Designing for learning.futures with Dr. Gráinne Conole

This is an intensive design workshop to help participants make pedagogically informed design decisions that make appropriate use of digital technologies. This might include the design or re-design of face-to-face, blended or online courses. A ‘course’ could be an individual module or a whole course. It is suggested that participants have a course in mind, for which to design and storyboard the teaching and learning, in this workshop.

Please note that registrations for this workshop are by invitation; for inquiries please contact lx.lab@uts.edu.au.

By the end of the workshop, participants will be able to:

• conceptualise the learning design process from different perspectives
• apply a range of learning design resources, tools and methods to a learning intervention
• critique a range of pedagogical approaches and the role played by different technologies, in supporting these
• review and debate the theoretical underpinnings of learning design
• develop an innovative storyboard, learning activities and a structure for implementation.

The workshop’s activities are part of the 7Cs of learning design framework, which consists of seven components:

• Conceptualise – which initiates the design process and consists of imagine, design and prepare.
• Create – which covers the ways in which search engines, Open Educational Resource (OER) repositories and social bookmarking can be used to find and collate relevant resources and activities, as well as strategies for creating resources.
• Communicate – which covers the different ways in which communication can be fostered, this includes how to moderate asynchronous and synchronous forums, as well as use of social media.
• Collaborate – which considers how collaboration can be fostered and a review of the different tools that can be used to support collaboration.
• Consider – which concerns the way in which learners are encourages to reflect on their learning and demonstrate the achievement of learning outcomes
• Combine – which enables the designer to step back and look at the design from different perspectives, this includes creating an activity profile of how much time students will spend on different types of activities, as well as creating a storyboard of the course.
• Consolidate – implement the course in a real learning context and evaluate how effective it is.

Dr Gráinne Conole is an e-learning expert and consultant with a range of research interested in the use of digital technologies for learning, teaching and research. She can undertake commissioned reviews and reports, run workshops, and provide tailored e-learning support and advice.