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eLearning strategy by CAPDM
 

eLearning strategy by CAPDM

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Presentation of Ken Currie - CAPDM Ltd., project partner of SME 2.0). Budapest, November 2011.

Presentation of Ken Currie - CAPDM Ltd., project partner of SME 2.0). Budapest, November 2011.

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    eLearning strategy by CAPDM eLearning strategy by CAPDM Presentation Transcript

    • Concept guidance: The CAPDM Model 2
    • An information architecture 3
    • Goal: Multiple outputs 4
    • Production costs over time Worst case Ideal 5
    • Key conclusions from this model• Quality learning materials are assets. Good ones take significant effort and resources to produce. Secure your investment in them.• Investing in standards (XML, JPEG …) is cost effective, helps to prevent legacy problems, ensures long-term reusability, and allows greater vendor independence.• It is more efficient to produce learning materials using a single source publishing solution. 40-60% cheaper overall.• A good way to deliver best practice learning designs and environments is to work with a partner that does a lot of this. Typical production tools and rich outputs >> 6
    • Share programme developmentShared development process lets each partner applying their strengths 7
    • The flexible learning spectrum• Learning can be Individual, Cooperative or Collaborative.• Individual learning provides much individual flexibility, but little learning community.• Cooperative learning provides much individual flexibility and access to a learning community.• Collaborative learning required participation in a learning community, but limits individual flexibility. Morten Flate Paulsen, NKI. The spectrum of flexible learning study modes available to educators 8
    • Student centred learningEach student needs to access the available resources,human and machine, to facilitate their preferred style oflearning. The learning process might be tasked thus:• Motivation – inspire and convince the learner of the importance of the subject.• Acquisition – absorb the knowledge from its source.• Contextualise – apply the knowledge to a relevant situation.• Evaluate – assess if the knowledge is properly understood. Source: erisa paper “Reforming Education” 9
    • Types of course componentsContent components VLE/LMS components People componentsFor management Virtual Campus Environment. Teacher, Tutor, Trainer.Competency Framework or Syllabus; Enrolment and administration Assessor, Examiner.Learning Outcomes; Learning Objectives. support. F2F Lessons, Tutorials,For design Interactive Course Content Field Trips, Practice.Programme Specification; Design and Delivery and Reveal. Live Online TutorialsStyle Guide; Course Specification; Authors File Management. and Chat.Guidelines; Teaching Guidelines; Student Discussion Forums, Notice Tutor MarkedHandbook; Course Guide; Study Plan. Boards, Messaging. Assignments.For knowledge delivery Synchronous Chat / Progress monitoring.Course Text/Topics; Workbook; Discussion Conferencing. Help / FAQs.Papers, Cases, Articles; Tutorials; Key Wikis, Blogs and DiariesConcept Gateways; Q&A Bank; Glossary;Reference List; Resource Bank. eAssessment , Grading, Certificate of Achievement.For assessment Peer to Peer Assessment.Inline Quiz; Unit Quiz; eQuiz; Self -Assessment; Mock Exams; Past Papers & Assignment collection.Answers. Digital Workbook / Portfolio. 10 Search, Tools and Linking.
    • Programme design - onionStandardise your programme design – all modules the same feature set 11
    • Learning objective feedbackCoupling Learning Objectives to Personalised Feedback 12
    • Example content synergy: Interactivity spectrum 13
    • In fact, a complete Managed Learning EnvironmentIntegrated production, delivery and administration components make for aManaged Learning Environment, better quality, and more efficient operations JISC derived diagram illustrating 3 core components to a managed learning environment 14
    • DGBIE Business Plans 15
    • 22 Forth Street www.capdm.comEdinburgh EH1 3LH enquiries@capdm.com+44 (0)131 477 8620