To achieve this, we have developed an e-learning development framework called “ASPIRE” based on Participatory Design principles (1) and centred on a community of practice approach to e-learning design and development (2). It is important that the development process itself is accessible and that the stakeholders retain ownership throughout. Through this process, we have developed approximately 200 multimedia e-learning resources that are now being used in over 50 countries world-wide by an estimated 1.5 million users (3). We have run over 100 workshops and engaged over 1000 participants. Recently we have adapted the framework as the basis for a MOOC and engaged with a further 6000 international participants in this process.
This symposium will introduce the collaborative design process and how this has been adapted in different circumstances. It will consist of three presentations:
The first will outline the design process and tools that are used within the ASPIRE process. It will demonstrate some of the resources that have been created by this method, review evaluation data and show how the characteristics of the resources demonstrate the power of Participatory Design approach.
The second will show the approach has been adapted to enable hard to reach groups and difficult subject areas to be represented. Here, the production of artworks or artefacts is often used as a means to allow participants to tell their stories and have a voice. The artefacts then form the basis for learning resource creation. This approach is currently being used in work with survivors of domestic violence, survivors of female genital mutilation (FGM) and individuals with acute mental health conditions.
The third will show how the ASPIRE process has been adapted for use within a MOOC framework. It will show how, using this online approach, collaborative groups formed from across the world to create content. It will demonstrate some of the resource-designs created through this process and discuss some of the evaluation by participants.
Throughout the workshop, running alongside the presentations, participants will have the opportunity to participate in aspects of the process, such as artefact creation and storyboarding in a hands-on way as they design their own learning resources. This participation will also drive discussion and debate of the issues arising from the approach and how this can be applied to the participants own circumstances.
- Goodyear, P. (2005) Australasian Journal of Educational Technology 21, 82-101.
- Windle R, Wharrad, H. (2010) In Bromage, A et al (Eds). Interprofessional E-Learning and Collaborative Work. Pp. 244-259. PA, USA, IGI-Global.
- Windle, R, Wharrad, H., McCormick, D. et al (2010) JIME 4. Available at: http://jime.open.ac.uk/article/2010-4/pdf