Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Implementing analytics part 2 - Moriamo OduyemiJisc
With contribution from Moriamo Oduyemi, head of corporate information systems, University of Abertay.
Jisc Connect more in Northern Ireland, 23 June 2016
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
For many years AUT has used the Wimba Voice Authoring tools for a range of learning and teaching support activities. Most recently, and most comprehensively, the VA Presenter function has been used by our School of Languages to support a group of papers for a Translating and Interpreting programme, as well as for a Sign Language qualification. Since the announcement of ‘end of life’ for Voice Authoring and its replacement with Voice Thread, we have been working to understand how we can best replicate the previous functionality.
After just a short period of the tools being available to us, we have made some progress in understanding how this new toolset will provide what we want, as well as potentially offering us much more. This session will present some of our initial findings, as well as invite others to discuss their experiences and opinions.
Electronic management of assessment webinar slidesJisc
This document summarizes an online webinar about moving towards electronic management of assessment. The webinar provided an overview of the Jisc Electronic Management of Assessment project findings so far, highlighted top challenges, and outlined next steps to take a service design approach to identifying solutions. Attendees were invited to get involved by contributing user personas and stories about specific challenges to help develop solutions.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Link into your professional network - Jisc Digifest 2016Jisc
This session will explore how helping teachers to build confidence in their own technical and professional networking skills, showing teachers how to use and become proficient with LinkedIn and how to transfer those skills to students can lead to employment for students.
The session will show case the Learning Futures/Education and Training Foundation funded resources for the FE and skills sector that its is anticipated may be embedded into a future Jisc service that is currently in the R&D phase.
Implementing analytics part 2 - Moriamo OduyemiJisc
With contribution from Moriamo Oduyemi, head of corporate information systems, University of Abertay.
Jisc Connect more in Northern Ireland, 23 June 2016
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
For many years AUT has used the Wimba Voice Authoring tools for a range of learning and teaching support activities. Most recently, and most comprehensively, the VA Presenter function has been used by our School of Languages to support a group of papers for a Translating and Interpreting programme, as well as for a Sign Language qualification. Since the announcement of ‘end of life’ for Voice Authoring and its replacement with Voice Thread, we have been working to understand how we can best replicate the previous functionality.
After just a short period of the tools being available to us, we have made some progress in understanding how this new toolset will provide what we want, as well as potentially offering us much more. This session will present some of our initial findings, as well as invite others to discuss their experiences and opinions.
Electronic management of assessment webinar slidesJisc
This document summarizes an online webinar about moving towards electronic management of assessment. The webinar provided an overview of the Jisc Electronic Management of Assessment project findings so far, highlighted top challenges, and outlined next steps to take a service design approach to identifying solutions. Attendees were invited to get involved by contributing user personas and stories about specific challenges to help develop solutions.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The changing face of assessment and feedback: how technology can make a diffe...Jisc
1) The document discusses challenges in assessment and feedback practices and how technology can help address these challenges. It describes several university projects that developed principles and tools to improve assessment and feedback.
2) Key principles for effective assessment and feedback discussed include clarifying expectations, facilitating self-assessment and reflection, providing high-quality and actionable feedback, and using feedback to improve teaching.
3) Technologies described that can help implement these principles and address challenges include electronic assessment management systems, peer review tools, and analytics tools to study feedback.
Transforming assessment and feedback with technology - Jisc Digifest 2016Jisc
Students expect their assessment experiences to be effectively supported by technology but this can be difficult to achieve with current assessment processes, practices and systems.
This demonstration shows how our new resources, developed in collaboration with universities, colleges, and partner bodies, can help. Using the outcomes of our self-assessment tool you can develop a tailored action plan supported by proven guidance and resources to maximise the benefits that technology can offer.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
Implementing analytics - Paul Bailey and Dr Nick MooreJisc
Led by Paul Bailey, senior co-design manager, Jisc.
With contribution from Dr Nick Moore, director of ICT at the University of Gloucestershire.
