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Designing for openness
- 1. Designing for openness Dr Alejandro Armellini Senior Learning Designer Beyond Distance Research Alliance University of Leicester, UK http://tinyurl.com/bdra-educa2012 www.le.ac.uk
- 2. Objectives To illustrate howthe Carpe Diem learning design process has evolved as a result of the OER agenda over the past 3 years To show how Carpe Diem has become a platform for the dissemination of open practices
- 3. The Beyond DistanceResearch Alliance… • Is a Research and Innovation Unit • Generates evidence that colleagues can relate to through funded research projects • Promotes and disseminates evidence- based, incremental change and embedding • Shapes and informs policy and strategy www.le.ac.uk/beyonddistance
- 4. Our mantras • Research to practice • Innovation to mainstream • Low-cost, high-value learning technologies • Design once, deliver many times • Design for learning, e-moderate for participation …to inform, embed, disseminate and sustain change
- 6. Design for learning E-moderate for participation
- 7. Good Delivery Bad Bad Good Design 7
- 8. Good Delivery Bad Bad Good Design 8
- 9. Good RECOVERY Delivery Bad Bad Good Design 9
- 10. Good RECOVERY Delivery Bad WHAT A WASTE! Bad Good Design 10
- 11. Designing together: CarpeDiem Source: http://www.flickr.com/photos/susanvg/
- 12. Seize the Day Investtwo days of your time and get your course online Source: http://www.flickr.com/photos/curtisperry/ http://www.flickr.com/photos/linksmanjd/
- 13. Carpe Diem addresses… • ‘My use of e-learning is bad.’ • ‘Help me redesign this.’ • ‘The discussion forums are never used.’ • ‘What is a wiki?’ • ‘Can I run synchronous sessions? How?’ • ‘What is Web 2.0 and how can my learners benefit from it?’ • ‘Existing resources? What resources? Are they readily available? For free? Really?’ Focus: designing for learning www.le.ac.uk/carpediem
- 14. Carpe Diem deliverables • Blueprint for the course • Storyboard • Running e-tivities (peer-reviewed and reality-checked) • Model for further development • Action plan www.le.ac.uk/carpediem 14
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- 17. Learning outcomes START END Assessment
- 18. Review learning outcomes &assessment Storyboard Gather my materials & borrow materials from colleagues Identify gaps Download stuff ‘Write’ the rest (often a lot) to fill gaps Check consistency, alignment & go
- 19. Generate a blueprint Storyboard Create a scaffold Gather materials & identify gaps Select and adapt OERs Design missing bits as per storyboard Reality check, review, adjust & go
- 20. Resource Audit Format Text & Audio Video Slides (eg Other (eg Adobe Content graphics PowerPoint) Presenter) What I already have What I find and reuse as is What I find, tweak and use What I find, repurpose and use What I create for this module
- 21. High OER-enhanced curriculum curriculum Low-cost, high- Strategic, embedded New value enhancement enhancement curriculum >> >> Tweaked Curriculum design curriculum Current Opportunistic Timely enhancement enhancement >> Tweaked Used as is OER >> Repurposed Low High OER design
- 22. The CORRE qualityand evaluation framework http://tinyurl.com/otter-corre
- 23. Taking our materialsthrough CORRE Stage in CORRE Sample challenges Content Are the materials usable out of context (e.g. without seminar input)? Openness Have I copyright cleared all 3rd party content (e.g. images) embedded in my materials? Reuse & Are all authors happy with the CC licence assigned Repurpose to the new version of the materials? Evidence Who is your OER primarily aimed at? Future Leicester students? Academics in other universities? Others?
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- 25. http://www.flickr.com/photos/wwworks/ Dr Alejandro Armellini aa277@le.ac.uk http://tinyurl.com/bdra-educa2012 December, 2011 www.le.ac.uk
Editor's Notes
- #2 Designing for openness Alejandro ArmelliniCarpe Diem is a well-researched and well-rehearsed workshop for academic course teams to design learner-centred online courses together (www.le.ac.uk/carpediem). Based on earlier work by Professor Gilly Salmon, Carpe Diem has been developed, delivered and evaluated by the Beyond Distance Research Alliance at the University of Leicester over the past 5 years. More than 50 Carpe Diem workshops have been delivered at 16 institutions in the UK and worldwide. The impact and benefits of the approach have been well documented in the literature (Salmon et al, 2008; Armellini and Jones, 2008; Armellini et al, 2009; Armellini and Aiyegbayo, 2010). Carpe Diem shares some features with other interventions, such as Oxford Brookes’ ‘Course Design Intensives’ (Dempster, 2008).The increasingly high profile of open educational resources (OERs) across the sector and the University of Leicester’s participation in three OER projects since 2009 (OTTER, OSTRICH and TIGER) have influenced the design and delivery of Carpe Diem workshops at Leicester and beyond. In particular, the ‘storyboards’ of modules and programmes have seen the incorporation of OERs from multiple sources and in different formats. A resource audit, conducted early on in the design process, helps identify the materials needed for the course and where they can be obtained from as OERs. Course teams’ awareness of the availability of OERs has been raised enormously as a result of this change.Drawing on experiences at Leicester and at other universities in the UK and globally, we show how ‘designing for openness’ informs and enhances Carpe Diem workshops today. By the end of the session, participants will be familiar with this approach to learning design and the pedagogically sound inclusion of OERs in the curriculum. Examples of designs with open resources will be shared and discussed. We will invite reflections on how openness is likely to inform, and perhaps shape, the curricula of the future.