King Saud University MSc LI DL_Palitha Edirisingha
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King Saud University MSc LI DL_Palitha Edirisingha

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The slides that I have used for my Day 3 presentation at King Saud Univerisity on the 11th of Sept 2013.

The slides that I have used for my Day 3 presentation at King Saud Univerisity on the 11th of Sept 2013.

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  • One way: educating the educators / facilitators to enable them to recognise and explre the possibilities of new tools and technologies along with their associated pedagogies. Our new MSc in Learning Innovation programme, significant part of it based on Web 2.0 technologies. VLE to the minimum.
  • 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.
  • A principled approach to designing the teaching-learning process. these are unchangeable factors. TEACHER’S POINT OF VIEW: Start with teacher’s aim of the course, influenced by their motivation, interests, ambitions for how they want their students to learn
  • This adds the contextual factors that affect the teacher’s design. THE EXTERNAL ENVIRONMENTAgainst this background the teacher makes decisions on the course design.
  • 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]

King Saud University MSc LI DL_Palitha Edirisingha King Saud University MSc LI DL_Palitha Edirisingha Presentation Transcript

  • Dr Palitha Edirisingha Institute of Learning Innovation University of Leicester, UK College of Education King Saud University Riyadh, Saudi Arabia 11 Sept 2013
  • From an ‘idea’ to delivering Proposal Management Delivery Students and teachers
  • Developing a new Masters level programme: a 7-step process Initial concept Early decisions Outline Business Plan / Academic Rationale Approval Process (FSPDC) Further Market Testing Advertising and Applications Final Approval (PDC)
  • MSc Learning Innovation Distance Learning (2 years) Campus-Based (1 year)
  • Programme characteristics Full-time (from Oct 2014) Distance, Part-time (from Feb 2014) Campus-based Distance Full-time Part-time One year Two years Two modules (courses) per Term One module per Term 35 – 40 learning hours a week 14+ learning hours a week 180 credits 180 credits 1,350 learning hours 1,350 learning hours Home/EU: £5,010 International: £11,965 Home/EU: £6,260 International: £8,160
  • Module 1: Technology Enhanced Learning (30 credits) Module 2: Learning Design for the 21st Century (30 credits) Module 3: Research Design and Methods (30 credits) Module 4: Learning Innovation Case Studies (30 credits) Module 5: Dissertation Research Project (60 credits) MSc LI DL programme – Modules
  • Module 1: Technology Enhanced Learning (30 credits) Module 2: Learning Design for the 21st Century (30 credits) Module 3: Research Design and Methods (30 credits) Module 4: Learning Innovation Case Studies (30 credits) Module 5: Dissertation Research Project (60 credits) CERTIFICATE 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 LI DL programme structure Feb 2014 – May 2014 Oct 2014 – Jan 2015 Jun 2014 – Sept 2014 Jun 2015 – Jan 2015 Feb 2014 – May 2014
  • Module 1: Technology Enhanced Learning (30 credits) Module 2: Learning Design for the 21st Century (30 credits) Module 3: Research Design and Methods (30 credits) Module 4: Case Studies of Learning Innovation (30 credits) Module 5: Dissertation Research Project (60 credits) Oct – Dec 2014 Jan – Apr 2015 May – Sept 2015 CERTIFICATE 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
  • Course aims Intended learning outcomes Topics Learners’ personal goals and needs Actual learning outcomes Learning activitiesTeaching activities and assessment The principal contextual factors influencing the design of teaching and learning (Laurillard, 2012, p. 65) TEACHERS LEARNERS
  • Credits Qualification Requirements Pre-requisites Motivation Approaches Course aims Intended learning outcomes Topics Logistics Motivations Expectations Knowledge Skills Learners’ personal goals and needs Actual learning outcomes Learning activitiesTeaching activities and assessment The principal contextual factors influencing the design of teaching and learning (Laurillard, 2012, p. 65) TEACHERS LEARNERS
  • Designing for learning Learning outcomes Learning and teaching Assessment Bigg’s (2003) Constructive Alignment Learning
  • Considerations in design a module for distance learning 225 learning hours 14 weeks 14 hours per week 30 credits, and allowing for: - catch-up time - synchronous activities
  • Considerations in developing module specifications Matching: - Learning outcomes - Assessments - Activities, and - Content / topics to be learned
  • Module: Research Design and Methods Learning outcomes Teaching/learning methods Student workload Assessment
  • Module: Research Design and Methods Learning outcomes Teaching/learning methods Student workload Assessment (= 6,000 words) (= 225 hours)
  • Learning outcomes By the end of this module, successful participants will be able to: 1. develop researchable research questions 2. critically appraise the strengths and weaknesses of a range of research designs, methodologies and methods applicable to learning innovations research 3. evaluate the use of key data gathering and analysis methods 4. develop a suitable research proposal in the field of learning innovation to be carried out as part of their dissertation research project module.
  • Assessment components 1. A 'digital poster' (or equivalent artefact) with a 'narrative' illustrating choices made on research design, methodology and methods for a chosen research project in the field of learning innovation. 2. A research proposal on the study of a chosen topic of a learning innovation initiative
  • Teaching/learning methods  Designed according to the 7C approach to learning design  Well-designed learning activities using both synchronous and asynchronous, to be carried out online (e.g.., discussion boards and wikis 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 on iTunesU  Social networking tools (e.g., Cloudworks) for learners to share and discuss their learning artefacts  Tutorials with the personal tutor for the duration of the module
  • Developing content and learning activities: The 7Cs of Learning Design Conceptualise Vision CommunicateCapture ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
  • Thank you. pe27@le.ac.uk