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Positive and negative feedback, especially if constructive, sends a shiver through my bones.

Just ten minutes. A live online presentation. Why for me should it be such a big deal?

I said to my wife that I have not problems delivering other people’s words (acting) and I have no trouble writing words for others to speak (speech writer, script writer), but what I loathe and struggle with is delivering my own words on any kind of platform.

Big fails on this count, emotionally at least would include:

  • My grandfather’s funeral
  • My groom’s wedding speech (I was pants at proposing too)
  • My father’s funeral
  • My mother’s funeral

Because it matters to me far too much when, and only when, the words that I give seem to emanate from my soul.

Let me blog, let me write letters, let me smoulder from my ears into the atmosphere with no expectation of feedback.

Both positive and negative feedback, especially if constructive, sends a shiver through my bones. Why is it that I crave confrontation, that I want to be mentally smacked around the head, then kicked up the arse and sent back into the fray to deliver some amazing show of ability?

We are all so, so, so very different, yet how we are taught, or expected to learn seems so very contrived, so set by context and numerous parameters.

I would prefer to be stuck in a cabin for a couple of weeks with an educator who hasn’t a clue about the subject, but is a natural educator, than someone who has ticked a collection of boxes in order to obtain their position. The natural educator can teach anything. The subject matter expert thinks they know everything.

eLearning can be the subject matter expect – ‘IT’ (literally) thinks it knows it all.

So, connect me, and for me connect students and educators – worry only about the desire and ability to teach or transmit and mange those hungry to gain knowledge, and for students concentrate almost entirely on motivation. If they want to learn pores will open up in their skull so that you can pour in the information and they’ll never be satiated.

How to use Grainne Conole’s 7Cs of Learning Design

From E-Learning V

Fig.1. Grainne Conole’s 7s of Learning Design 

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 frameworklot of Cs here:

  • Course features – the essence of it.
  • Creative activity
    • capture
    • communicate
    • consider
  • Conceptualise
  • 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 from Gráinne Conole

From E-Learning V

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 pick, 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

‘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’. Grainne Conole. 

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 that 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!

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