Course design sts perspectives
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Course design sts perspectives

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Course: E-Moderation [October 2011]

Course: E-Moderation [October 2011]
RESOURCE PACK TOPICS

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

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Course design sts perspectives Course design sts perspectives Presentation Transcript

  • Students’ needs and course design
    • Clear understanding of what they will achieve on the course
    • Full and effective interaction
    • Appropriateness of the course (syllabus)
    • Potential outcomes
    • Expectations on the course
    • an overall statement of goals
    • the course certification
    • syllabus and time scales
    • users’ technology skills before starting the course
    • types of activities students might be involved in (chats/group work/ assignments etc.)
    • terminology vocabulary lists or links that might be necessary
    • Make it easy and clear
    • Avoid participants being overwhelmed
    • Define learning outcomes clearly
    • Create easy to operate navigation manual
    • Make participants feel comfortable without re-learning due to changes in design
    • Ensure content is well organised and provides logical progression
    • Layout is consistent and looks the same
    • Provide a home page with a `welcome` section
    • Provide a contents list which corresponds to the headings/terminology used within the tasks and resources
    • Ensure that students know what to do when logged on
    • Have clear links to resources and materials
    • Try to make it look appealing
    • Get to know each other and develop positive interactions
    • Use ice breakers and warmers
    • Communicate online at a social as well as pedagogical level
    • Mind netiquette rules
    • Talk to tutors in case of confusion or any issues on the interaction
    • Work and talk more than ‘lurk’
    • Clear and concise instructions
    • Participants’ awareness of what to do before, during and at the end of the task
    • The outcomes of the task and assessment should be consistent with the overall aims
    • Links set to supporting documents or resources
    • attractive and various tasks suitable for different learning styles that will keep participants engaged
    • Participants need to know:
    • if tasks are compulsory or optional
    • when and where to post answers
    • sufficient prompts to stay on track
    • the assessment criteria and grading system
    • Includes:
    • a variety of interaction types
    • Communication; Student -Student; Tutor -Student
    • Flexibility/ clarity maintenance
    • Encourages a group dynamic
    • Exposes learners to a variety of roles
    • Allows learners to use a variety of tools and `ownership` of the learning process
    • Maintains motivation
    • Static :
    • course overviews/ lists of resources/ terminology checklist already on the site largely provided by the tutors to the participants
    • Dynamic:
    • guided exchanges to be undertaken during the course and enabling communication among tutors and participants.
    • synchronous or asynchronous e.g. online journals, online field trips, weekly discussions, online guest speakers, group assignments and projects
    • Participants need the opportunity for feedback during and after the course so there should be:
    • Clearly defined ways for them to contact tutors privately
    • System to reflect/flag up their own progress or feelings e.g. journals
    • A complaints procedure for unresolved issues
    • A feedback form/score card at the end of the course
  •