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Writing course materials and formative assessment for successful flexible learning: discussion questions
 

Writing course materials and formative assessment for successful flexible learning: discussion questions

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Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.

Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.

Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.

Audio from the session is available at www.cde.london.ac.uk

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    Writing course materials and formative assessment for successful flexible learning: discussion questions Writing course materials and formative assessment for successful flexible learning: discussion questions Presentation Transcript

    • Design of Course MaterialsDesign of Course Materials forfor Successful Flexible LearningSuccessful Flexible Learning Questions for DiscussionQuestions for Discussion CDE Seminar 24 June 2014CDE Seminar 24 June 2014 Ormond Simpson. Gwyneth HughesOrmond Simpson. Gwyneth Hughes & Clare Sansom& Clare Sansom
    • How is retention measured? How should itHow is retention measured? How should it be – should it always depend on exambe – should it always depend on exam results?results? How can the factors that affect retentionHow can the factors that affect retention be measured?be measured? How can lack of face-to-face contact beHow can lack of face-to-face contact be compensated for?compensated for?
    • Are there specific characteristics ofAre there specific characteristics of successful course design for flexiblesuccessful course design for flexible and/or online learning?and/or online learning? If so, what are they?If so, what are they? How should “successful learning” beHow should “successful learning” be judged in practice?judged in practice?
    • How does readability depend on the topicHow does readability depend on the topic and/or level of courses?and/or level of courses? Can reliable, helpful and frequentCan reliable, helpful and frequent feedback be built into course design?feedback be built into course design? Which social media tools, if any, can beWhich social media tools, if any, can be helpfully designed into courses – andhelpfully designed into courses – and how??how??
    • How can quality be maintained whileHow can quality be maintained while keeping staff workloads realistic?keeping staff workloads realistic? Who should produce course materials?Who should produce course materials? – Course directors, tutors, learningCourse directors, tutors, learning technologists, consultants… all of these?technologists, consultants… all of these? How can course quality be assessed?How can course quality be assessed?
    • How can quality be maintained whileHow can quality be maintained while keeping staff workloads realistic?keeping staff workloads realistic? Who should produce course materials?Who should produce course materials? – Course directors, tutors, learningCourse directors, tutors, learning technologists, consultants… all of these?technologists, consultants… all of these? How can course quality be assessed?How can course quality be assessed?