PREPARING TEACHERS TO TEACH WITH ICT LEONARDO EUPT3 PROJECT

Deliverable D4: Curriculum for training teachers and trainers

WP4: Framework and Curriculum for Teacher Training WP Leader: Cyprus Pedagogical Institute

Project No: 2009-1-CY1-LEO05-00465

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Contact person for Report Alexandros Kofteros, Anastasia Economou Cyprus Pedagogical Institute [email protected], [email protected]

Version control V 1.0 V 2.0

First draft Final

June 3, 2010 July 30, 2010

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Abbreviations

CARDET OU UNIPI CPI EUPT3 TTLLF LD OULDI ICT WP

Center for the Advancement of Research and Development in Educational Technology Ltd, Cyprus The Open University, UK University of Piraeus Research Center, Greece Cyprus Pedagogical Institute Leonardo Project on “Preparing Teachers to Teach with ICT” Teacher Training and Life Long Learning Framework Learning Design Open University Learning Design Initiative Information and Communication Technologies EUPT3 project Work Package

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Table of Contents Abbreviations ................................................................................................................. 3 1. 1. Introduction ...................................................................................................... 5 1.1. Executive Summary........................................................................................ 5 1.2. Introduction to the sections in this report .................................................... 5 2. ICT Teacher Training in Cyprus .............................................................................. 5 2.1. ICT Infrastructure and Basic ICT Skills ............................................................ 5 2.2. In-Service Teacher Training............................................................................ 6 2.3. Opportunities & Challenges by the DIAS platform ........................................ 7 3. Training curriculum and training interventions ..................................................... 7 3.1. Introduction ................................................................................................... 7 3.2. Core Intervention - Training the trainers/coaches ........................................ 8 3.2.1. Introduction ............................................................................................ 8 3.2.2. Duration and Organization ..................................................................... 8 3.2.3. Learning Aims ....................................................................................... 8 3.2.4. Activities for the Core Intervention ....................................................... 9 3.3. Broader base of teachers intervention - Training the school teachers ........ 9 3.3.1. Introduction ............................................................................................ 9 3.3.2. Duration & Organization of Audience for teacher training ................... 9 3.3.3. Learning Aims ..................................................................................... 10 3.3.4. Structure and Activities for Teacher Training ..................................... 10 4. References ........................................................................................................... 11 5. Appendix 1 - Description of the Core Intervention Activities (Ref. 3.2.4) ........... 12 5.1. Activity 1 - How to ruin a course ................................................................. 13 5.2. Activity 2 - Comparing four web 2.0 tools .................................................. 13 5.3. Activity 3 - Tools in use ................................................................................ 14 5.4. Activity 4 - Course Map ................................................................................ 15 5.5. Activity 5 - Mapping a design using Learning Design notation .................... 16 5.6. Activity 6 - Sharing and Discussing Designs ................................................ 18 5.7. Activity 7 – Action Plan and evaluation ....................................................... 18

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1. Introduction 1.1.

Executive Summary

The aims of Work Package 4 as described in the Description of Work document of the EUPT3 project are to:  design a teacher training and lifelong learning framework  develop the curriculum for the training of teachers and trainers  define instructional strategies employed in the development of the modules The purpose of this document is to:   

describe the curriculum for training teachers and trainers in developing lessons that integrate ICT, based on the principles of Learning Design describe the activities to be used in the development of lessons by ICT trainers and teachers identify the aspects of integrating the OU Learning Design Initiative in the training program

Work Package 4 is a dependency for Work Package 5 which develops the instructional materials and a teacher handbook for the training modules. The outputs of Work Package 4 will also provide the basis for the teacher training to take place by the partner institutions, as part of Work Package 7.

1.2.   

Introduction to the sections in this report Section 1: gives a short introduction to Work Package 4. Section 2: identifies the current status of ICT teacher training in Cyprus, through elearning, blended learning, and real classroom participation Section 3: describes the training curriculum and training interventions (goals, content, tools, resources, methodology and activities – Core Intervention and Teachers broader base Intervention

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ICT Teacher Training in Cyprus

2.1.

