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Course Design OU China Workshop_03_June2013_PalithaEdirisingha
 

Course Design OU China Workshop_03_June2013_PalithaEdirisingha

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The slides that I've used at the learning technology workshop for the delegates from the Open University of China, 3 - 7 June 2013.

The slides that I've used at the learning technology workshop for the delegates from the Open University of China, 3 - 7 June 2013.

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  • Duration can be as long as one year.Proposal stage involves 4 – 5 stages / steps and can take up to 6 months.This is the stage at which decisions are made about:Whether there is a market for the course / the business caseIts nameFeesWho is going to be involved in developing and delivering the course (also recruiting new staff)Course outline, assessments, learning outcomes, how students’ progression is going to be managed/supportedInnovations that are going to be built into the course [the character of the institution and its members of staff]Opportunity to put research into teaching [in terms of content and approach to teaching]What we are talking today is the delivery stage. But it is important to consider the Proposal stage too, especially in the context of distance learning.
  • What is constructive alignment?'Constructive alignment' has two aspects. The 'constructive' aspect refers to the idea that students construct meaningthrough relevant learning activities. That is, meaning is not something imparted or transmitted from teacher to learner,but is something learners have to create for themselves. Teaching is simply a catalyst for learning:'If students are to learn desired outcomes in a reasonably effective manner, then the teacher's fundamental task is to get studentsto engage in learning activities that are likely to result in their achieving those outcomes... It is helpful to remember that what thestudent does is actually more important in determining what is learned than what the teacher does.' (Shuell, 1986: 429)The 'alignment' aspect refers to what the teacher does, which is to set up a learning environment that supports thelearning activities appropriate to achieving the desired learning outcomes. The key is that the components in the teachingsystem, especially the teaching methods used and the assessment tasks, are aligned with the learning activities assumed inthe intended outcomes. The learner is in a sense 'trapped', and finds it difficult to escape without learning what he or sheis intended to learn.There are thus four major steps:1. Defining the intended learning outcomes (ILOs);2. Choosing teaching/learning activities likely to lead to the ILOs;3. Assessing students' actual learning outcomes to see how well they match what was intended;4. Arriving at a final grade.[http://www.heacademy.ac.uk/assets/documents/resources/database/id477_aligning_teaching_for_constructing_learning.pdf]

Course Design OU China Workshop_03_June2013_PalithaEdirisingha Course Design OU China Workshop_03_June2013_PalithaEdirisingha Presentation Transcript

  • www.le.ac.ukInnovations in Learning Design andTechnology forDistance Education3rd – 7th of June, 2013Welcome to the University of Leicester
  • www.le.ac.ukDeveloping distance learningprogrammes at LeicesterAn overview and an example from theInstitute of Learning InnovationDr Palitha EdirisinghaInstitute of Learning InnovationUniversity of Leicester, UKLearning Innovation Workshop - Delegates from the Open University of China (OUC) – 3 – 7 June 2013
  • From an ‘idea’ to deliveringProposalManagementDeliveryStudents andteachers
  • Developing a new programme – 7 step processInitialconceptEarlydecisionsOutlineBusinessPlan /AcademicRationaleApprovalProcess(FSPDC)FurtherMarketTestingAdvertisingandApplicationsFinalApproval(PDC)
  • MSc Learning Innovation
  • Programme characteristicsFull-time(from Oct 2014)Distance, Part-time(from Oct 2013)Campus-based DistanceFull-time Part-timeOne year Two yearsTwo modules (courses) per Term One module per Term35 – 40 learning hours a week 14+ learning hours a week180 credits 180 credits1,350 learning hours 1,350 learning hours
  • Module 1: TechnologyEnhanced Learning(30 credits)Module 2: LearningDesign for the 21stCentury(30 credits)Module 3: ResearchDesign and Methods(30 credits)Module 4: Case Studiesof Learning Innovation(30 credits)Module 5: DissertationResearch Project(60 credits)Oct – Dec 2014 Jan – Apr 2015 May – Sept 2015CERTIFICATE in Learning Innovation(Modules 1 and 2 = 60 credits)DIPLOMA in Learning Innovation (Modules 1, 2, 3, and 4 = 120 credits)MSc in Learning Innovation (all 5 modules)MSc in Learning Innovation – structure of the full-time programme
  • Designing for learningLearningoutcomesLearningandteachingAssessmentBigg’s (2003) Constructive AlignmentLearning
  • Considerations in design a module fordistance learning225 learning hours14 weeks14 hours per week30 credits, andallowing for:- catch-up time- synchronous activities
  • Considerations in developing modulespecificationsMatching:- Learning outcomes- Assessments- Activities, and- Content / topics to be learned
  • Module: Research Design and MethodsLearningoutcomesTeaching/learningmethodsStudent workloadAssessment
  • Module: Research Design and MethodsLearningoutcomesTeaching/learningmethodsStudent workloadAssessment(= 6,000 words)(= 225 hours)
  • Learning outcomesBy the end of this module, successful participants will be ableto:1. develop researchable research questions2. critically appraise the strengths and weaknesses of a rangeof research designs, methodologies and methods applicable tolearning innovations research3. evaluate the use of key data gathering and analysis methods4. develop a suitable research proposal in the field of learninginnovation to be carried out as part of their dissertationresearch project module.
  • Assessment components1. A digital poster (or equivalent artefact) with a narrativeillustrating choices made on research design, methodologyand methods for a chosen research project in the field oflearning innovation.2. A research proposal on the study of a chosen topic of alearning innovation initiative
  • Teaching/learning methods Designed according to the 7C approach to learning design Well-designed learning activities using both synchronous andasynchronous, to be carried out online (e.g.., discussion boards andwikis on Blackboard, blogs) that are moderated by tutors and peers Recorded teaching material by the course team (videos, podcasts,narrated slides and lecture notes) Podcasts produced by international experts Open Educational Resources (OERs) videos on YouTube, lectures oniTunesU Social networking tools (e.g., Cloudworks) for learners to share anddiscuss their learning artefacts Tutorials with the personal tutor for the duration of the module
  • Thank you.pe27@le.ac.uk