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Course design sts perspectives

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

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

Published in: Technology, Business
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Course design sts perspectives

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

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