Experiences around piloting the ICT Enhanced Learning and Teaching model and framework revealed that practitioners were often at a loss as to what a design might ‘look’ like, and discussions tended to be esoteric and scattered. It was suggested therefore that teams draw up a mindmap that identified the main functionality and design of the programme or session they had chosen. However, some teams found this a challenge, so a mindmap ‘model’ (http://docs.google.com/View?id=dcqj5jv4_131d2686rhf or you can access the full map in Mindomo – ) was developed.
The online mindmap is adaptable, and users are encouraged to change it to suit their purposes. The range of spaces, activities, tasks and interactions illustrated in the mindmap is extensive. However, rather than expecting that all will be used simultaneously, users are guided to select the items and tools carefully, and to ‘mix and match’ to suit circumstances and to change or omit any elements that are irrelevant or unsuitable. Although the central starting point of the mindmap is labelled ‘course’ it could just as easily be a Community of Practice, a department, or a support unit.
This video – http://blip.tv/file/4305734, after briefly visiting some of the principles and current research that underpins the design, then takes the watcher on a guided tour of the mindmap. The mindmap has been piloted with virtual community space design, as well as with academic programmes and activities. Anecdotal feedback to date suggests that teams thought it was a great help to ‘see’ their design, and visualise all of the disparate but interconnected elements. It was also a great springboard for discussions about the pedagogical reasons for including elements such as, for example, informal, social spaces.