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Course team approaches to task design
This project investigates the design
of online tasks, where tasks are what
learners are required to do in online
environments. It uses students and staff
experiences to try to:
understand the pedagogic rationale•
of staff behind the design of tasks.
find out what aspects of design•
participants felt work well, or not and
why.
identify enablers and barriers to•
design within course teams.
2 Factors influencing design capability of course teams
Team includes
ICT ‘enthusiasts’
Multi-faceted team
(academic,
technical, admin,
student) working
collaboratively
Utilisation of
student voice
Course evaluations
and course centred
research activity
Existing course
specific modules/
exemplars
available
A sense of shared
pedagogic values
and course
ownership
Good
communications,
regular meetings
Team/course
development
opportunities
Staff time crucial. Lack
of time is the biggest
feature hindering team
approaches to course
development
What helps
course
teams with
design?
Method
The research methods
included: semi-structured
interviews and the use of
a qualitative commentary
tool with staff, a focus
group, qualitative
questionnaires and a
meta-learning evaluation
activity with students.
Results
The two diagrams
illustrate the main
findings of the project.
Discussion
The research involved
different courses from
three Universities where
online components were
central to the courses.
What is clear from the
work is that the student’s
own professional
educational context
needs to be central
to the design of tasks.
These contexts can be
shared by participants
to encourage interaction
and collaboration. This
combination allows
benefits of both situated
and socially constructed
learning (see Box 1).
Course team’s experiences
of designing online
components were clearly
influenced very strongly
by time as a resource.
Successful teamwork
requires collaboration;
meaningful collaboration
of all stakeholders
requires time.
Design was more
successful where existing
models of tasks were
available, where there was
a shared course ethos and
there was active course
centred research within
the team (see Box 2).
Teaching and Research Awards 2008
University of London Centre for Distance Education www.cde.london.ac.uk and cde@london.ac.uk
Course team design rationale
The online components aim to provide/encourage/achieve:
Student views
They value design which facilitates:
Student reflection
and criticality
Socially constructed
professional/
academic knowledge
Student
interaction
Student
collaboration
Clear structures,
timelines but
flexibility
A sense of
belonging and
participation
Relevance within
student’s professional
practice
Theory-practice
connections
1 What course teams aim for and what students value
Researcher
Adam Unwin
Institute of Education
a.unwin@ioe.ac.uk

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Course Team Approaches To Task Design: Adam Unwin

  • 1. Course team approaches to task design This project investigates the design of online tasks, where tasks are what learners are required to do in online environments. It uses students and staff experiences to try to: understand the pedagogic rationale• of staff behind the design of tasks. find out what aspects of design• participants felt work well, or not and why. identify enablers and barriers to• design within course teams. 2 Factors influencing design capability of course teams Team includes ICT ‘enthusiasts’ Multi-faceted team (academic, technical, admin, student) working collaboratively Utilisation of student voice Course evaluations and course centred research activity Existing course specific modules/ exemplars available A sense of shared pedagogic values and course ownership Good communications, regular meetings Team/course development opportunities Staff time crucial. Lack of time is the biggest feature hindering team approaches to course development What helps course teams with design? Method The research methods included: semi-structured interviews and the use of a qualitative commentary tool with staff, a focus group, qualitative questionnaires and a meta-learning evaluation activity with students. Results The two diagrams illustrate the main findings of the project. Discussion The research involved different courses from three Universities where online components were central to the courses. What is clear from the work is that the student’s own professional educational context needs to be central to the design of tasks. These contexts can be shared by participants to encourage interaction and collaboration. This combination allows benefits of both situated and socially constructed learning (see Box 1). Course team’s experiences of designing online components were clearly influenced very strongly by time as a resource. Successful teamwork requires collaboration; meaningful collaboration of all stakeholders requires time. Design was more successful where existing models of tasks were available, where there was a shared course ethos and there was active course centred research within the team (see Box 2). Teaching and Research Awards 2008 University of London Centre for Distance Education www.cde.london.ac.uk and cde@london.ac.uk Course team design rationale The online components aim to provide/encourage/achieve: Student views They value design which facilitates: Student reflection and criticality Socially constructed professional/ academic knowledge Student interaction Student collaboration Clear structures, timelines but flexibility A sense of belonging and participation Relevance within student’s professional practice Theory-practice connections 1 What course teams aim for and what students value Researcher Adam Unwin Institute of Education a.unwin@ioe.ac.uk