ICT Infrastructure and Basic ICT Skills

As of September 2009, all primary schools in Cyprus have broadband access to the internet, and the vast majority of classrooms have at least 3 internet access points. Classrooms have been equipped with a latest-generation computer running the Windows Vista operating system, with at least one previous generation computer running Windows 98/XP. Each primary school is equipped with at least one laptop for the teachers (one per school) and one video projector. At least 30% of all primary public schools have a dedicated computer lab. By the year 2014, the Ministry plans to equip all computer labs and all sixth grade classrooms with Interactive Whiteboards, and this initiative will be followed in the consecutive years with more Interactive Whiteboards for fifth and sixth grades. All secondary public schools have at least one laptop and video projector for the teachers, and also have at least one computer lab and broadband access. By the year 2014, it is

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expected that all classrooms in secondary education will have broadband access to the internet. Technical and vocational education schools have numerous computer labs, some of which have dedicated computers running high-end graphics applications (i.e. Autocad), or alternative operating systems like Apple MacOS X. These labs are also connected to the internet using broadband access. This infrastructure is necessary in Vocational education since the needs differ from other secondary schools, and technology is an integral part of the curriculum. The vast majority of teachers in public schools have completed training on the basic skills of using computers, either at a university level or through the Pedagogical Institute training initiatives. According to Becker & Ravitz (2001), basic skills are not adequate for proper implementation of ICT in the classroom. Cuban (2001) also argues that a need also arises for the evaluation of how teachers implement ICT. The Committee for Educational Reform (2004) has also emphasized the need for further training of teachers in ICT implementation and integration in the classroom, in order to foster learning.

2.2.

In-Service Teacher Training

The official organization for in-service teacher training in Cyprus is the Pedagogical Institute of Cyprus, part of the Ministry of Education and Culture. The Pedagogical Institute is responsible for the entire public education sector, and produces teacher training programmes, support material, content, and methodologies to support the continuous learning of in-service teachers. The Educational Technology Department of the CPI has been implementing professional development programs for all teachers in ICT: - The first phase of the training was offered during the period of 2004-2009 and was aiming at: o training of all teachers in ICT Skills (beginners and advanced) o training of all teachers in the Pedagogical Implementation of ICT o training of teacher trainers/coaches on the use of ICT in the learning process o development of ICT-enhanced educational scenarios from working groups consisting of 3 teachers, the inspector of the subject matter and one ICT facilitator o development of learning environments - portal with educational material (www.e-epimorfosi.ac.cy), Moodle learning environment (www-elearn.pi.ac.cy) and online learning training (www.pi-elearning.ac.cy) o development and implementation of 20 case studies on the use of ICT in the curriculum -

The second phase of the training (period of 2009-2013) is aiming at the school-based implementation of ICT in the learning process with: o school-based teacher trainers/coaches on using ICT in the learning process program o design of ICT – enhanced learning activities o design of digital learning object o case studies o training workshops on ICT in the learning process methodologies and approaches

For blended learning, the Pedagogical Institute uses the Moodle elearning platform (http://www-elearn.pi.ac.cy), and for e-learning it uses a customized proprietary Learning

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Management System (http://www.pi-elearning.ac.cy). For synchronous communication, CPI uses the Elluminate platform which provides an excellent compression of multimedia data over the internet to deliver rich content to the participants of an online seminar. Τhe use of internet-based learning platforms, in conjunction with the new role teachers are required to assume in their teaching, can lead to better opportunities for interaction and learning (Vrasidas, 2000). The perceptions and beliefs of the teacher, regarding these tools and their actual added value can have a significant impact on the effectiveness of their use in the classroom (Cuban, 2000).

2.3.

Opportunities & Challenges by the DIAS platform

As of June 2010, the first part of a very ambitious plan by the Ministry of Education has been completed – the Learning Objects for 17 subjects in the secondary education have been delivered for use by teachers, and a number of (secondary) schools have become part of the pilot schools to participate in the initial launch of the project. Effectively, all schools in public education will be connected to a Learning Management System with available ready-made content, tailored to the curriculum of the educational system of Cyprus. The content has been broken down into reusable learning objects, which allow their rapid development and easy upgrade/update (Wiley, 2001). This move to a web-based system of delivering content to students, necessitates the need for further teacher training, not only in the implementation of ICT but also in the design of quality lessons for and with the integration of technology in the classroom.

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Training curriculum and training interventions

3.1.

