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Course design


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Course: E-Moderation [October 2011]

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

Published in: Education, Technology
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Course design

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