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Course design

Course design



Course: E-Moderation [October 2011]

Course: E-Moderation [October 2011]

GROUP 3: Going deeper - the development of knowledge; content online



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    Course design Course design Presentation Transcript

    • Course Structure & Design Overview
    • General Theories on Course Structure & Design
      • Keep task information short but concise
      • Ensuring validity of material presented to students
      • Provide links to key databases and online sources of info (Not using copy and paste to ensure copyright is not breached)
      • Use where possible audio material to allow the 'use of the academic voice'
      • Capturing master classes to allow review by those who may have missed the live session (Chats etc)
      • Ensuring notes and resources of info are available 24 hours
      • Asking questions and elicting points of view from students, both public and private
      • Allowing for a selection of both 'required' and 'optional' tasks
      • Making sure timelines are clearly communicated for task completion
      • Use of case studies to show real life effects rather than just theory
    • Purpose:
      • To allow student to ‘get going’
      • To influence participation from day 1
      • To elicit quality feedback
      • To provide comfort to the student (Discussion forums and direct contact with tutors)
      • To ensure future opportunities of business
    • The Course needs to:
      • Provide technical assistance when required
      • Be structured to allow building on existing student skills
      • Challenge students competencies (In comfort)
      • Motivate students to take part
      • Make students want to communicate with their peers & tutors
      • Provide recognition on completion
    • Admin Considerations:
      • Allow enough time for all tasks (students doing them and tutors marking or monitoring)
      • Provide timely feedback to students
      • How to cover the tutors roles (If absent)
      • Contingency plans for loss of training site
      • Consideration of student numbers
      • How to deal with student issues/complaints
      • Control of forums
    • Tutor considerations:
      • Tutor competency
      • Multi cultural differences between the group
      • How much time they can allocate
      • What do they want from the course
      • How to manage very large or small groups
      • Assessment techniques
    • Task types: materials Choose from a variety of materials
      • Case studies
      • E-books
      • Vod- and pod-casts
      • OER commons/MERLOT/Jorum/NROC/Connexions
      • Nicky’s tool list
      • Master classes for academic “voice”
      • Texts
      • Presentations
      • Lectures
    • Modes
      • Synchronous
        • Chats ( who takes part, how often & duration)
        • Video conferences (consider technical issues and provide clear and unambiguous direction)
      • Asynchronous
        • Forums (How many)
        • Discussion boards
    • Types of task: Synchronous or Asynchronous
      • Discussion topics
      • Projects
      • Reflections
      • Assignments
      • Processes
      • Exploration of software or “ liveware”
      • Synthesis of analysis
      • Summaries
    • Nuts and Bolts
      • Check before the course begins:
      • Lay out of task
      • Organisation
      • Structure of the task
      • Instructions for clarity and simplicity
      • Use of colour or visuals
      • Hyperlinks within the VLE or to external content