Introduction

As described in D4 the training will consist of two modules: Module 1: Selecting tools, Creating, and Implementing ICT-based Learning Activities The first module will focus on training teachers on how to select appropriate activities, ICT tools and resources so as to integrate them in their lesson designs. To do this they will use visualization tools. Upon completion of the module, teachers will be able to: 1. create learning designs that integrate ICT in the classroom by selecting appropriate ICT-related activities, strategies and tools to address a lesson’s objectives 2. select and adapt existing learning designs from a repository (eg www.eepimorfosi.ac.cy, www.skoool.gr) that are appropriate based on a lesson’s objectives 3. implement learning designs and ICT-related activities in the classroom Module 2: Sharing, Reflecting, Discussing, and Improving Lesson Plans The aim of the second module is to advance teachers’ lifelong learning skills in the area of ICT by sharing, reflecting, discussing, /debating, improving, and reusing learning designs. In order to accomplish this aim, we will first train teachers to use the tools, and then provide them with multiple hands-on opportunities to share, and learn from each other. To do this they will use a social networking environment.

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These modules will be covered in three training interventions: - The Core intervention that targets the teacher trainers/coaches - The broader base of teachers interventions that targets school teachers - The master’s level online course

Learning Design Selecting tools, Creating, and Implementing ICTbased Learning Activities

Sharing, Reflecting, Discussing, and Improving Lesson Plans

Core Intervention – Training the trainers/coaches Broader Teachers Base Intervention – Training the school teachers The Master’s Level Online Course

Figure 1: Training content

3.2.

Core Intervention - Training the trainers/coaches

3.2.1. Introduction The purpose of this section is to suggest a format for introducing a Learning Design methodology to teacher trainers. This format is informed by observation and analysis of similar interventions being trialed with practicing lecturers across five UK HE institutions. The following is a Core only, as are the activities. Activities can easily be refocused to reflect prior learning and experience, and teaching and learning context. Equally, the tools suggested are a guide only - there may be others that meet needs better (i.e. where participants have never used concept maps before, pen and paper may be more accessible during the Design Challenge event). The important element is the Learning Design methodology and process. All the tools and approaches detailed here, and many others, can be found in the Learning Design toolbox on Cloudworks.

3.2.2. Duration and Organization The Core intervention will be implemented with a 5 hours’ workshop offered to 40 teacher trainers. The teacher trainers are already familiar with the integration of ICT in the learning process so the emphasis will be given on the Learning Design process. The participants will be working in groups of five using a networked computer and other resources and tools.

3.2.3. Learning Aims The Workshop will provide an overview of new technologies and how they can be used, and exposure to a range of Learning Design tools and approaches. It will give trainers the chance to critically review the affordances of the technologies and their use in different contexts, and also provide them with the opportunity to reflect on the relevance and application of technologies in their own practice.

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3.2.4. Activities for the Core Intervention The activities are shown below and presented in detail in Appendix 1. Activity 1: How to ruin a course (30 mins) Activity 2: Comparing four web 2.0 tools (60 mins) Activity 3: Tools in use (30 mins) Activity 4: Course map (30 mins) Activity 5: Mapping a design using learning design notation (60 mins) Activity 6: Sharing and discussing designs (60 mins) Activity 7: Action plan and evaluation (30 mins)

3.3. Broader base of teachers intervention - Training the school teachers 3.3.1. Introduction The purpose of this section is to suggest the content for the curriculum of the teacher training that will take place in Cyprus and in the other respected participating countries. It is based on Learning Design, has a longer duration (15 hours as opposed to 5) than the Core Intervention described in Section 3.2 and has a broader audience of teachers in Primary and Secondary Education. The content and its activities will involve a detailed introduction of ICT in the learning process and Learning Design and Methodology, as well as implementation of the content described in Section 3.2 (Core Intervention). Teachers participating in this course will be required to dedicate time online to exchange views and contents with their peers, while familiarising themselves with Web 2.0 tools. They will also organize and implement an n ICT-enhanced learning activity, using Learning Design theories and tools. The Cloudworks environment will be used for deploying content and exchanging views with fellow teachers participating in the training.

3.3.2. Duration & Organization of Audience for teacher training This Workshop will take approximately 15 hours in total. It will be completed in groups as part of a face to face workshop (2x5 hours). The first session will consist of at least 100 teacher trainers in mid September at the Pedagogical Institute. In this first meeting, with a duration of 5 hours, teacher trainers will be familiarised with the methodologies of integrating ICT in Education, and an introduction to Learning Design. The second session will be delivered to teacher trainers in mid October, and will deliver the content and structure of the Core training. It is expected that at least 100 teacher trainers will participate . After the first 2 sessions, teachers will collaborate with other teachers in their schools to develop a unit in any given subject of the Curriculum, based on the Learning Design process they had been exposed to. They will implement the learning activity they had designed with their students. During this phase the teachers will be supported through the program online environments (Cloudworks and partners’ portals) as well as with school visits where needed. The implementation will be followed by an additional 5 hours of training online, using the Pedagogical Institute’s Moodle e-learning platform (http://www-elearn.pi.ac.cy) where they will have the opportunity to reflect on their implementation and share their experiences. In

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this online workshop, the focus will also be on the Redesign of their respective units, as described in the design process cycle.

