., & Healing, G. (2015). Collaborative Learning and Assessment ( CoLAb ) Project: Final Report. Retrieved 20/11/2015, from https://intranet9.open.ac.uk/collaboration/Scholarship-Exchange/Wiki/Document.aspx?DocumentID=1920 Figl , K., Derntl , M., Rodriguez, M. C., & Botturi , L. (2010). Cognitive effectiveness of visual instructional design languages. Journal of Visual Languages & Computing, 21 (6), 359-373. doi : http://dx.doi.org/10.1016/j.jvlc.2010.08.009 Gibbons, A. S. (2014). An architectural approach to instructional design . New York: Routledge . Hernández-Leo, D., Asensio -Pérez, J. I., Dimitriadis, Y., & Villasclaras , E. D. (2010). Appendix: A CSCL scripting pattern language. In P. Goodyear & S. Retalis (Eds.), E-learning, design patterns and pattern languages: Sense Publishers. Retrieved from http://www.gsic.uva.es/~daviniahl/dpbook/appendix-chapter.pdf . Macmillan, G., Ameijde , J. v., Brasher, A., Britton, M., Eves, V., Gallagher, A., & Lowe, S. (2015). Quick Wins Project 3 Activity level design representation. Retrieved 8/4/2016, from https:// learn3.open.ac.uk/mod/resource/view.php?id=96966 Maes , A., & Poels , G. (2007). Evaluating quality of conceptual modelling scripts based on user perceptions. Data & Knowledge Engineering, 63 (3), 701-724. doi : 10.1016/j.datak.2007.04.008 Moody, D. (2009). The "Physics" of Notations: Toward a Scientific Basis for Constructing Visual Notations in Software Engineering. IEEE Transactions on Software Engineering, 35 (6), 756-779. doi : 10.1109/TSE.2009.67 Mor, Y. ( n.d. ). Heuristic Evaluation of e-Learning Retrieved 15/10/2016, from https://drive.google.com/previewtemplate?id=1f5yvon1rmesnO7xUI1j7YQp6o9p_XzFpA-c-7li01lE&mode=public Nielsen, J. (1994). Heuristic evaluation. In N. Jakob & L. M. Robert (Eds.), Usability inspection methods (pp. 25-62): John Wiley & Sons, Inc. Pozzi , F., Ceregini , A., Persico , D., & Sarti , L. (2015). METIS deliverable D5.3: Report on second formative evaluation round. Rienties , B., & Rivers, B. A. (2014). Measuring and understanding learner emotions: Evidence and prospects. Learning Analytics Review, 1 , 1-28. Thorpe, M., & Norwood, L. (2013). Review of the Strategic Use of FORUMs on Modules and Qualifications. Retrieved 20/6/2014, from https://intranet7.open.ac.uk/collaboration/iet-learning-design-best-practice/Forums/E210%20level%202%20Extending%20professional%20practice%20in%20the%20early%20years%20accessible%20version.doc Villasclaras-Fernández , E. D. (2010). A Design Process Supported by Software Authoring Tools for the Integration of Assessment Within CSCL Scripts. (Doctoral thesis), Universidad de Valladolid. Retrieved from http://www.gsic.uva.es/~evilfer/Dissertation_villasclaras.pdf