2nd brunel learning design workshop draft3

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2nd brunel learning design workshop draft3

  1. 1. 14th July 2010 – Cavendish Room<br />In collaboration with the Open University as part of the JISC sponsored Open University Learning Design Initiative of which Brunel is a partner<br />The aim of this Workshop is to provide course teams with an opportunity to review the design of their programmes, in light of the new freedoms within SR2. The Workshop will use a series of learning design tools and will focus on a holistic approach to Level design. <br />The structure of the Workshop takes its lead from the following strands:<br /><ul><li>Programme and Level learning outcomes
  2. 2. Rethinking Level-based learning opportunities
  3. 3. Formative & summative assessment
  4. 4. Use of technology to enhance learning</li></ul>Agenda<br />09.45COFFEE & TEA10.00Welcome and Introductions – Linda Murray & Phil Alberts10.10Introduction to Stalls – Phil Alberts & each stall holder (Learning & Technology Advisers / Library / Media Services / Accessibility)10.30Presentation: What is Learning Design? – Rebecca Galley (OU)10.45Activity 1: Redesigning a Level: Programme / Level Outcomes & Study / Assessment Blocks (using CompendiumLD, advisers to assist teams) – Derek Milligan & Stephanie Sundle11.45Activity 2: Redesigned Course Mapping (‘At a Glance’ View) – Rebecca Galley (OU)12.45LUNCH and Activity 3: Visiting Stalls13.30Activity 4: Formative & Summative Assessment – Kate Dunton & Chris Hudson14.15Activity 5: Use of Technology to Enhance Learning – Anu Sharma & Natalie Parnis15.00Activity 6: Sharing Designs (using Cloudworks, advisers to assist teams) – Rebecca Galley (OU)15.15COFFEE & TEA15.30Activity 7: Conclusion: Team Presentations, Action Planning and Evaluation of Workshop – Linda Murray, Derek Milligan & Rebecca Galley 16.30Close<br />Presentation: What is Learning Design? <br />Slideshow: Rebecca Galley (OU)<br /> <br />Activity 1: Redesigning a Level: Programme / Level Outcomes & Study / Assessment BlocksIntroduction to Redesigning a Level: Derek MilliganTask 1Develop a complete ‘chunky’ learning outcome for a Programme / Level on paper.<br />Task 2Using flipchart paper as a “storyboard”, indicate study blocks, assessment blocks, and modular blocks (if appropriate) by means of post-it notes. Provide some identifying and descriptive information for each block and indicate the links between each block.To finishTransfer your team’s work to a CompendiumLD visualisation and upload to your team’s Cloud on Cloudworks (advisers to assist). <br />Activity 2: Redesigned Course Mapping (‘At a Glance’ View)<br />A ‘course map’ view (or ‘at a glance’ view), represents a course in terms of four categories:<br />Content and Activities<br />Communication and Collaboration<br />Guidance and Support<br />Reflection and Demonstration <br />Task Using the course map guide (see embedded image below), fill in each of the six boxes to provide an ‘at a glance’ representation of your programme or module. Download a blank course map from: Course map blank <br />RespondConsider the following questions:<br /><ul><li>Who might be interested in seeing this view?
  5. 5. How can you ensure that the added information is appropriate for everyone?
  6. 6. At what point or points in the programme / module design process do you think course teams should complete this document? </li></ul>To finishUpload your course map to your team’s Cloud on Cloudworks (advisers to assist).Activity 3: Visiting StallsParticipants are invited to visit the stalls during lunch and interact with the stall holders.<br />Activity 4: Formative & Summative Assessment<br />In this activity you will look at your learning design with a focus on assessment for learning. Start with formative assessment (assessment that informs teaching and learning throughout study blocks / modules) and proceed to summative assessment (assessment blocks).<br />Choose an aspect of formative assessment that you want to focus on (e.g. assignments) to provide innovative or authentic assessment. Look at the Viewpoints Cards (to be distributed) and / or Reap Principles: http://www.reap.ac.uk/resourcesPrinciples.html and note any ideas / strategies that might help you address your chosen scenario.<br />Identify different ways you might summatively assess whether your students have achieved the programme-level learning outcome. Seek guidance and explore options you might not have previously considered: REAP: Assessment principles: some likely candidates Choose what you believe to be the best assessment methods based on your findings.. <br />To finish<br />Upload your work to your team’s Cloud on Cloudworks (advisers to assist). <br />Activity 5: Use of technology to enhance learning <br />In this activity you will look at your learning design with a focus on your use of technology for delivery.  For these tasks, the term ‘technology’ can be broadly interpreted. Ensure that pedagogy informs your choice of technology, not the other way round.<br />Task 1: Using technologies for delivery and/or assessment<br /><ul><li>Referring to Brunel’s educational considerations (see handout), choose technologies that are pedagogically appropriate to deliver your redesigned programme / module.
  7. 7.
  8. 8. Explain why you have chosen the technologies you have and the challenges you may face in implementing them. </li></ul>Task 2: Using e-tivities for delivery and/or assessment<br /><ul><li>Examine your programme / module visualisation for an opportunity to use an e-tivity to engage the students in a learning or assessment activity.</li></ul>Key features of an e-tivity<br />A small piece of information, stimulus or challenge (the ‘spark’) <br />Online activity which includes individual participants posting a contribution <br />An interactive or participative element- such as responding to the postings of others <br />Summary, feedback or critique from an e-moderator (the ‘plenary’)<br /><ul><li>Use the e-tivity template to set out the activity (download: e-tivity template).  Be sure to set clear parameters for the activity, including deadlines.
  9. 9. Briefly set out why you have chosen this activity and list the resources that will need to be employed in its execution.</li></ul> To finishReflect on whether your ‘course map’ view (‘at a glance’ view) needs updating and upload your work to your team’s Cloud on Cloudworks (advisers to assist). <br />Activity 6: Sharing designs<br />Demonstration: Rebecca Galley (OU)<br />Advisers to complete uploading their team’s work on Cloudworks<br />Activity 7: Conclusion: Team Presentations, Action Planning and Evaluation of Workshop <br />Each team to share aspects of their work with the other teams (5 minutes each)<br />Teams to decide on priority actions for developing their programme / module (15 minutes)<br />Evaluation activity introduced by Rebecca Galley (OU) (15 minutes)<br />

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