Slides to walk through the stages of a full CAIeRO course design workshop

1. CAIeRO: practical tools for course design

2. Welcome!
• 10.00 Introductions and background
• 10.15 Setting the direction for a programme or module
• 11.00 Learning outcomes
• 12.00 Demonstrating success: assessment validity, fairness and manageability
• 12.30 Lunch
• 13.00 Storyboarding
• 15.30 Reflection and action planning
• 16.00 Close
Agenda for day 1

3. What is CAIeRO?
“Creating Aligned Interactive Educational Resource Opportunities”
“Course Design Retreat”
http://bit.ly/CAIeRO
http://bit.ly/CAIeRO-planner

4. What is CAIeRO?
• Learner-focused
Seeing the journey from the learner
perspective
• Collaborative
You will need a critical friend!
• Flexible
Pick and mix the pieces you need – or
upgrade to the full package
• Transferable
Developing courses, developing skills
Principles

5. What’s in the toolkit?
• 1. Blueprint
(mission, approach, learning outcomes,
assessment)
• 2. Storyboarding
(planning out the learning activity)
• 3. Prototyping
(building activities for the classroom or
online)
• 4. ‘Reality checking’
• 5. Review
• 6. Action planning your next steps
• 7. Reflection

6. Module Blueprint
What do you want this learning opportunity to be?
Capture your mission in 25 words or less (or, if you
prefer, 140 characters or less)
Ask yourself: what should potential students on this
module not possibly miss?
Example:
Learning Innovation enables higher education
practitioners to promote positive change by
equipping them with the skills and understanding to
deploy innovative approaches to learning, teaching
and assessment.
Set your direction: the Mission Statement

7. Module Blueprint
Choose the terms that best describe how you want the
experience on your module to be.
It might help to start by discarding the approaches you
don’t want…
Why are these aspects important to you?
What do these terms mean to you?
•Scaffolded
•Authentic
•Enquiry based
•Innovative
•Autonomy
The Course Features cards were created by the Open University
Learning Design Initiative. See http://www.open.ac.uk/blogs/OULDI/ .
‘Look and feel’: a shared language for describing practice

8. Module Blueprint
Things to consider:
•You may want to have the learning outcomes for your programme to hand, to see how your module
fits in to the bigger picture
•You may want to review the Subject Benchmark Statement to see what is expected at the national
level
•You may also need to include elements that are specified by a professional body
•Don’t forget to make your mark! What can you bring to the mix?
Writing or reviewing learning outcomes: on completion of the module,
students will…

9. Module Blueprint
It is always helpful to get a non-expert perspective
on your outcomes – after all, they are intended for
non-experts!
Working with a partner or in small groups, listen to
someone else (ideally not from your subject) read
your outcomes aloud.
See Race, P. (2014) Making Learning Happen: A Guide for Post-
Compulsory Education. 3rd
ed. London: Sage.
Learning outcomes 1: Making sense

10. Module Blueprint
“It would be satisfying if we could reply “let’s simply
measure learning”. But it is more complex than
this ... we can’t actually measure understanding. We
can only measure what learners produce as
evidence of the understanding that they develop.
We can’t plug a knowledgometer to our learners
and measure how much they know – we can only
measure what they show of what they know.”
Race, P. (2005) Making Learning Happen: A Guide for Post-
Compulsory Education. London: Sage. (p66)
Active verb > Object > Qualifier
Do something > with something > In a context
Learning outcomes 2: ‘assessability’

11. Module Blueprint
What academic level should your students be working
to?
within a specific context / in new contexts
basic theories and concepts / systematic understanding
interpret / initiate
Can you RE-write your outcome to the level above or
below?
Useful tools:
QAA level descriptors: http://bit.ly/QAAfheq
SOLO taxonomy:
http://www.johnbiggs.com.au/academic/solo-taxonomy/
Blooms’ taxonomy: http://bit.ly/bloomsverbs
Learning outcomes 3: writing to level

12. Module Blueprint
What’s the best way for you students to show you that
they have met the outcomes?
Any assessment design needs to consider what has
been described as the “validity/reliability/manageability
equation” (Price et al. 2012, p51)
•Is it valid? (relevant, engaging, encouraging time on
task)
•Is it reliable? (what are the standards and how are they
measured?)
•Is it manageable? (resources, scalability)
See Price, M., Rust, C., O’Donovan, B., and Handley, K. (2012) Assessment
Literacy: The Foundation for Improving Student Learning. Oxford: The Oxford
Centre for Staff and Learning Development.
Assessment

