PART ONE
This is how I develop a Creative Brief ... this happens to be an MAODE exercise on Learning Design.
As a video producer this is the idea I'd sell to the client.
I'd then work with a coach and group of swimmers to set the scene and milk it.
This is the kind of thing corporate clients use to teams of 10,000 employees. This is also how I go about writing scripts, sometimes adding drawings, cut-outs from magazines and photos. Nothing hi-tech at the thinking stage ... which gives people more freedom to contribute.
A whiteboard marker pen on unforgiving wallpaper backing paper (30p a roll in from the reduced bin!). Stuck to the kitchen door.
PART TWO
The Forum Thread deserves as Swim lane of its own with as much activity into it and Elluminate as I have put here into a blog/microblog.
Often I find a dedicated thread such as e-Learning Professionals is more likely to guarantee a response to something I say; the reason for this is simple, they have thousands of active members.
There are reliable statistics to say what tiny per centage of people are happy to write, read, comment and contribute. 1% to write, about 4% to comment. This has to be reflected in forum activity too, however much it is required by the course. I've missed out blogs other students keep, and the links back and forth to these.
You'd be surprised how much goes on in the background.
I've found myself working things through with people in different tutor groups, who did the module a year ago ... or who have nothing to do with MAODE but have an answer. Which reminds me of the fantastic diagram drawing tool dia. How does Naughton’s journalistic point of view compare to those of an academic?
I worked through it alone, blogged about it and offered thoughts and replied in the tutor forum.
The degree or blogging I’ve put forward reflects what I consider an invaluable addition to taking part in Forum Threads. You express what you think, ‘stream of consciousness’ into your own blog, edited to140 character for Twitter than take part in a Forum where some back and forth discussion should come about.
The other invaluable form of participation is through a conference call – as Jonathan Swift said, ‘I don’t know what I mean until I have heard myself speak.’
This is akin to a treatment outline for a video. The script in our case is the ad-libs and verbatim responses of student and input from the tutor. I like the idea of swim-lines and can imagine the Tutor online as a coach, rather than a subject matter expert, as a guide and mentor.
The reality is that such rapport develops with fellow students.
It is a shame that there isn’t more continuity through your original cohort. I have used the Compendium to share projects, using the layers to attach documents and have another contribute. For a simple mind map I like bubbl.us, otherwise I’m as likely to do a sketch and photograph it to share … or draw directly into a paint/draw package such as ArtPad using a stylus and Wacom board. Like all tools you need to have a clear use for it, rather than playing in a sandpit. To be able to collaborate in a team people need to be familiar with and using the same software/platforms.
Compendium can be used as a basic mind-map or flow chart and with experience be used for much more, as an e-portfolio of sorts.
It is overly prescriptive. Tools need to be intuitive and follow common practices regarding buttons and outcomes. For a first draft I prefer marker pen on paper, followed by bubbl.us.
As Beetham’s Chapter 2 (Activity 2) points out learners will find their own way through a task regardless. We understand things differently, draw on different experiences and come up with our own metaphors.
Whilst I go with the ‘Swim Lanes’ analogy, I often think the reality is like a Catherine-wheel nailed to a post in the rain.
Should an exercise such as this be addressed in a way that has so scientific connotations? It is surprising how easy it is to share the narrative of a linear activity in a multitude of ways. A simple set of numbered bullet points, perhaps worked up as a presentation. As a board game, one step taken at a time. Or a set of activity cards. You can talk it through by counting five activities off on your fingers. I'll do one of these in the truly, joyful, brilliant www.bubbl.us and post it to my ou blog and extracurricular blog' 'My Mind Bursts' which in turn is fed to Twitter 'jj27vv.'
Make one of these mind maps, then change your mind and be tickled with the way the 'node' or 'bubbl' behaves . Go see! This and a list of wonderful tools from an H808 student who is a primary school teacher in Thailand. Work should be fun, especially learning design. After all, if you don't enjoy it, how do you expect your future students to behave?
PART THREE
Bubbl.us has gone from toy to a grown up tool with layers and the opportunity to add sound, images (stills and moving) and no doubt much more, none of which I have had time to try.
The old bubbl.us was like playing with kid's party balloons and when you deleted a balloon (or node) it blew up and burst into flames. This new version still does some magic to the eye, fading away like a mist, also when you save melting into the background like a rainbow of ice melting.
An extraordinary delight to the senses and apparently of far more practicle use than I credited it with a few months ago.
Click on this and it takes you to Picassa Dropbox. You can then enlarge it, save the code and help yourself. I think all the images I've put into this OU identify album is 'open to the public.'
Seeing this all again I am reminded of my inspiration David McCandless.
By working on this a few more times an art director or designer would turn it into a thing of beauty; it is this level of inspiration that sells ideas to committees, colleagues and others.
People buy into ideas. People like to be inspired.
The pedagogy must of course be sound, the right offering of activities, outcomes and learner flexibility and support is the OU magic mix.
P.S. Don't imagine I was familiar with any of these tools until I started the MAODE in Feb 2010, most of everything I now use I was introduced to by someone here.
PART FOUR
Add the role of the Tutor.
Get in a designer and make it a thing of information beauty.
Sell it internally and externally.
Schedule, produce.
Watch what happens and adjust accordingly.