Connect more in Cheltenham 30 June
The document discusses responsible disclosure in higher education. It surveys policies at universities regarding cyber issues and outlines additional approaches used in industry, like bug bounties. There were complications in directly applying industrial practices to universities. Outcomes of consulting key stakeholders included utilizing interested student groups to test low-risk systems during off-hours. Current work involves selecting initial systems for students to penetration test, with the goal of establishing a formal responsible disclosure policy.
Student experience experts meet up - introduction and updateJisc
This document summarizes the agenda for a meeting of the Jisc student experience experts group. The meeting will include presentations and discussions on Jisc's recent research into student technology use during the pandemic, sharing examples of effective practices to support digital learning experiences, and short member spotlight presentations on interactive simulations and personalized teaching tools. Attendees are asked to provide feedback and discussions will aim to help guide Jisc's future student experience work.
Forging Stronger Partnerships Between Teachers and Students - Abigail Joy Rod...Blackboard APAC
At only 15 months after its adoption of Blackboard Learn, Malayan Colleges Laguna (MCL) has been breaking barriers in learning and creating new paths for student achievement. In this presentation, they will share about their experiences in adoption, the solutions that surfaced after a school-wide adoption of Blackboard Learn,their tiny victories in attempting to curb resistance in the adoption of a new learning management system, and, more importantly, the partnerships that they have forged this far into the journey. They understand that institutions in the earlier stages of adoption experience similar difficulties and they hope to ease each other's burdens by sharing lessons, solutions and triumphs.
FE digital student findings and recommendationsJisc
Findings and recommendations from the FE digital student project. Presented by Sarah Knight and Paul Bailey at the Learning and teaching practice experts group on 22 April 2015
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Making a difference with technology enhanced learning - Esther Barrett, Andre...Jisc
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from Andrew Jaffrey, head of the office for digital learning and Richard Beggs, instructional design consultant - both from Ulster University.
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Jisc Connect more in Northern Ireland, 23 June 2016.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
Implemententing analytics part 1 - Niall SclaterJisc
The document provides an overview of Jisc's Effective Learning Analytics programme, which aims to help higher education institutions implement learning analytics to improve student retention and attainment. Key points include:
- The programme tested and developed learning analytics tools from 2015-2017 and launched a service in September 2017 to measure the impact on retention and achievement.
- Learning analytics can help improve retention, attainment, employability and personalised learning by applying techniques like machine learning and data mining.
- The programme provides institutions with a toolkit, community support, and case studies on implementing learning analytics for outcomes like improving grades and identifying at-risk students earlier.
Working in partnership to develop student employability - Jisc Digifest 2016Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.
This workshop will showcase current practice from colleges and universities that are realising the benefits of working with students as active partners in strategy development and change initiatives. It will also explore how technology is supporting students in gaining the digital skills they need to effectively communicate, influence and engage with employers.
The successful adoption of open access (OA) requires clarity and simplicity in policies and processes. But could there be greater clarity of these to start with? Jisc has been working with experts to help funders and institutions express and develop their policies in a clear and comprehensive format and has developed a schema for this purpose.
This session will explore the schema and how institutions and funders can adopt it and clarify their OA policies.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
The changing face of assessment and feedback: how technology can make a diffe...Jisc
1) The document discusses challenges in assessment and feedback practices and how technology can help address these challenges. It describes several university projects that developed principles and tools to improve assessment and feedback.
2) Key principles for effective assessment and feedback discussed include clarifying expectations, facilitating self-assessment and reflection, providing high-quality and actionable feedback, and using feedback to improve teaching.
3) Technologies described that can help implement these principles and address challenges include electronic assessment management systems, peer review tools, and analytics tools to study feedback.
Transforming assessment and feedback with technology - Jisc Digifest 2016Jisc
Students expect their assessment experiences to be effectively supported by technology but this can be difficult to achieve with current assessment processes, practices and systems.
