Designing for Learning in an Open World

<p>Table of Contents</p><p> </p><p>1. Preface: origins of and rationale for the book.-</p><p> </p><p>2. Setting the scene</p><p>3. Overview</p><p>b. 4. The context of modern education</p><p>c. 5.  The nature of educational technology</p><p>d. 6. Today’s learners</p><p>e. 7. The need for a new learning design methodology</p><p>f. 8.  Audience and structure of the book</p><p>g. 9. The process of writing the book.-</p><p> </p><p>Ch 2 Design languages</p><p>a.  Introduction</p><p>b.  The challenges of designing for learning</p><p>c.  Design languages</p><p>d.  Design notation in music, architecture and chemistry</p><p>i.   Musical notation</p><p>ii.  Architectural notation</p><p>iii. Chemical notation</p><p>e.  Learning design</p><p>i.   Defining learning design</p><p>ii.  The origins of learning design</p><p>iii. A spectrum of learning design languages</p><p>f.   Origins of the Open Learning Design methodology</p><p>i.   The OU Learning Design Initiative</p><p>ii.  Design-Based Research</p><p>iii. The OULDI learning design methodology</p><p>g.  Conclusion.-</p><p> </p><p>Ch 3: Related research fields </p><p>a.  Introduction</p><p>b.  Instructional Design</p><p>c.  Learning Sciences</p><p>d.  Learning objects and Open Educational Practices</p><p>e.  Pedagogical Patterns</p><p>f.   Professional networks and support centres</p><p>g.  Conclusion.-</p><p> </p><p>Ch 4: Open, social and participatory media </p><p>a.  Introduction</p><p>b.  The changing digital landscape of education</p><p>c.  A review of new technologies</p><p>i.   The characteristics of new technologies</p><p>ii.  The impact of Web 2.0 technologies</p><p>iii. The use of Web 2.0 technologies in education</p><p>iv. The impact on practice</p><p>d.  A review of Web 2.0 tools and practice</p><p>e.  Conclusion.-</p><p> </p><p>Theoretical perspectives</p><p> </p><p>Ch 5 Theory and methodology in learning design research</p><p>a.  Introduction</p><p>b.  Definitions</p><p>c.  Researchers’ home disciplines</p><p>d.  The nature of theory</p><p>e.  Theoretical perspectives</p><p>i.    Cultural Historical Activity Theory (CHAT)</p><p>ii.  Communities of Practice</p><p>iii. Actor Network Theory</p><p>iv. Cybernetics and systems thinking</p><p>a.  Methodological approaches</p><p>i.    Content analysis</p><p>ii.  Ethnography</p><p>iii. Case studies</p><p>iv. Action research</p><p>v.  Evaluation</p><p>vi. Choosing an appropriate methodology</p><p>b.  Influences, beliefs and theoretical perspectives</p><p>c.  Conclusion.-</p><p> </p><p>Ch 6 The role of Mediating Artifacts in learning design </p><p>a.  Introduction</p><p>b.  The origins of the concept of Mediating Artifacts</p><p>c.  Capturing and representing practice</p><p>d.  Examples of Mediating Artifacts</p><p>e.  Understanding learning activities through Mediating Artifacts</p><p>f.   Meta-Mediating Artifacts</p><p>g.  An illustrative example of the application of this approach</p><p>i.    Teacher A: The design phase</p><p>ii.  Learner A: Use Scenario 1 - beginner’s route</p><p>iii. Learner B: Use Scenario 2 - advanced route</p><p>iv. Teacher B: Use Scenario 3 - repurposing</p><p>h.  Conclusion.-</p><p> </p><p>Ch 7 Affordances </p><p>a.  Introduction</p><p>b.  Definitions of the term</p><p>c.  ICT affordances</p><p>i.   Collaboration</p><p>ii.  Reflection</p><p>iii. Interaction</p><p>iv. Dialogue</p><p>v.  Creativity</p><p>vi. Organization</p><p>vii.             Inquiry</p><p>viii.            Authenticity</p><p>ix. Negative affordances - constraints</p><p>a.  Conclusion.-</p><p> </p><p>Design representations and tools</p><p>Ch 8 Design representations </p><p>a.  