This document provides an overview of the ACAD 1287 Learning Design and Evaluation course. It outlines the structure, tasks, and timeline of the course. The course involves both individual and group work, including two formative and two summative tasks. Formative tasks involve investigating quality assurance processes and designing a course module. Summative tasks include evaluating a program's quality assurance and justifying a designed course module. The document provides guidance on time management and engaging with course activities through inquiry-based learning approaches.

1. Introduction to ACAD 1287Learning Design and Evaluation

2. Structure of courseCompletion of set activity prior to first meetingFirst meetingIndividual work: Completion of task 1 and formative assessmentTeam work: Completion of task 2 and formative assessmentValidation eventResponse to feedback on formative work, completion and submission.

3. Overview of Tasks2 Formative task s Undertake an investigation into the quality assurance mechanism that drives the design and delivery of existing and new programmes in your own/placement institution. Reflect upon the QA processes and the impact of external drivers that academics are required to respond to at various points in the academic year and through the process of developing an existing or new curriculum. In small groups, devise a course/module (minimum 20 HE credits corresponding to FHEQ levels) for delivery in one of the following contexts: for traditional face-to-face (F2F) or blended delivery in the institution, work-place or home. This must include some learning technology-enhancement. Each individual will be required to critically reflect on the process using an appropriate online medium that may be shared with peers.

4. Overview of Tasks (cont)2 summative tasks A critical evaluation of the operation of the programme / course management and evaluative systems in own placement / institution that demonstrates a critical understanding of the purposes and limitations of the quality assurance mechanism. (1500 words) Individually, justify and defend the course/module developed by your group including a rationale for the specific adoption of technology-enhanced learning (2000 or equivalent*).* this may be in the form of a video / audio presentation

5. Managing your time and engaging with the activities

6. Formative task 1 (30 mins).What is QA?write a short minute paper, and then , in pairs, discuss...What is QE?2. write a short minute paper, and then , in pairs, discuss...

7. Formative task 2.Methodology Activity Led Learning and IBL?What does the term IBL mean to you?What words come to mind?Definition, rationale, practices, outcomes, issues, challenges, opportunitiesWrite your thoughts down on a post-it and place on wallWith thanks to Ivan Moore - Engineering Subject Centre

8. Inquiry Based LearningInquiry Based Learning is a pedagogic approach in which inquiry is the focal point of the learning experience and the tutor acts as a facilitator.

9. The stimulus for the inquiry may be a problem, project, scenario, case-study, research question or similar in a classroom, work-based, laboratory-based or other educational setting and for which there are a range of possible solutions or responses.

10. Enquiries may cross subject boundaries, as activities within professional practice often do. Inquiry Based LearningInquiry Based Learning requires a self-directed inquiry or research-like process in which the individual learner, or team of learners, seek and apply relevant knowledge, skilful practices, understanding and resources (personal and physical) relevant to the learning domain to achieve appropriate learning outcome(s) or intention(s).

11. A starting point for EBL EBL represents a shift away from passive methods, which involve the transmission of knowledge to students, to more facilitative teaching methods through which students are expected to construct their own knowledge and understanding by engaging in supported processes of inquiry

12. Active, student-centred, authentic, supportedLearning driven by a process of inquiry or investigation

13. Involves complex, intriguing, authentic, stimuli

14. Intentional

15. unintentional

16. Student-centred

17. Requires action

18. Connects theory and practice

19. Supported process

20. Develops skills

21. Social

22. EnjoyableIBL and intellectual developmentStage 1. Travelling to work? on post-its, list all the methods of transport you used to get here today now add any other possible methods of getting here now add any other means of transport you know of don't restrict yourself to 'formal' methods don't restrict yourself to local or regional journeys