This demonstration shows how our new resources, developed in collaboration with universities, colleges, and partner bodies, can help. Using the outcomes of our self-assessment tool you can develop a tailored action plan supported by proven guidance and resources to maximise the benefits that technology can offer.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
Implementing analytics - Paul Bailey and Dr Nick MooreJisc
Led by Paul Bailey, senior co-design manager, Jisc.
With contribution from Dr Nick Moore, director of ICT at the University of Gloucestershire.
Connect more in Cheltenham 30 June
The document discusses responsible disclosure in higher education. It surveys policies at universities regarding cyber issues and outlines additional approaches used in industry, like bug bounties. There were complications in directly applying industrial practices to universities. Outcomes of consulting key stakeholders included utilizing interested student groups to test low-risk systems during off-hours. Current work involves selecting initial systems for students to penetration test, with the goal of establishing a formal responsible disclosure policy.
Student experience experts meet up - introduction and updateJisc
This document summarizes the agenda for a meeting of the Jisc student experience experts group. The meeting will include presentations and discussions on Jisc's recent research into student technology use during the pandemic, sharing examples of effective practices to support digital learning experiences, and short member spotlight presentations on interactive simulations and personalized teaching tools. Attendees are asked to provide feedback and discussions will aim to help guide Jisc's future student experience work.
Forging Stronger Partnerships Between Teachers and Students - Abigail Joy Rod...Blackboard APAC
At only 15 months after its adoption of Blackboard Learn, Malayan Colleges Laguna (MCL) has been breaking barriers in learning and creating new paths for student achievement. In this presentation, they will share about their experiences in adoption, the solutions that surfaced after a school-wide adoption of Blackboard Learn,their tiny victories in attempting to curb resistance in the adoption of a new learning management system, and, more importantly, the partnerships that they have forged this far into the journey. They understand that institutions in the earlier stages of adoption experience similar difficulties and they hope to ease each other's burdens by sharing lessons, solutions and triumphs.
FE digital student findings and recommendationsJisc
Findings and recommendations from the FE digital student project. Presented by Sarah Knight and Paul Bailey at the Learning and teaching practice experts group on 22 April 2015
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Making a difference with technology enhanced learning - Esther Barrett, Andre...Jisc
Led by Esther Barrett, subject specialist in teaching, learning and assessment, Jisc.
With contributions from Andrew Jaffrey, head of the office for digital learning and Richard Beggs, instructional design consultant - both from Ulster University.
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Jisc Connect more in Northern Ireland, 23 June 2016.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
Data sharing and analytics in research and learningJisc
Learning analytics: progress and solutions - Niall Sclater and Michael Webb, both Jisc
Reading analytics - Clifford Lynch, CNI
Sharing data safely and it's re-use for analytics – David Fergusson, Francis Crick
Jisc and CNI conference, 6 July 2016
Implemententing analytics part 1 - Niall SclaterJisc
The document provides an overview of Jisc's Effective Learning Analytics programme, which aims to help higher education institutions implement learning analytics to improve student retention and attainment. Key points include:
- The programme tested and developed learning analytics tools from 2015-2017 and launched a service in September 2017 to measure the impact on retention and achievement.
- Learning analytics can help improve retention, attainment, employability and personalised learning by applying techniques like machine learning and data mining.
- The programme provides institutions with a toolkit, community support, and case studies on implementing learning analytics for outcomes like improving grades and identifying at-risk students earlier.
Working in partnership to develop student employability - Jisc Digifest 2016Jisc
Many colleges and universities recognise they need to adopt a whole-institution approach to equip students with the skills, confidence and experience they need for the modern workplace.
This workshop will showcase current practice from colleges and universities that are realising the benefits of working with students as active partners in strategy development and change initiatives. It will also explore how technology is supporting students in gaining the digital skills they need to effectively communicate, influence and engage with employers.
The successful adoption of open access (OA) requires clarity and simplicity in policies and processes. But could there be greater clarity of these to start with? Jisc has been working with experts to help funders and institutions express and develop their policies in a clear and comprehensive format and has developed a schema for this purpose.
This session will explore the schema and how institutions and funders can adopt it and clarify their OA policies.
