Introduction to CoED

Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang & Jacob Davidsen e-Learning Lab (eLL) Department of Communication, Aalborg University, Denmark

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Collaborative e-learning design method

• CoED aims to support domain, qualification level and subject experts in designing targeted e-learning and education.

• CoED brings focus and structure to the early stages of the design process.

• CoED aims to develop design specifications and/or early prototypes within few hours of work.

• Learn@Work-project – elearning in the work place; design of 9 different courses in 5 different countries

Theoretical and methodological background

• A design model for developing ICT supported teaching and learning - based on:• Learning – because we design for learning

and learn in the design process• Systems development – because we design

(for) information and communication technology

• Facilitating creative processes – because the aim is to develop something new

Original source: the Collaborative E-learning Design method (CoED) (Georgsen & Nyvang, 2007)

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Principles

• The CoED method facilitates the design process by following five principles and splitting the early design into three phases.

• Principles - the CoED method: Facilitates conversations about e-learning design Structures conversations about e-learning design Produces design specifications and/or actual designs

rapidly Involves e-learning experts, domain specialists and

future users of the e-learning design Involves at least two people in the design process

Bring focus and structure to

conversations

Rapid development and tangible results

Collaborative learning

- in a group of designers

Develop design specifications

within few hours of work !

A flexible and adaptive

structure of the design method

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Overview over phases in design method

• Phase 1: Focus the e-learning design process

• Phase 2: Identify overarching values and design

principles

• Phase 3: Specify design

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Phase 1 - FocusGoal:• To focus the design activity in terms of the overall approach

to and understanding of learning, domain and technologyProcess:• a presentation is given to introduce to key issues in

pedagogical design of ICT-based learning and teaching.• The idea is to focus the attention on three issues related to

identifying the philosophy of the design: the understanding of learning (and subsequently

teaching) the understanding of the domain the understanding of technology and the role it plays in

both the design and the learning processesProduct:• The workshop participants arrive at a shared understanding

of some of the basics of the overall approach to and understanding of learning, domain and technology.

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Goal:• The goal of phase 2 is to identify the overarching

values and principles that guide the design.

Process:• Card sorting-exercise. Discussion and negotiation

of meaning between participants.

Product:• A negotiated value statement regarding active

problem based learning with in the given domain

Phase 2 - Identification of values and principles

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Phase 3 – Detailed design

Goal:• The goal of phase 3 is to focus on developing a detailed

learning design based on phases 1 and 2.Process:• The specific design of a course/learning process based on

the output from step two (pedagogic values) AND on the specific case the design is to be used in.

• Design of the specific course thus require knowledge of the cases that the design aims at.

• Facilitator - support the participants in formulating a consistent design true to the values of the design philosophy. Done by asking critical questions, pointing out “holes” in the design, etc.

Product:• A “story line” of learning activities and their relations• A number of designs illustrating what the learner sees and

does, as (s)he works through the course design

Online CoED

Generator

http://www.hoxcms.dk/coed

How do we bring this further?

• New research has shown challenges:Adjustment of the design tool to

different domains Ability to support and facilitate the

process for groups with an unbalanced mix of pedagogical, technological and domain or content related expertice

How can we succesfully communicate the results of the design workshop to relevant actors

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Conclusion

Positive issues: • Possible to create a product within

few hours (also for non-experienced ”designers”)

Problematic issues: • Lack of testing and sustainability• Complexity from developmental

mode to establishing a pratical mode