3.3.3. Learning Aims The teacher training aims to familiarise teachers with Learning Design tools, methodologies and approaches, while giving them the chance to review the affordances of technology and its use in different contexts. Through the implementation of Learning Design in actual teaching and the presentation and discussion (online) of their findings and observations, it is expected that all teachers will be given the opportunity to reflect on the relevance of technology not only in their area but on other areas as well (i.e. a Mathematics teacher can experience the benefits or obstacles of teaching a Chemistry lesson using technology).

3.3.4. Structure and Activities for Teacher Training The training will cover the two modules as described in section 3.1: Module 1: Selecting tools, creating and implementing ICT-based learning activities. The first module will focus on training teachers on how to select appropriate activities, ICT tools and resources so as to integrate them in their lesson design. Module 1 will be delivered in two Sessions, from mid September to mid October. Session 1: Introduction to Learning Design - Duration: 5 hours - Description: Teachers will be introduced to Learning Design and its methodology. Examples will be given based on case studies from implementation (derived or suggested by Open University). The main aim of Session 1 is to familiarize teachers with the methodology of Learning Design and also introduce them to various tools (i.e. Cloudworks, Reload) that can be used when developing a lesson or content based on Learning Design. - Activities: Activity 1: Introduction to ICT in Education – methodologies of developing content and structured lessons (60 mins) Activity 2: Learning Design: What is and What isn’t Learning Design (and why is it important) (30 mins) Activity 3: Examples (based on Case Studies) of lessons developed and implemented using Learning Design methodologies (60 mins) Activity 4: An introduction to tools for developing Learning Design (Online and offline, these can include Cloudworks, Reload, LAMS etc) (90mins) Activity 5: Discussion and expectations in designing and implementing lessons using custom-created content (60 mins) Session 2: Learning Design tools – a hands-on approach - Duration: 5 hours - Description: Session 2 follows the content of the trainer’s training (Core Intervention). Teachers participating in Session 2 will have a more thorough understanding of what Learning Design is (based on Session 1) and will be guided through developing an Action plan for their own implementation in their classroom.

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- Activities: Activity 1: How to ruin a course (30 mins) Activity 2: Comparing four web 2.0 tools (60 mins) Activity 3: Tools in use (30 mins) Activity 4: Course map (30 mins) Activity 5: Mapping a design using learning design notation (60 mins) Activity 6: Sharing and discussing designs (60 mins) Activity 7: Action plan and evaluation (30 mins)

Module 2: Sharing, Reflecting, Discussing and improving lesson plans. The aim of the second module is to advance teachers’ lifelong learning skills in the area of ICT by sharing, reflecting, discussing, debating, improving, and reusing learning designs with the use of a flexible tool such as CompendiumLD and an online collaboration environment (Cloudworks). In order to accomplish this aim, we will first train teachers to use the tools, and then provide them with multiple hands-on opportunities to share, and learn from each other. Module 2 will be delivered through Session 3 of the training. Session 3: Implementation and Presentation - Duration: 5 hours - Description: Session 3 will be held online, through the Moodle learning platform of the Pedagogical Institute and using the Elluminate Conferencing platform. Additionally, links will be used to allow and encourage teachers to use the features of Cloudworks for collaborative work and exchange of ideas/suggestions. By session 3, teachers will be expected to have implemented at least one lesson as part of a unit developed based on Learning Design. Time will be afforded to every teacher (within his or her group) to present the content he/she developed, the methodology of implementation in the classroom, as well as all the findings (student engagement, positive or negative impact on learning, possible obstacles etc). Since groups will be multi-disciplinary, it is expected to offer all participants a broader understanding of the possible impact of Learning Design in teaching with technology. - Activities: Activity 1: Presentation (10 – 15 mins each) of Lesson plan and content, as well as implementation Activity 2: Online discussion (Synchronous, Elluminate) Activity 3: Online discussion (Asynchronous, Cloudworks, Forums)

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References

Angeli, C., & Valanides, N. (2005). A socio-technical analysis of the factors affecting the integration of ICT in primary and secondary education. In L. T. W. Hin & R. Subramaniam (Eds.), Literacy in technology at the K-12 level: Issues and challenges. Heshey, PA: Idea Group, Inc.

