Reflections on developing a tool for creating visual representations of learning designs: towards a visual language for learning designs

Over the past four years we have been developing CompendiumLD, a software tool for designing learning activities using a flexible visual interface. It has been developed as a tool to support lecturers, teachers and others involved in education to help them articulate their ideas and map out a design or learning sequence. CompendiumLD is a specialised version of Compendium, a tool for managing connections between information and ideas, which has been applied in many domains including the mapping of discussions and arguments. As most of the core knowledge mapping facilities provided by Compendium are included within CompendiumLD, it can be used for learning design, and applied it to other information mapping and modelling problems. Evidence gathered since CompendiumLD’s first release has shown the many conditions in which it is likely to be applied and appreciated by users, and that the need for visualising learning designs as a solution to understanding how all components of planned learning and teaching fit together may continue to grow. Furthermore, the use of technology is making the process of creating courses more complex. We explore these challenges and conclude with some reflections on the developments in visual representation needed to further facilitate the modelling of today and tomorrow’s complex learning situations

Automatic generation of audio content for open learning resources

This paper describes how digital talking books (DTBs) with embedded functionality for learners can be generated from content structured according to the OU OpenLearn schema. It includes examples showing how a software transformation developed from open source components can be used to remix OpenLearn content, and discusses issues concerning the generation of synthesised speech for educational purposes. Factors which may affect the quality of a learner's experience with open educational audio resources are identified, and in conclusion plans for testing the effect of these factors are outlined

Developing a Roadmap for e-Assessment: Which Way Now?

e-Assessment is of strategic importance to the UK since it forms an integral part of the e-learning movement which is a major global growth industry. This paper reports results from a project commissioned by JISC which set out to develop a Roadmap for e-assessment. This methodological approach was drawn from a range of 'roadmap? methodologies collected by Glenn and Gordon (2003). It facilitated the identification of the enabling factors and barriers to the use e-assessment through the construction of a survey which probed a number of experts opinions. The analysis of the various sources suggest that in England and Wales it is policy pressure which is a main driver and it is affecting more of the FE sector than the HE sector. In the HE sector institutions have more control over the rate and uptake of e-assessment as they award their own degrees. However, there is a recognition in HE that with larger classes and less tutorial time, tutors can keep track of their students? progress through e-assessment systems. They can adjust their lectures accordingly after they have picked up the misconceptions of a cohort through e-assessment feedback. At a personal level teachers/enthusiasts are addressing pedagogical problems through e-assessment. The barriers identified at a superinstitutional level, for example the . DfES, funding bodies, and examining bodies, are that of regulation, confidentiality and testing of these systems before they go across the UK. While the main drivers at a superinstitutional level are to move towards a new generation of learners engaged in self-reflection who will be able to identify their own learning needs. One of the major drivers for institutions to adopt e-assessment practices is that of student retention. HE and FE also see benefits with respect to attendance and achievement. This paper outlines the methods used and describes key barriers which will have to be overcome if e-Assesment is to be effectively deployed across UK HE and FE sectors

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

OULDI-JISC Project Evaluation Report: the impact of new curriculum design tools and approaches on institutional process and design cultures

This report presents research and evaluation undertaken by the OULDI-JISC Project (Open University Learning Design Initiative JISC Project) between 2008 and 2012. In particular, it considers the impact of new curriculum design tools and approaches piloted by the project on institutional processes and design cultures. These tools and approaches include tools for sharing learning design expertise (Cloudworks), visualising designs (CompendiumLD, Module Map, Activity Profile) and for supporting design and reflection in workshops (Facilitation Cards, workshop activities, etc.). The project has adopted a learning design approach so as to help foreground pedagogy and learner experience. Nine pilots have been completed across six UK universities

A Perspective on the Use of Storable Propellants for Future Space Vehicle Propulsion

Propulsion system configurations for future NASA and DOD space initiatives are driven by the continually emerging new mission requirements. These initiatives cover an extremely wide range of mission scenarios, from unmanned planetary programs, to manned lunar and planetary programs, to earth-oriented (Mission to Planet Earth) programs, and they are in addition to existing and future requirements for near-earth missions such as to geosynchronous earth orbit (GEO). Increasing space transportation costs, and anticipated high costs associated with space-basing of future vehicles, necessitate consideration of cost-effective and easily maintainable configurations which maximize the use of existing technologies and assets, and use budgetary resources effectively. System design considerations associated with the use of storable propellants to fill these needs are presented. Comparisons in areas such as complexity, performance, flexibility, maintainability, and technology status are made for earth and space storable propellants, including nitrogen tetroxide/monomethylhydrazine and LOX/monomethylhydrazine

And who likes that? Discourse and fantasy amid Colombian development

Los procesos de globalización a menudo causan sentimientos de una agencia disminuida en actores locales, lo que Gerard Toal ha definido como “vértigo global”. Este artículo estudia el trabajo de Graham y Gibson y la relación existente entre agencia y discurso dentro de los procesos trasnacionales para proveer un análisis de algunas facetas de Tratado de Libre Comercio entre los Estados Unidos y Colombia. Está claro que mientras las dinámicas similares han continuado predominando en los discursos trasnacionales del desarrollo económico históricamente en relación con Colombia, algunas estrategias discursivas alternativas han estado emergiendo en el contexto de las alianzas trasnacionales que aumentan su capacidad a través de los procesos de globalización.Abstract: Processes of globalization often render feelings of diminished agency in local actors, what Gerard Toal has termed a “global vertigo”. This paper draws on Gibson and Graham’s work on the relationship between agency and discourse within transnational economic processes in order to provide an analysis of a few facets of the Colombia-U.S. Free Trade Agreement. What becomes clear is that while similar dynamics have continued to predominate transnational discourses of economic development historically with regards to Colombia, alternate discursive strategies may be emerging within the context of transnational alliances which are increasingly enabled through processes of globalization