13. Storyboarding

14. TIMETIME
Learning Outcomes
When will the Assessments take
place?
Session 1 Session 3Session 2
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme / Learning OutcomeTheme / Learning Outcome
What
knowledge and
skills do they
need to learn
first? And then?
(broad
headings)
What
knowledge and
skills do they
need to learn
first? And then?
(broad
headings)
Learning
Activities
Learning
Activities
Learning
Activities
Learning
Activities
Learning
Activities
Learning
Activities
Break it
down: What
kinds of
activities
would best
support that
learning?
What do the
students
need to do?
Break it
down: What
kinds of
activities
would best
support that
learning?
What do the
students
need to do?
ResourcesResources ResourcesResourcesResourcesResources
What
resource(s)
will be needed
for this
phase? What
format would
be useful?
What
resource(s)
will be needed
for this
phase? What
format would
be useful?
Tutor ActivityTutor Activity Tutor ActivityTutor ActivityTutor ActivityTutor Activity
What are the
points where
you are most
needed?
What are the
points where
you are most
needed?
Learning
Activities
Learning
Activities
Learning
Activities
Learning
Activities

15. Storyboarding 1
This task is all about putting yourself in the shoes of the learner.
Resist the temptation to replicate the way you deliver the module now – in week 1 I cover this, in week
2 Joe covers this…
Instead, ask yourself: if I were a student coming to this for the first time, what would I need to learn
first?
Sequencing the learning
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme / Learning OutcomeTheme / Learning Outcome
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme / Learning OutcomeTheme / Learning Outcome

16. Storyboarding 2
Pick one of your outcomes or themes. What is the best way to learn that knowledge or skill?
The Hybrid Learning Model can help you think about the activities the learner could be doing – which of
the 8 Learning Events would work best? http://bit.ly/HLMcards
As you plan out your activities, make a notes of any supporting resources you need, and whether you
have them already or need to find or create them.
Choosing the right task for the learning
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme /
Learning
Outcome
Theme / Learning OutcomeTheme / Learning Outcome
Learning
Activity
Learning
Activity
Learning
Activity
Learning
ActivityLearning ActivityLearning Activity Learning ActivityLearning Activity
Learning
Activity
Learning
Activity

17. Storyboarding 3
Place your summative assessments on the timeline.
Sense check 1: Are you covering all of the knowledge and skills needed for that assessment before it
happens?
Sense check 2: Are you providing opportunities for formative assessment and feedback before the
summative assessment point?
Mapping the assessments

18. Storyboarding 4
Sense check the workload: Can you space out the activities evenly so that the workload is balanced?
Think about how the student will experience the plan you are putting in place. Do you know what’s
happening in other modules that run alongside this?
This leads to the second sense check: Where on the timeline will the students most need access to
you?
(there is no ‘right answer’ to this question!)
Check back to your ‘look and feel’ – have you designed the experience you intended?
Supporting the learning
TIMETIME
Tutor
Activity
Tutor
Activity
Tutor ActivityTutor ActivityTutor
Activity
Tutor
Activity
Learning
Activity
Learning
Activity
Learning
Activity
Learning
ActivityLearning ActivityLearning Activity Learning ActivityLearning Activity Learning
Activity
Learning
Activity

19. Reflection and action planning
• Do I have all the information I need?
• What do I already know I need to ask / find / do?
• Reflect and record
• Go home and sleep on it!
What’s next?

20. Welcome back!
• 10.00 Recap
• 10.30 Prototyping learning activities
• 12.30 Lunch
• 13.00 ‘Reality checking’
• 14.00 Review and adjust
• 15.00 Action planning
• 15.30 Reflection and CPD
• 16.00 Close
Agenda for day 2

21. Recap
• What have I learned about course design?
• What questions do I have?
Take a few minutes…
• Reviewing the storyboard: can I describe the learner journey, from day 1 to
the end of the module?
• Does my storyboard reflect my mission and my ‘look and feel’?
• Is my design ‘Waterside ready’?

22. Prototyping
• What are they doing?
• What are you doing?
• What’s the best format or platform
for that task?
Choose one learning activity at a time, and develop it

23. Prototyping
Spark
Add something here to engage and orient users – an image, a controversial statement, a
headline – and don’t forget to cite the source
Suggested
study time
You may want to give the learner an indication of the level of complexity of each task, and an
indication of how much time they should expect to spend on it. This can help them to plan their
time effectively.
Purpose
A short, learner-focused statement of the purpose and goal – as a student, why should I spend
time on this activity? It may help to draw links to learning outcomes and assessment
Task
This should be an active learning task, requiring some form of engagement with resources or
information in order to make meaning from it, or link it to practice.
You can either provide the resource(s) to be used here, or ask the students to find and share
them.
Remember, watching and reading are mostly ‘passive’ activities – ask them to do something with
the information (summarise, question, react, present a supporting or opposing view, etc.)
Reflection and
feedback
This part of the task is important for consolidation or challenge. Ask students to share their ideas
(e.g. review each others’ notes and add value), and/or to review their own work in the light of
others.