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Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are Cuban's predictionscorrect? Paper presented at the 2001 Annual Meeting of the American Educational Research Association, Seattle, Washington. Retrieved June 2, 2010, from http://www.crito.uci.edu/tlc/findings/conferences-pdf/aera_2001.pdf Boyle, T. (2003). Design principles for authoring dynamic, reusable learning objects. Australian Journal of Educational Technology, 19, 1, 46-58. Retrieved February 2, 2006R, from the World Wide Web: http://www.ascilite.org.au/ajet/ajet19/boyle.html Cuban, L. (2000, January). So much high-tech money invested, so little use and change in practice: How come? Paper prepared for the Council of Chief State School Officers’ Annual Technology Leadership Conference. Washington D.C. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technology in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834. Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunications, 6(4), 339- 362. Wiley, D. A. (2001). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects: Online Version. Retrieved February 2, 2006R, from the World Wide Web: http://reusability.org/read/chapters/wiley.doc Leonardo EUPT3 Project (2010). Deliverable 2 - Report on State of the Art on Preparing teachers and trainers to teach with ICT. Leonardo EUPT3 Project (2010). Deliverable 3 - Report on the type of, and process for, the transfer of innovation from other projects. Leonardo EUPT3 Project (2010). Deliverable 4 - Teacher training and lifelong learning framework.

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Appendix 1 - Description of the Core Intervention Activities (Ref. 3.2.4) Activity 1: How to ruin a course (30 mins) Activity 2: Comparing four web 2.0 tools (60 mins) Activity 3: Tools in use (30 mins) Activity 4: Course map (30 mins) Activity 5: Mapping a design using learning design notation (60 mins) Activity 6: Sharing and discussing designs (60 mins) Activity 7: Action plan and evaluation (30 mins)

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5.1. Activity 1 - How to ruin a course (www.cloudworks.ac.uk/cloud/view/2597) This activity will focus on the key issues and strategies that impact on the success (or otherwise) of learning and teaching within your context. The output of this activity will be a design checklist which you can use as one of the design evaluation tools in a mid-way design review and at the end of the workshop. 1. List the 10 best ways to ensure your module or short course will fail! 2. Share these with the others by uploading your lists to this Cloud ('add extra content'). 3. What are the key themes?

Figure 1: How to ruin a course

5.2. Activity 2 - Comparing four web 2.0 tools (http://cloudworks.ac.uk/cloud/view/3930) This activity introduces teachers to four web 2.0 tools that can be used in the classroom, and offers a framework to help them consider how they might impact on teaching and learning: * Twitter * Stage'd * Wallwisher * Wordle Tools and Resources

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ICT 2D Framework template Comparing 4 web 2.0 tools 1. Visit the tool websites and read their introductions to the tools 2. Watch the 3 slideshows and 1 read the 1 blog post giving ideas about how these tools can be used in the classroom 3. Map each of the 4 tools onto the ICT 2D framework template and share your map (either text or make a jpeg and put onto Flickr) Discussion 1. How might this exercise help you make decisions about which tools to use in your classroom? 2. Do people perceive the tools in the same way? If not, what factors might change the way we perceive technological tools?

Figure 2: Comparing 4 Web 2.0 tools

5.3. Activity 3 - Tools in use (http://cloudworks.ac.uk/cloud/view/4042) In this activity you will explore the 'affordances' (Gibson, 1977) of one or more technological tools. You will make judgements about the use of the tools based on their positive and negative affordances, and use this as a means of choosing an appropriate tool for your purpose. This activity can be completed on paper (as suggested here) or using CompendiumLD (go to tools - open stencil - approaches to LD. Drag the tool and activity affordances nodes into your workspace. Click on them to enter into the activity)

