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

Smart labs and social practice: social tools for pervasive laboratory workspaces: a position paper

The emergence of pervasive and ubiquitous computing stimulates a view of future work environments where sharing of information, data and knowledge is easy and commonplace, particularly in highly interactive settings. Much of the work in this area focuses on tool development to support activities such as data collection, data recording and sharing, and so on. We are interested in this kind of technical development, which is both challenging and essential for science communities. But we are also interested in a broader interpretation of knowledge sharing and the human/social side of tools we develop to support this. We are keen to know more about how groups of different kinds of scientists can make their work understandable and shareable with each other in a multidisciplinary setting. This is a complex task because boundaries and barriers can emerge between disciplines engendered by differences in discourses and practices, which may not easily translate into other discipline areas. In the worst case, there may be some hostility between disciplines, or at least doubt and scepticism. Nevertheless, sharing approaches to research, research expertise, data and methods across disciplines can be a very fruitful exercise, and encouragement to engage in this activity is particularly pertinent in the digital era. Issues of privacy and security are also key aspects – knowing when and how to release data or information to other groups is crucial to providing a safe environment for people to work, and there are several sensitivities to be explored here. In this paper we describe an evolving situation that captures many of these issues, which we aim to track longitudinally

Mapping a landscape of learning design: Identifying key trends in current practice at the Open University

The object of this paper is to present some early analysis of interview and focus group data about how existing teacher educators at The Open University (UK) approach, understand, and deploy learning design and the additional support and tools they would find helpful. This represents a component of a broader institutional project that seeks to develop a learning design tool for the support and promotion of learning design and to better define the current landscape of learning design across the university by charting existing experience and methodology. This study is interested in design as both an individual and collective process; thereby reflecting the need to move forward the definition of the learning design challenges faced by both individuals and organisations. Such work holds interest for all developers and users of learning design tools, whatever the design interface used. Twelve semi-structured interviews and four focus groups/workshops were conducted with University staff. The views expressed in the interviews reveal 'learning design' as a term with multiple, complex and sometimes competing roles and meanings. This paper will examine evidence for these conceptions and operations through a discussion of some issues emerging from the interviews

Cloudworks: social networking for learning design

Why do some social networking services work and others fail? Can we apply the best of Web 2.0 principles to an educational context? More specifically can we use this as a means of shifting teaching practice to a culture of sharing learning ideas and designs? Can we harness the potential of technologies to create more engaging learning experiences for students? These are the key questions this paper addresses. We describe how we are using the concept of 'object-orientated social networking' to underpin the creation of a social networking tool, Cloudworks, for sharing learning ideas and designs

New methods and approaches to the design and evaluation of open educational resources

The workshop will introduce participants to use a range of tools, methods and approaches to designing and evaluating Open Educational Resources (OERs). The session will include an overview of the OLnet initiative which is a new global network of support for researchers, users and producers of OERs. Participants will have a chance to try out some of the tools that have been developed as part of OLnet and to discuss relevance and application to their own practice

CompendiumLD – a tool for effective, efficient and creative learning design

Developers and teachers go through a complex decision making process when designing new learning activities – working towards an effective pedagogical mix, combining resources, tools, student and tutor support. This paper describes CompendiumLD, a prototype tool we have built to support practitioners through the process of designing learning activities. We describe how the tool fits into our vision of a dynamic, interactive set of resources and system tools to support effective, efficient and creative learning design. It describes CompendiumLD's features and explains the rationale behind their development. It shows how the tool is intended to aid designers make choices, and plan developments, facilitating creativity and efficiency in the design process. In our conclusions we consider how such a system can support the design of effective learning activities