Introduction</p><p>b.  Types of representation</p><p>c.  Examples of different types of representations</p><p>i.    Textual</p><p>ii.  Content map</p><p>iii. The course mapview</p><p>iv. The pedagogy profile</p><p>v.  The task swimlane representation</p><p>vi. Learning outcomes map</p><p>vii.   The course dimensions view</p><p>viii.  Principles/pedagogy matrix</p><p>d.  Evaluation of the views</p><p>e.  An example of application of the representations</p><p>i.    Course view</p><p>ii.  Pedagogical profile</p><p>iii. Course dimensions</p><p>iv. Learning outcomes</p><p>v.  Task swimlane</p><p>f.   Conclusion.-</p><p> </p><p>Ch 9 Case study: tools for visualizing designs </p><p>a.  Introduction</p><p>b.  Practitioners’ approaches to design</p><p>c.  Repurposing an Open Educational Resource</p><p>d.  The development of Compendium LD</p><p>e.  Evaluation of the use of Compendium LD</p><p>f.   Use by practitioners</p>g.  Use by students<p><p>h.  Other visualization tools</p><p>i.    Conclusion.-</p><p> </p><p>Ch 10 Pedagogical planners </p><p>a.  Introduction</p><p>b.  The need for pedagogical planners</p><p>c.  Examples of pedagogical planners</p><p>i.   The DialogPlus toolkit</p><p>ii.  Phoebe</p><p>iii. The London Pedagogical Planner (LPP)</p><p>iv. The Learning Design Support Environment (LDSE)</p><p>d.  Conclusion.-</p><p> </p><p>Openness </p><p> </p><p>Ch 11 The nature of openness </p><p>a.  Introduction</p><p>b.  Facets of openness</p><p>i.    Open design</p><p>ii.  Open delivery</p><p>iii. Open evaluation</p><p>iv. Open research</p><p>c.  Principles</p><p>d.  Defining openness</p><p>e.  Characteristics of openness</p><p>f.   The OU’s Supported Open Learning (SOL) model</p><p>g.  Applying openness</p><p>i.    Open design</p><p>ii.  Open delivery</p><p>iii. Open evaluation</p><p>iv. Open research</p><p>h.  Conclusion.-</p><p> </p><p>Ch 12 Open Educational Resources </p><p>a.  Introduction</p><p>b.  The Open Educational Resource movement</p><p>c.  A review of OER initiatives</p><p>d.  Case study 1: Openlearn</p><p>e.  Case study 2: Wikiwijs</p><p>f.  Case study 3: LeMill</p><p>g.  Case study 4: Podcampus</p><p>h.  Conclusion</p><p>i.    Appendix: The broader OER landscape.-</p><p> </p><p>Ch 13 Case study: Realising the vision of Open Educational Resources </p><p>a.  Introduction</p><p>b.  The Olnet initiative</p><p>c.  The OPAL initiative</p><p>i.    Strategies and policies</p><p>ii.  Quality assurance models</p><p>iii. Collaborative and partnership modles</p><p>iv. Tools and tool practices</p><p>v.  Innovations</p><p>vi. Skills development and support</p><p>vii.   Business models and sustainability strategies</p><p>viii.  Barriers and enablers</p><p>d.  Enhancing the quality and innovation of OER</p><p>e.  Conclusion.-</p><p> </p><p>Social and participatory media</p><p> </p><p>Ch 14: Online communities and interactions </p><p>a.  Introduction</p><p>b.  The co-evolution of tools and practice</p><p>c.  Modes of interaction</p><p>d.  The changing nature of online communities</p><p>e.  The pedagogies of e-learning</p><p>f.   Sfard’s metaphors of learning</p><p>g.  Frameworks for supporting online communities</p><p>h.  The Community Indicators Framework</p><p>i.    Conclusion.-</p><p> </p><p>Ch 15 Case study: Cloudworks </p><p>a.  Introduction</p><p>b.  Cloudworks</p><p>c.  Theoretical underpinnings</p><p>d.  Evaluation of the OU Learning and Teaching Cloudscape</p><p>e.  Using Cloudworks to support learning.-</p><p> </p><p>Conclusion</p><p> </p><p>Ch 16 Conclusion, implications and reflections</p><p> </p><p>Postscript - reflections on adopting an open approach to the writing of the book. </p><p><p><p><p><p><p><p><p></p><p>