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What you need 1. A piece A3 paper 2. At least one page of CompendiumLD affordances stickers. You may need more if you decide to explore several tools. (See embedded .pdf doc below. This can be downloaded from SlideShare) 3. A course or module to map out (real or scenario) 4. Pens Task From the affordances sticker sheet, choose a task, and then up to three tools you think might fit with the task. Cut these out first and stick the activity in the centre of your paper and the tools around the outside – leaving plenty of room around them. Then cut out all the affordances. Cluster around each tool the +ve affordances you think it has. Then label with potential –ve aspects or constraints. Use the list given or add your own (10 mins per tool) Respond Consider the following questions and add to the discussion below: 1. How useful do you find this activity in supporting thinking and discussion around your choice of technological tools? 2. Do others judge the affordances of tools in the same way as you do? If not what might account for these differences? 3. Are there any other +ve or –ve affordances you think should be added to the list? (10 mins) This activity format is based on the e-tivity format developed by the Adelie Project Team working on the Carpe Diem project. Conole, G. & Dyke, M. (2004) 'What are the affordances of information and communication technologies?' ALT-J, 12 (2), 113-124. Gibson, J. (1977), The Theory of Affordances. In Perceiving, Acting, and Knowing, Eds. Robert Shaw and John Bransford

5.4. Activity 4 - Course Map (http://cloudworks.ac.uk/cloud/view/3422) As part of our Learning Design/Course Business Models work we have been developing a number of views of a course. One is a Course Map (or at a glance) view, which represents the course in terms of four categories:  Content and Activities  Communication and Collaboration  Guidance and Support  Reflection and Demonstration This essentially is a refinement of an earlier view which was based on five categories. Task Using the Course map guide, fill in each of the 6 boxes to provide an ‘at a glance’ representation of your module or course (10mins). What you need 1. Course Map guide. See embedded image below 2. Blank Course Map

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3. An activity, module or course to experiment with mapping Respond Consider the following questions: 1. Who might be interested in seeing this view? 2. [How] can you ensure that the text that is added is appropriate for everyone you listed above? 3. At what point or points in the course design process do you think course teams should complete this document? 4. (For support teams) How might this 'at a glance' representation support discussions with course teams about the resources, tools, advice, and activities your unit offers? (5 mins) This activity format is based on the e-tivity format developed by the Adelie Project Team working on the Carpe Diem project.

Figure 3: Course map view: Course title

5.5. Activity 5 - Mapping a design using Learning Design notation (http://cloudworks.ac.uk/cloud/view/3421) This activity acts as an easy taster introduction to using CompendiumLD to map activities and units. We strongly recommend that after this taster activity you try out the real thing watch the Getting Started with CompendiumLDSlideShow! Purpose This activity will provide a very quick introduction to the CompendiumLD learning design tool and the Task Swimlane representation which maps an activity at the micro-level.

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What you need 1. A piece A3 paper 2. A page of CompendiumLD node stickers. 3. An activity from your course or module to map out (real or scenario) 4. Pens Task Define the learning outcome(s) that this activity expects to meet, the tools and resources you have decided to use, and your assessment strategy. Use the node stickers to map out your activity on the A3 paper. Decide yourself the best way to structure your activity map and use pens to make and explain links between nodes (5 mins for a simple activity). As you are working, ask yourself design questions for example: Who or what is at the centre of the activity? What is the pedagogical impact of the tools and resources chosen? How will students work together? What are you hoping will happen in the activity, and what are the challenges or barriers to achieving this? (35 mins) Respond Consider the following questions and add to the discussion below: 1. Who might be interested in seeing this activity view? 2. How easy do you think it would be for someone else to understand your map? What could you add to your map, or how could you restructure it, to help them understand? 3. (For support teams) How might a CompendiumLD map of an activity help you talk to course teams about the resources, advice, tools and activities your department offers? 4. Where in the course design process do you think course teams could usefully build this view? (10mins) This activity format is based on the e-tivity format developed by the Adelie Project Team working on the Carpe Diem project. Figure 4: Task Nodes

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5.6. Activity 6 - Sharing and Discussing Designs (http://cloudworks.ac.uk/cloud/view/2122) In this activity, teacher trainers are asked to set up a Cloud to share and discuss learning designs with others. In the Cloud they must include: a. Details on the context of the design b. Suggestions about where else it could be used c. Links to supporting resources, websites, documents etc used in the session d. Relevant academic references either to papers / case studies on the use of the design sequence or related work e. What they think works well and what they would like to develop further f. A statement about what sort of feedback or discussion they hope might happen around the design

5.7. Activity 7 – Action Plan and evaluation (http://cloudworks.ac.uk/cloud/view/2603) In this activity, teacher trainers are asked to answer a set of questions for evaluating their participation in the workshop. These questions are:  Have your objectives for the workshop been met?  What 3 words would you use to describe Cloudworks?  What 3 words would you use to describe CompendiumLD?  What action points have you identified as a result of this workshop?  What did you like about the format of the workshop?  What didn't you like or could be improved?

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