Making the most of your research equipment and facilities - Jisc Digifest 2016Jisc
How do researchers find equipment and facilities for their research projects? And how do institutions keep track of their assets?
In this session, we will demonstrate how you can use and contribute to the national equipment portal equipment.data.ac.uk; and how you can set up and use an open source local database to store and record your assets, such as via Kit Catalogue.
Responsible metrics for research - Jisc Digifest 2016Jisc
The document discusses recommendations from a review of HEFCE metrics in 2015, including using indicators instead of metrics, ensuring peer review is not replaced by metrics, being transparent about how institutions use data, and dialoging with staff. It also notes that journal impact factors do not accurately reflect the variation in citations individual papers receive and that distributions of citations are highly skewed across journals. The document calls for redefining good behaviors in research and incentivizing behaviors like research quality, open and efficient publishing practices, and contributions to mentoring and peer review.
The future of open access (OA) monographs: collaboration and best practice - ...Jisc
The evidence and recommendations from the Jisc/AHRC OAPEN-UK project exploring open access monograph publishing stresses the need for continued collaboration by all stakeholders to support a considered and effective transition to open access.
In this workshop we’ll look at the recommendations and utilise the latest findings of the Jisc/OAPEN project that has been investigating OA monograph services to explore, how we can work collaboratively to support best practice and policy development.
Build your own university app in under an hour - Jisc Digifest 2016Jisc
Guidebook allows universities to build mobile apps for their campus in under an hour. The document discusses how Guidebook provides a single destination and centralized administration for university mobile apps. It also notes common pitfalls like developing apps from scratch or having disparate apps, and how Guidebook's centralized approach allows for better adoption, communication, and content quality within a university mobile app.
Box of Broadcasts - enhance learning with TV and radio contentJisc
This session will demonstrating how Box of Broadcasts (BoB) is used to enhance learning in HE.
The BoB resource provides teaching staff and students at subscribing institutions with access to over 2,000,000 TV and radio programmes, in a platform that is optimised for educational use. The BUFVC is part-funded by Jisc.
Introducing the IRUSdataUK pilot - Jisc Digifest 2016Jisc
The IRUSdataUK pilot aims to enable UK data repositories to share and expose usage statistics using the global COUNTER standard. The pilot collects download data from participating repositories using a small code addition. The raw data is processed into COUNTER-compliant statistics which can be accessed through a portal interface or SUSHI API. Currently there are eight pilot repositories participating. Going forward, the project aims to engage more repositories and expand the portal's functionality based on stakeholder feedback.
Beacon technology in education (Pervasive Networks)Jisc
This document discusses the opportunity for using beacon technology in education through mobile engagement. It outlines how 80% of the world owns a mobile phone and 52% of companies intend to implement location-based mobile marketing by 2017. The document then describes Meridian's mobile app platform and tools like AppMaker that allow easily building apps, Aruba beacons for indoor location services, and how these can provide benefits like customized mobile experiences, indoor wayfinding with blue dot directions, and improving existing apps with SDK integration. Overall, the document promotes Meridian and Aruba's solutions for mobile engagement and personalized content delivery through beacon technology.
Enhancing teaching and learning in FE with TV and radio content - Jisc Digife...Jisc
This session will demonstrating how Box of Broadcasts (BoB) is used to enhance learning in FE.
The BoB resource provides teaching staff and students at subscribing institutions with access to over 2,000,000 TV and radio programmes, in a platform that is optimised for educational use.
The BUFVC is part-funded by Jisc and BoB is supported by the AoC as a useful teaching aid.
Benefits and efficiencies with Vscene - Jisc Digifest 2016Jisc
Videoconferencing with Vscene is delivering research, teaching, learning and organisational efficiencies daily, to thousands of users throughout the UK and Ireland - supporting some of the challenges faced by the HE and FE sector.
This session will show you how simple it is to use and some of the situations it is used in, including an outreach initiative, started from Bedford School with the University of Sheffield and the Sutton Trust, to run a wide variety of career-based videoconferencing sessions online.
