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Carpe diem gcu feb2015
- 1. Activity-based approach tocurriculum design Professor Linda Creanor, Sheila MacNeill, Jim Emery Blended Learning Team, GCU LEAD With acknowledgements to: Professor Gilly Salmon, University of Western Australia Prof Alejandro Armellini, University of Northampton This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- 2. To planthe development of online programmes through – creating a curriculum design framework for online programmes and modules developing a team-based approach sharing experiences and ideas http://ow.ly/JcJEl
- 3. 10.00 – 10.10Welcome and introductions 10.10 - 10.20 Overview of ‘Carpe Diem’ 10.20 – 11.00 Blueprint and Action Plan 11.00 – 11.10 TEA / COFFEE 11.10 - 11.50 Creating Storyboards - Calendar for the module Topics covered Assessment and feedback points Learning activities Resources Tools and techniques 11.50 – 12.00 Summary and next steps
- 4. What arethe essential aspects of your programme? Aims and learning outcomes? How can these be assessed? What about feedback? http://farm3.static.flickr.com/2059/2237177661_99d3e8de8e.jpg
- 5.
- 6. What needs done? Who willdo it? Help needed and from whom? Risks Completion date
- 7. Assessment and feedback Learningactivities Communication & collaboration Learning resources Support Academic, technical, facilitation Technology & tools VLE Blogs Wikis Social media Podcasts Video E-portfolio File-sharing Mobile … … …
- 8. Module calendar Topics covered Assessment & feedback points Learning activities Resources Tools and techniques
- 9. Possible consequences: •Undistributed studentworkload •Teachers not seeing student conceptions till too late •Final assessment too high stakes Mark Russell, ESCAPE project, University of Hertfordshire
- 10. Possible consequences: •Engages studentsearly with the curriculum •Students workload reasonably well spread out •Not reliant on high stakes assessment activity •No opportunity to provide feedback after the third assessment Mark Russell, ESCAPE project, University of Hertfordshire
- 11. Possible consequences: •Engages studentsearly with the curriculum •Students workload evenly distributed •All assessments are low/medium stakes •Could be demanding of staff /student time •Can assess specific parts of the curriculum •Teacher gains early feedback on student performance & understanding Mark Russell, ESCAPE project, University of Hertfordshire
- 12. Feedback should be: A dialogue Supportive of future learning Timely Related to clear criteria Accessible to all students A continuous process Available on all forms of assessment Flexible and suited to students’ needs Feedback for Future Learning, http://www.gcu.ac.uk/futurelearning/
- 13. They should be– Motivating Interactive Flexible and adaptable Customisable
- 16. Carpe Diem website http://www.gillysalmon.com/carpe-diem.html REAP Project, http://www.reap.ac.uk Feedback for Future Learning, Glasgow Caledonian University, http://www.gcu.ac.uk/futurelearning/ Escape Project, University of Hertfordshire, http://jiscdesignstudio.pbworks.com/w/page/12458419/ESCAPE %20Project Jisc Design studio, http://jiscdesignstudio.pbworks.com/w/page/12458422/Welcome%20to%20the %20Design%20Studio Jisc (2009) Effective Assessment in a Digital Age, http://www.jisc.ac.uk/digiassess MacDonald, J. & Creanor, L. (2010), Learning with online and mobile technologies: a student survival guide, Gower http://www.gowerpublishing.com/isbn/9780566089305 Nicol, D. (2009), Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment and Evaluation in Higher Education, 34 (3), 335 -352.