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Page history last edited by Ida 8 years, 11 months ago



24-30 January 2013

Ida Brandão

Professors: Grainne Conole (Univ. Leiscester), Rebecca Galley (Open Univ.) 


Learning outcomes

  • Conceptualise the learning design process from different perspectives
  • Apply some learning design resources, tools and methods to your design
  • Critique a range of pedagogical approaches and the role that different technologies play
  • Review, share and discuss the theoretical underpinnings, benefits and limitations of design representations across educational contexts
  • Develop an innovative storyboard, learning activities and a structure for implementation
  • Opportunity to gain the 3 Weeks and Resource Gatherer badges


Learning Outcomes


Extracts from Wikipedia:



«During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii). Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes. Several excellent sources are available which detail the revisions and reasons for the changes. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis.


Changes in terminology between the two versions are perhaps the most obvious differences and can also cause the most confusion. Basically, Bloom's six major categories were changed from noun to verb forms. Additionally, the lowest level of the original, knowledge was renamed and became remembering. Finally, comprehension and synthesis were retitled to understanding and creating. In an effort to minimize the confusion, comparison images appear below.


The new terms are defined as:

  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
  • Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
  • Applying: Carrying out or using a procedure through executing, or implementing.
  • Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
  • Evaluating: Making judgments based on criteria and standards through checking and critiquing.
  • Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

(Anderson & Krathwohl, 2001, pp. 67-68)


The proposed path is:

  • watch the video on Features Cards to help design the framework of course/module

     Comment: I didn't find it particularly useful for my project (OER module for teacher training), since I already have a defined context


  • use of a template for course/module map 

Comment: I've decided to try different visualizations: Course Map - UML diagram - Pinboard Glogster



     I found the Course/Module Map a useful  tool and have produced one for my project, following the example: OER module Course-Map-Spreadsheet.pdf




  • select one or two of 19 case studies that used this tool

     I've chosen the following case studies:

    1. Patrick McAndrew narrative on the adaptation of a course that already existed «Introductory module to Maths using OER» for a new context in USA, replanning required using Course Map tool.
    2. http://www.open.ac.uk/blogs/OULDI/wp-content/uploads/2012/02/Narrative-9.pdf 

               Comment - I also found the Course Map an easy and simple tool to have a glance at the tools, resources, activities and relationships between learners and facilitators.                Specially to be used in a context of meeting and discussion between partners that wish to run a common course. This tool and other ones that we have approached in                Week 2 can be helpful to have a visualization of the planning.


Grainne Conole Slideshare on the 7 C's of Learning Design: (i)Coceptualize; (ii) Capture; (iii) Communicate; (iv) Collaborate; (v) Consider; (vi) Combine; (vii)




Course features


Course features, according to 7 C's of Grainne Conole




Activity Profile


Widget - http://www.rjid.com/open/pedagogy/html/pedagogy_profile_1_2.html






Example of activity design in CompendiumLD




To download CompendiumLD - http://compendiumld.open.ac.uk/ 



Activity Profile Representation



8-LEM Activity Planning



OU Learning Design Initiative (OULDI) - http://www.open.ac.uk/blogs/OULDI/


Compendium LD is a software tool for designing learning activities using a flexible visual interface


Narratives from teachers that applied OULDI curriculum design tools and methodology



Using Compendium LD - http://vimeo.com/14986457#

Clouds created to add Resources: 

http://cloudworks.ac.uk/cloud/view/7876 - Mindmap (Mindomo) - Context, learning theories, learning design  

http://cloudworks.ac.uk/cloud/view/7877 - Glogster - Multimedia visualization of OER Module structure

http://cloudworks.ac.uk/cloud/view/7878 - Wiki - Instructional and Learning Design models


Agregador de bibliografia e fontes Web sobre:

Instructional e Learning Design - http://www.livebinders.com/play/play?id=753624

OER - http://www.livebinders.com/play/play?id=770695


Agregador de imagens e vídeos:

Design-based Research - http://pinterest.com/idabrandao/design-based-research/

Universal Design for Learning - http://pinterest.com/idabrandao/udl-design-universal/

Learner Centred Theories - http://pinterest.com/idabrandao/learner-centered-theories/

Learning Assessment - http://pinterest.com/idabrandao/avaliacao-das-aprendizagens/


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