The user -driven evolution of Janet - Jisc Digifest 2016Jisc
Janet is one of the world’s most advanced networks built to support research and education across the UK, and through participation in GÉANT provides global reach, supporting key activities such as transnational education and access to global research facilities.
The latest version of the network – Janet6 – came into operation in November 2013. This talk will take a look at user requirements and how these are shaping the continued evolution of Janet to ensure that a flexible, reliable and secure network service is provided.
Since the publication of the Further Education Learning Technology Action Group (FELTAG) report, many colleges and providers have embraced the FELTAG agenda and worked towards making its recommendations a reality.
In this session we will hear from a panel of leaders and partners that have driven their own FELTAG initiatives and also discuss:
What has the sector or your college achieved through FELTAG? What are the current challenges sector faces? What are the possible solutions? What are Jisc and its partners doing to support colleges and providers going forward?
The power of digital for teaching and learning - Jisc Digifest 2016Jisc
This document discusses the power of digital technologies for teaching and learning. It contains contributions from several experts in the field, including Sarah Davies, Heather MacDonald, Ian Dolphin, Professor JohnTraxler, and Chrissi Nerantzi. The document explores how digital tools can enhance learning and teaching, the potential of learning analytics, and ways to empower innovation in educational practices. It highlights perspectives on developing the next generation of digital learning environments and the role analytics may play.
The value of Jisc Collections - Jisc Digifest 2016Jisc
What value do we bring to UK institutions through our central negotiations for e-resources?
What value do we bring to UK institutions through our central negotiations for e-resources?
In this session we will provide an overview of what has been achieved so far on behalf of the community, but also look at the key issues we are now addressing, such as debating the limitations of academic journal markets, and the consequences for a transition to open access, as well as how we are working with institutions to build better agreements.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...Tanya Joosten
This document outlines a backwards design approach to evaluating the effectiveness of faculty development programs for blended instruction. It discusses defining what constitutes a good blended course and appropriate pedagogical models. It also addresses designing faculty development programs, including opportunities and experiences to help instructors learn effective blended teaching practices. Finally, it discusses tools and methods for evaluating blended courses and communicating results, including collecting and analyzing student and course data and disseminating findings to relevant audiences.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
This document discusses ongoing efforts to improve the process for reviewing online course development and delivery at Ozarks Technical Community College. It provides background on how the college arrived at its current updated review process by drawing from various quality standards frameworks. The implementation involves conducting separate development and delivery reviews, piloting review documents, and soliciting feedback. Results so far indicate that the approach has led to consistent improvement in online courses over time and greater instructor engagement in professional development.
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
This document provides the resume of Dr. Bruce A. Johnson, an expert in online teaching, curriculum development, and adult education. It outlines his educational background, including a PhD in Postsecondary and Adult Education from Capella University. It also details his extensive professional experience in roles such as online instructor, instructional designer, and administrator at various universities. The resume lists the many business and education courses he has taught online. It provides examples of projects he has led and positive feedback from students and colleagues.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Creating Exceptional Courses in MoodleDiana Benner
This document provides an overview of creating exceptional online courses. It discusses designing courses with clear objectives and modular content presented with various media. Learner engagement is emphasized through guidance on interacting with content and higher-order thinking. Communication strategies promote asynchronous reflection and synchronous rapid response. Assessments must match objectives, and rubrics or criteria should be provided. Self-assessment opportunities allow learners to reflect on their progress. The document provides resources for online course standards and evaluation.
The Sloan Consortium (Sloan-C) offers a certificate program to help faculty improve the quality of their online courses. The program includes a foundation course on core online teaching skills and principles, followed by electives on topics like assessment, learning technologies, and online course design. Participants work with mentors and peers to develop and improve their own online courses. The program is intended to help faculty leverage their expertise to become effective online instructors and innovators in the field through applying research-based practices.
