Course Design in Higher Education with narration

Designing,[object Object],PGCAP Programme Team,[object Object]

Intended learning outcomes,[object Object],By the end of the session, participants attending and engaging in the session will have had the opportunity to:,[object Object],discuss and critically evaluate own design process and approaches used,[object Object],explore innovative student-centred methods and active learning approaches when planning lectures, seminars, workshops and tutorials to maximise engagement ,[object Object],develop a better understanding of technology-enhanced curriculum design processes and explore applications in own context ,[object Object]

purpose of HE,[object Object],disseminate knowledge,[object Object],develop the capacity to use ideas and information,[object Object],develop the ability to test ideas and evidence,[object Object],develop the ability to generate ideas and evidence,[object Object],personal development,[object Object],develop the capacity to plan and manage one’s own learning,[object Object],source Bourner and Flowers (1998),[object Object]

helping students learn,[object Object],experiential and collaborative learning,[object Object],guidance,[object Object],processing and application activities,[object Object],structure,[object Object],feedback on learning,[object Object],resources,[object Object],support,[object Object],(Butcher et. al, 2006, p. 71-72),[object Object]

McKimm, J. et al. BMJ 2003;326:870-873,[object Object],http://www.bmj.com/cgi/content/full/326/7394/870/Fu7,[object Object]

What is a good aim?,[object Object],“A teaching aim is couched in terms of what the teaching is trying to do, grounded in what the subject demands” Laurillard (1993:184),[object Object],"...expressed in terms of what you, the teacher, will be presenting to the learner.“ Rowntree (1990:44) ,[object Object]

Intended Learning Outcomes,[object Object],Describe what learners will know and be able to do when they have completed a session, module or programme.,[object Object],“What a learner knows or can do as a result of learning” Otter (1992:i),[object Object],“Descriptors of the ways that students will be expected to demonstrate the results of their learning.” Race (2000:10),[object Object]

A well-written learning outcome statement:,[object Object],Active verbs,[object Object],Identify important learning requirements: knowledge, skills, attitudes.,[object Object],Be achievable and measurable.,[object Object],Use clear language.,[object Object],Explicit statements of achievement.,[object Object]

Content & Intended learning outcomes: minimum requirements,[object Object],Butcher et al (2006) Designing Learning. From Module outline to effective teaching, Oxon: Routledge. p. 59,[object Object]

The Cognitive Domain and Bloom’s Taxonomy,[object Object],Video – Bloom’s Taxonomy via Pirates of the Caribbean http://bit.ly/9lmm4C,[object Object],Bloom’s Taxonomoy (1956),[object Object],Educational Psychology Interactive: The Cognitive Domain,[object Object]

Bloom’s Taxonomy and verb list,[object Object]

Bloom reconfigured (slightly),[object Object],Anderson and Krathwohl Revision (2001),[object Object]

Constructive alignment (Biggs 1999),[object Object],[object Object]

The teacher aligns the planned learning activities with the learning outcomes.,[object Object]

Planning – Things to consider,[object Object],Your learners,[object Object],Group size,[object Object],Title,[object Object],Time/duration,[object Object],Day/date, location ,[object Object],Aims and Learning Outcomes,[object Object],Structure and Content,[object Object],Methods/Activities,[object Object],Aids and Resources,[object Object],Assessment,[object Object],Differentiation,[object Object],Reflection/Evaluation,[object Object],“If you fail to plan, you plan to fail!”,[object Object]

Modes of delivery - traditionally,[object Object],Lectures,[object Object],Seminars,[object Object],Tutorials,[object Object],What do these mean? Do we deliver these and plan these differently? How do these labels affect how we plan and deliver these modes of delivery? What can we do about it?,[object Object]

How to deliver,[object Object],From transmission to reception.,[object Object],What is more important:,[object Object],That we transmit content? Or,[object Object],That students receive content?,[object Object],Should we be focussing on how to get our students receive (and process) content and how we facilitate this?,[object Object],NB: “receive” in this context is 'decoding' (reconstructing) the message / content transmitted.,[object Object]

Moving away from the didactic / transmissive mode – different approaches,[object Object],Problem Based Learning,[object Object],Individualised Instruction (not to be confused with one to one tutoring),[object Object],Podcasts with tutorials,[object Object],…,[object Object],Key message: Students are actively involved in learning the content based on tasks we provide to help them do that.,[object Object]

What to deliver,[object Object],What Content?,[object Object],Essential, Should, Could.,[object Object],Threshold Concepts?,[object Object],What Skills?,[object Object]

Threshold Concepts?,[object Object],Certain concepts are held to be central to the mastery of a subject,[object Object],They have the following features:,[object Object],Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.,[object Object],Troublesome: Threshold concepts are likely to be troublesome for the student. e.g when it is counter−intuitive.,[object Object],Irreversible: They are difficult to unlearn.,[object Object],Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.,[object Object],Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.,[object Object],Discursive: Crossing of a threshold will incorporate an enhanced and extended use of language.,[object Object]

Curriculum Design,[object Object]

Curriculum,[object Object],… is a creative act but it usually focuses on…,[object Object],[object Object]

orientation internally and externally

Course Design in Higher Education with narration

Course Design in Higher Education with narration

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Course Design in Higher Education with narration

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