24. Reality checking
• Ask a friend or colleague to review your
activity from the student perspective – is it
clear? Is it engaging?
Get some feedback on your activity design

25. Designing learning activities across contexts
How would you answer these questions when designing learning activities?
•‘What’s it for?’
purpose, motivation and beliefs (theirs and yours!)
•‘How does it fit in?’
transferable learning, making connections
•‘How do I do it?’
prior knowledge and skills
•‘How long will it take me?’
self-management and strategic learning
•‘What will I get back?’
presence, feedback and support
Making the ‘blend’ work

26. Action planning
• Polish your design?
• Build more learning activities, get more feedback?
• Find or create resources?
• Get some more training?
• Quality assurance?
• Do some peer observation?
• Reflect and record
What’s next?

27. Reflection and CPD
Areas of activity
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the
evaluation of professional practices.
Core knowledge
K1 The subject material
K2 Appropriate methods for teaching, learning and assessing in
the subject area and at the level of the academic programme
K3 How students learn, both generally and within their
subject/disciplinary areas
K4 The use and value of appropriate learning technologies
K5 Methods for evaluating the effectiveness of teaching
K6 The implications of quality assurance and quality
enhancement for academic and professional practice with a
particular focus on teaching
Professional values
V1 Respect individual learners and diverse learning communities
V2 Promote participation in higher education and equality of opportunity
for learners
V3 Use evidence-informed approaches, and the outcomes from research,
scholarship and continuing professional development
V4 Acknowledge the wider context in which higher education operates,
recognising the implications for professional practice
The UK Professional Standards Framework dimensions, from:
https://www.heacademy.ac.uk/resources/detail/ukpsf/UKPSF

28. More help
• http://www.northampton.ac.uk/ilt
• http://bit.ly/SHED-NILE
• LD@northampton.ac.uk
Useful links and contacts

29. References and image credits
References:
Price, M., Rust, C., O’Donovan, B., and Handley, K. (2012) Assessment Literacy: The Foundation for Improving Student Learning. Oxford: The Oxford Centre for Staff and Learning Development.
Race, P. (2014) Making Learning Happen: A Guide for Post-Compulsory Education. 3rd ed. London: Sage.
Race, P. (2005) Making Learning Happen: A Guide for Post-Compulsory Education. London: Sage.
Images:
Slide 1: wall of post-its
Montersino, G. (2008). post-it. Flickr [online]. CC BY-SA 2.0. Available from:
https://www.flickr.com/photos/novecentino/2937239799/ [Accessed 18 November 2016]
Slide 4: meeting
Torres, M. A. (2008). ACOT2_ 769. Flickr [online]. CC BY-SA 2.0. Available from:
https://www.flickr.com/photos/torres21/3052366534 [Accessed 18 November 2016]
Slide 5: toolkit
Italian_Bicycles (2012). Campagnolo Toolkit Super Record Wooden Box Nr 16. Flickr [online]. CC BY-SA 2.0. Available from: https://www.flickr.com/photos/italian_bicycles-e-bay/7144754887 [Accessed 18
November 2016]
Slide 6: set your direction
Frates, T. (2014). Sky path; trail’s end. Flickr [online]. CC BY-NC-SA 2.0. Available from:
https://www.flickr.com/photos/54551481@N08/15583464595 [Accessed 18 November 2016]
Slide 7: OULDI look and feel cards. My photo, taken 2015.
Slide 8: confused student
CollegeDegrees360 (2012). Computer Problems. Flickr [online]. CC BY-SA 2.0. Available from:
https://www.flickr.com/photos/83633410@N07/7658225516 [Accessed 18 November 2016]
Slide 9: performing student
CollegeDegrees360 (2012). Schoolgirl with books on head. Flickr [online]. CC BY-SA 2.0. Available from:
https://www.flickr.com/photos/83633410@N07/7658034524/ [Accessed 18 November 2016]
Slide 10: reading
CollegeDegrees360 (2012). Reading a Book. Flickr [online]. CC BY-SA 2.0. Available from:
https://www.flickr.com/photos/83633410@N07/7658272558/ [Accessed 18 November 2016]
Slide 18: stile
Winti, E. (2016) Stile. Flickr [online]. CC BY-SA 2.0. Available from:
https://www.flickr.com/photos/ednawinti/27946782692/in/album-72157669897397252/ [Accessed 18 November 2016]
Slide 24: reality checking
powelli. (2013). Official clipboard carriers. Flickr [online]. Available from:
https://www.flickr.com/photos/31310680@N04/10319040365/ [Accessed 18 November 2016]