Staying one step ahead: Pedagogical approaches to eLearning and teachingJoel Armando
The document discusses competency frameworks for digital teaching and learning. It outlines Blackboard's approach to digital teaching certification, which includes three courses that certify associates, practitioners, and specialists. Each course covers topics like designing online content, assessment, and using tools like web conferencing. Examples show how Blackboard teaches concepts through modules combining pedagogical approaches, enabling tools, hands-on practice, and reflection.
Many colleges are looking to open educational resources and openly licensed course material to reduce costs and expand access for their students. Surveys from faculty who have adopted OER and their students report positive outcomes in teaching and learner engagement in addition to the cost savings. Join CCCOER to hear from two OER Authoring platform providers who work with colleges to develop and deliver open courses that are engaging and help measure how students are learning. Faculty and other users of the platform will also be featured.
When: Wed, February 8, at 10am PT/ 1pm ET
Featured Speakers:
Nathan Battle, Academic Success Director, Odigia
OER courses in Odigia transform textbooks into interactive learning experiences while providing additional tools to measure and promote better student engagement. In addition to ready-to-use courses, Odigia empowers subject matter experts to create new courses using existing OER content as a foundation.
Alyson Indrunas, Professional Development Director, Lumen Learning
Lumen helps you solve affordability and access problems with well-designed open textbooks and other course materials students and instructors access directly through the LMS. Fully-customizable courses designed using OER in more than 65 subjects are available and which can help you measure student success.
Cyrus Helf, Multi-media specialist at Western Los Angeles College
Sharing the open course shells he builds for faculty in Canvas using open licensed ancillaries and textbooks from OpenStax.
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Designing and developing great courses together - Jisc Digifest 2016
1. Designing & Developing Great Courses Together
Helen Lapwood, Pearson Lead Instructional Designer
Jo Corwood, Pearson Course Development Sales Specialist
Helping institutions to create innovative
online and blended courses by providing
flexible and scalable services, underpinned
by rigorous learning design.
2. Objectives
»By participating in the session, you will:
› pinpoint great learning design
› understand Pearson’s collaborative approach
› see a live example
› identify design rationale
› share takeaways with colleagues
03/03/2016 Designing & Developing Great Courses Together
3. Great Learning Design
03/03/2016 Designing & Developing Great Courses Together
Policy Research Expectations Evaluation
Accreditation
Instructional
Alignment
Personal Evidence of Learning
Accessibility Cognition Compatible Feedback
Objectives Motivation Social Endorsement
Delivery Mode Resource Variety Relevant Impact
Four Universal Considerations1
1Bergin, Dr. Jeff 2013. Using Evidence-based Learning Design and Evaluation to Improve Outcomes in Online Higher Education. Pearson.
11. Learner View Lecturer View
Institutional Leader View Review Results
28% more learners
earned highest mark in
Colorado State institution’s
Criminology course after
Pearson developed it with
the institution based on
learning design principles.
Evidence
of
Learning
Impact
12. SharedInstitution Pearson
Academic expertise
Subject matter expertise
Course structure
Sign-off
Production process
Faculty training
Course feedback
Efficacy review
Multimedia development
VLE integration
Learner outcome analytics
Technical support
Content sourcing Quality assurance testingInstructional design
Instructional design
Multimedia development
VLE integration
Quality assurance testing
Learner outcome analytics
Technical support
Faculty training
Academic expertise
Subject matter expertise
Sign-off
Course launch
Course feedback
Course structure
Production process
Content sourcing
Efficacy review
Pearson’s Collaborative Approach
03/03/2016 Designing & Developing Great Courses Together
14. 03/03/2016 Designing & Developing Great Courses Together
Your subject expertise, ideas and existing content form the foundation for the five-step development process
Signoff:
• Curriculum &
Assessment
Strategy
• Programme
Requirements
Document
• Blueprints
• Technical
Specifications
• Screenshots
Signoff:
• Storyboards
(Beta and Gold)
• Multimedia Files
• VLE Brief
Signoff:
• Screens
(Beta and Gold)
Signoff:
• Learner Outcome
Evaluation
• Update/Revision
Participate:
• Answer Questions
• Provide Outline
• Respond to
Curriculum
Review
• Confirm Content
Suggestions
Working Together
17. Designing & Developing Great Courses Together
Before After
= 200 learning hours
03/03/2016
Rationale
Design Rationale
18. “After we worked with Pearson what we noticed is there is a
much clearer structure and navigation for the learner to go
through. Our course leader on the MSc in Events Management,
which has been delivered online before, did actually say that
working with Pearson allowed us to raise our game significantly.”
