‘Teachers want support and guidance to help them rethink their design practice, to think beyond content to and activities to make pedagogically informed design decisions that make good use of technologies’.

I’ve just been listening over the OLDs MOOC hangout for Week 3 and particularly enjoyed the Q&A with

Professor Gráinne Conole

The sentence above stood out from the 60 minutes, as well as how this was put into context for the MOOC in Week 3 and coming up in Week 8. Personally I wish we’d had something like this to begin the week. I got in early, did a couple of activities then followed the noise from the active design group I've joined. Give others a turn. Let things roll over. This works. Leave gaps and sometimes others will come along and think, OK, he's done that so I can see how it works, or might work for me. I won't bother with that tool, I'll try something else and see what people make of it. I cherry picked and as this hangout suggests and recommends, I’ll go back and pick out more as required. I enjoyed downloading, colouring in, cutting out then using the Activity Cards. This is more my thing than the EXCEL spreadsheet - which I planned on a sheet of paper then transferred over. I might use an APP to generate such a thing. I find EXCEL somewhat heavy handed, or I’d want to design it in a way that I like. We learnt about the background to 7Cs. The background and context was invaluable. Credibility ought not be taken for granted. Work like this needs to be put on a pedestal and people told of its credentials and worth - i.e sell it to me! 7Cs is an OU with OU Learning Design Initiative with JISC through the Curriculum Design Programme. Activity Profile and Course Map. Trialed thoroughly. Gráinne Conole continued this work with the JISC funded CARPE Dium learning design workshops at Leicester whiuch provides a ' rich storyboard of learning design'. More on this from: Gabi Witthaus Ming Nei More at http://www.olds.ac.uk/ And http://e4innovation.com/ Overarching conceptual framework A lot Cs here: Conceptualise - vision for the course, who is it for, what is the nature of the learners and personas Course features - the essence of it. Creative activity - capture, communicate and consider Conceptual Combine - into course map and activity profile Consolidate - running it as face to face, or VLE, or more specialised learning design tool, or …. From Gráinne's blog:

7 cs of learning design fromGráinne Conole

With current thinking on 7Cs Various systems offered and can be tried. Listening to OLDs MOOCers it appears that the 7Cs framework has been received well

• It articulates what teachers already do.
• There are 7 aspects in a whole design process.
• What level are you teaching, what level of support do they need etc:
• Teachers (all of us I would say, educators, learning designers, L&D managers) are bewildered by the range of tools, the range of approaches so fall back on their own content. So use the tools to think about the activities, the core essence of hte course.

Gráinne introduced the work of Helen Keegan, Augmented Reality and risk. More on use of augmented learning 7Cs has been found useful in Australia

• Indigenous Culture on locality.
• Introducing elements of serendipity.
• Activity profile
• Is it the right mix of learning for what you want the students to do.
• Correlation of time mapped out to what students are achieving … so she is poor at communication in Spanish … and there is little communication in the course she is doing.

Is this the right tool set?

• Covers all the aspects of design.
• Getting a taster for these in the course.

‘A huge amount in the MOOC is mix and pic, so take your time, come back to the resources. Six months down the line, you discover which ones you like’.

• Some love the activity profiles some don’t, so find the mix that works for you.
• Some with learning outcomes.
• Some with the content.
• Some with the characteristics of the context of the learners.
• Different tools will mean different things to different people.

‘We’re offering a Smörgåsbord of offerings that you can develop and use over time. Pick the ones that are relevant to you, don’t feel that you have to use all of them’.

Larnica Declaration on Learning Design

(More coming up in WK 8 to act as a springboard to reflect)

• What is learning design?
• How has it come about?
• Why is it different to structural design?

Professor James Dalziel

2011 ALTC National Teaching Fellow

• Driven by people in Europe and colleagues in Australia.
• What is learning design? How has it come about?
• How is it distinct from instructional design?
• Major Epiphany moment Sept 2012
• Two days in Cyprus
• Timeline of key moments since 199 learning design

REF: Key books on design science (Dianna Laurillard)  Teaching Design as a Science It’s aimed to be pedagogically neutral so that it can be used across a range of methodologies and pedagogies.

• Tools for guidance and support
• Tools for visualisation
• Tools for sharing like Cloudworks

What works for you

• It depends on the nature of how people want to go about things
• Visual
• Linear
• Connect and be sociable
• Open, unstructured … to form some kind of navigatable way through, as well as enjoying the serendipity. Having the options of the long and short routes.
• Is something more needed in the middle ground. B MOOCs.

BLOG http://www.larnacadeclaration.org