Course Design OU China Workshop_03_June2013_PalithaEdirisingha
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The slides that I've used at the learning technology workshop for the delegates from the Open University of China, 3 - 7 June 2013.
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Course Design OU China Workshop_03_June2013_PalithaEdirisingha
- 1. www.le.ac.uk Innovations in Learning Design and Technology for Distance Education 3rd – 7th of June, 2013 Welcome to the University of Leicester
- 2. www.le.ac.uk Developing distance learning programmes at Leicester An overview and an example from the Institute of Learning Innovation Dr Palitha Edirisingha Institute of Learning Innovation University of Leicester, UK Learning Innovation Workshop - Delegates from the Open University of China (OUC) – 3 – 7 June 2013
- 3. From an ‘idea’ to delivering Proposal Management Delivery Students and teachers
- 4. Developing a new programme – 7 step process Initial concept Early decisions Outline Business Plan / Academic Rationale Approval Process (FSPDC) Further Market Testing Advertising and Applications Final Approval (PDC)
- 6. Programme characteristics Full-time (from Oct 2014) Distance, Part-time (from Oct 2013) Campus-based Distance Full-time Part-time One year Two years Two modules (courses) per Term One module per Term 35 – 40 learning hours a week 14+ learning hours a week 180 credits 180 credits 1,350 learning hours 1,350 learning hours
- 8. Module 1: Technology Enhanced Learning (30 credits) Module 2: Learning Design for the 21st Century (30 credits) Module 3: Research Design and Methods (30 credits) Module 4: Case Studies of Learning Innovation (30 credits) Module 5: Dissertation Research Project (60 credits) Oct – Dec 2014 Jan – Apr 2015 May – Sept 2015 CERTIFICATE in Learning Innovation (Modules 1 and 2 = 60 credits) DIPLOMA in Learning Innovation (Modules 1, 2, 3, and 4 = 120 credits) MSc in Learning Innovation (all 5 modules) MSc in Learning Innovation – structure of the full-time programme
- 9. Designing for learning Learning outcomes Learning and teaching Assessment Bigg’s (2003) Constructive Alignment Learning
- 10. Considerations in design a module for distance learning 225 learning hours 14 weeks 14 hours per week 30 credits, and allowing for: - catch-up time - synchronous activities
- 11. Considerations in developing module specifications Matching: - Learning outcomes - Assessments - Activities, and - Content / topics to be learned
- 12. Module: Research Design and Methods Learning outcomes Teaching/learning methods Student workload Assessment
- 13. Module: Research Design and Methods Learning outcomes Teaching/learning methods Student workload Assessment (= 6,000 words) (= 225 hours)
- 14. Learning outcomes By the end of this module, successful participants will be able to: 1. develop researchable research questions 2. critically appraise the strengths and weaknesses of a range of research designs, methodologies and methods applicable to learning innovations research 3. evaluate the use of key data gathering and analysis methods 4. develop a suitable research proposal in the field of learning innovation to be carried out as part of their dissertation research project module.
- 15. Assessment components 1. A 'digital poster' (or equivalent artefact) with a 'narrative' illustrating choices made on research design, methodology and methods for a chosen research project in the field of learning innovation. 2. A research proposal on the study of a chosen topic of a learning innovation initiative
- 16. Teaching/learning methods Designed according to the 7C approach to learning design Well-designed learning activities using both synchronous and asynchronous, to be carried out online (e.g.., discussion boards and wikis on Blackboard, blogs) that are moderated by tutors and peers Recorded teaching material by the course team (videos, podcasts, narrated slides and lecture notes) Podcasts produced by international experts Open Educational Resources (OERs) videos on YouTube, lectures on iTunesU Social networking tools (e.g., Cloudworks) for learners to share and discuss their learning artefacts Tutorials with the personal tutor for the duration of the module
Hinweis der Redaktion
- Duration can be as long as one year.Proposal stage involves 4 – 5 stages / steps and can take up to 6 months.This is the stage at which decisions are made about:Whether there is a market for the course / the business caseIts nameFeesWho is going to be involved in developing and delivering the course (also recruiting new staff)Course outline, assessments, learning outcomes, how students’ progression is going to be managed/supportedInnovations that are going to be built into the course [the character of the institution and its members of staff]Opportunity to put research into teaching [in terms of content and approach to teaching]What we are talking today is the delivery stage. But it is important to consider the Proposal stage too, especially in the context of distance learning.
- What is constructive alignment?'Constructive alignment' has two aspects. The 'constructive' aspect refers to the idea that students construct meaningthrough relevant learning activities. That is, meaning is not something imparted or transmitted from teacher to learner,but is something learners have to create for themselves. Teaching is simply a catalyst for learning:'If students are to learn desired outcomes in a reasonably effective manner, then the teacher's fundamental task is to get studentsto engage in learning activities that are likely to result in their achieving those outcomes... It is helpful to remember that what thestudent does is actually more important in determining what is learned than what the teacher does.' (Shuell, 1986: 429)The 'alignment' aspect refers to what the teacher does, which is to set up a learning environment that supports thelearning activities appropriate to achieving the desired learning outcomes. The key is that the components in the teachingsystem, especially the teaching methods used and the assessment tasks, are aligned with the learning activities assumed inthe intended outcomes. The learner is in a sense 'trapped', and finds it difficult to escape without learning what he or sheis intended to learn.There are thus four major steps:1. Defining the intended learning outcomes (ILOs);2. Choosing teaching/learning activities likely to lead to the ILOs;3. Assessing students' actual learning outcomes to see how well they match what was intended;4. Arriving at a final grade.[http://www.heacademy.ac.uk/assets/documents/resources/database/id477_aligning_teaching_for_constructing_learning.pdf]