CREATING TEAM-BASEDOPPORTUNITIES FOR COURSEDESIGN: THE COURSE DESIGNINTENSIVE (CDI5) EXPERIENCERobin Graham & Martin Jenki...
CDI• Facilitated collaborative process• 5 stage process over two days• Carpe Diem• Blended modes• Context of programme as ...
Workshop Aims1. Become familiar with all 5 stages2. Experience stage 23. Report on pilot
5 stage processStage1       Planning        Output: design blueprint2       Mapping        Output: Student course learning...
Stage 2: Mapping• Is this course fully online or blended?• How can you best take advantage of online and f2f  formats?• Wh...
Student journey• Using the post-its, map the student journey through your course• Topics ( green) – at least two• Learning...
Storyboard ExampleIntro                           Topic 1          Online activity 1 -                 Online activity 2 –...
Course: Professional Relationships• Learning outcome:• 1. Establish and maintain professional relationships with  landlord...
Pilot Findings• Relationship to CPIT process• Facilitation• Value of examples• Achievements and follow up• Pre-planning• C...
recommendations• That Centre for Educational Development take  responsibility for facilitation ensuring collaboration with...
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NTLT 2012 - Creating team-based opportunities for course design: The course design intensive (CDI5) experience

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  • Who is the student of the course?What are the goals of this course?What are the learning outcomes?What are the assessments?In what mode will this course be offered?It is about purposefully planning rather than just converting existing course materials - alignment
  • Facilitation – timely questions, problem solving, finding ‘circuit breakers’, and a high quota of emotional intelligence. Must be able to suspend judegement, manage expectations and be able to influence the direction of the design.
  • NTLT 2012 - Creating team-based opportunities for course design: The course design intensive (CDI5) experience

    1. 1. CREATING TEAM-BASEDOPPORTUNITIES FOR COURSEDESIGN: THE COURSE DESIGNINTENSIVE (CDI5) EXPERIENCERobin Graham & Martin JenkinsCPIT
    2. 2. CDI• Facilitated collaborative process• 5 stage process over two days• Carpe Diem• Blended modes• Context of programme as whole• Student perspective
    3. 3. Workshop Aims1. Become familiar with all 5 stages2. Experience stage 23. Report on pilot
    4. 4. 5 stage processStage1 Planning Output: design blueprint2 Mapping Output: Student course learning journey3 Quality Design Check Output Design Rubric4 Prototype building and testing Output: online activities5 Action Planning Output: Action Plan
    5. 5. Stage 2: Mapping• Is this course fully online or blended?• How can you best take advantage of online and f2f formats?• What are those activities that can only be undertaken f2f?• Which of the existing f2f activities can go online?• What types of activities would support students to achieve the learning outcomes?
    6. 6. Student journey• Using the post-its, map the student journey through your course• Topics ( green) – at least two• Learning activities (pink) – at least two• Assessment activities (yellow) – at least one
    7. 7. Storyboard ExampleIntro Topic 1 Online activity 1 - Online activity 2 – familiarising information searchTopic 3 Topic 4 & 5 Online activity 3 – Assessment – Synthesize report findings
    8. 8. Course: Professional Relationships• Learning outcome:• 1. Establish and maintain professional relationships with landlords and tenantsCourse Credit value 10Programme:• NZ Certificate in Residential Property Management• ( Level 4) ( 45 credits)• Topics ( green) Learning activities (pink)• Assessment activities (yellow)
    9. 9. Pilot Findings• Relationship to CPIT process• Facilitation• Value of examples• Achievements and follow up• Pre-planning• Clean space• Multi- disciplinary team
    10. 10. recommendations• That Centre for Educational Development take responsibility for facilitation ensuring collaboration with other stakeholders• That any CDI work be done in the context of the programme as a whole• That follow-up actions be project managed to completion with clear lines of responsibility documented and communicated• That any CDI work be initially informed by relevant evaluation data

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