-Edmund Hewson, Director Distance Learning, Leeds Beckett University
03/03/2016 Designing & Developing Great Courses Together
19. 5 minutes
End
Designing & Developing Great Courses Together03/03/2016
Takeaways
»Think about new ideas you have
»Partner with your neighbour to discuss
»Share one takeaway with the group
20. jisc.ac.uk
Questions?
To start a conversation, please contact:
Jo Corwood, Course Development Sales Specialist
jo.corwood@pearson.com
03/03/2016 Designing & Developing Great Courses Together
(Jo)
Hi everyone and thanks for coming to our session on Designing and Developing Great Courses Together.
My name is Jo Corwood and Helen and I are a part of Pearson’s Course Development team which helps institutions create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design.
To the team, I bring eight(?) years of experience creating custom print and digital solutions for UK institutions as a Learning Solutions Manager. ELABORATE ON PERSONAL INTRODUCTION…
(Helen)
Thanks, Jo. Yes, my name is Helen Lapwood and I’m the team’s Lead Instructional Designer. I also have eight(?) years of experience working in education. More specifically, I’ve been an instructional designer at BPP and worked my way up to Head Teacher at a secondary school in London. ELABORATE ON PERSONAL INTRODUCTION…
(Jo)
We anticipated an audience of institutional leaders, lecturers, and learning technologists. Given the rise in blended and online learning, we centred our speaking proposal on Designing and Developing Great Courses Together because when working closely with your peers, we hear the woes of institutions navigating the steep learning curve of developing courses alone. We work together with institutions to achieve their course development goals so we were excited to set out the following objectives:
-pinpoint great learning design
-understand Pearson’s collaborative approach
-see a live example
-identify design rationale
-share takeaways with colleagues
We’ve saved time for questions at the end and have planned multiple opportunities for participation, but we welcome your questions anytime.
(Helen)
When people think about great learning design, it’s easy to jump straight to the learning design principles many of you know so well…objectives, scaffolding, sequencing, self-regulation, readability, collaboration, etc. At Pearson, we have a team of learning designers with PhDs who research learning design and have come up with 45 design principles!
Depending on the needs of the institution we are working with, we strategically select which learning design principles to prioritise, a few of which may stand out to you in this table (objectives, motivation, relevant, feedback, etc). But there are more things to consider than just learning design principles when designing a learning experience.
In fact, our colleague, Dr. Jeff Bergin, wrote a paper entitled, Using Evidence-based Learning Design and Evaluation to Improve Outcomes in Online Higher Education (we have takeaway copies), which detailed four universal considerations that are important to consider when designing any learning experience.
-Policy: does the course help leaders meet policy requirements with ease?
-Research: does the course incorporate what research has proven is best for learners and teachers?
-Expectations: does the course meet the learners’ and institution’s expectations?
-Evaluation: does the course pass external evaluations?
Since we process visuals better than text, I’m going to point to each of these 16 factors using eight screens we developed for a UK institution. After I describe each of the eight screens, 1-3 blue dots will appear on the screen and I’ll ask you which of the 16 principles are covered by those dots.
Anytime we show examples of our courses I feel the need to caveat that this isn’t the only thing we can do, rather this is what one institution needed us to do. Thus, if we have chance to work with your institution, we will follow the same process but arrive at a different outcome.
In this example, the institution’s strategy was to deliver synchronous, online learning to post-graduate learners across globe who wanted practical learning to be able to lead a mobile and global workplace. I’d objectively say that the strength of the delivery structure is the rich content while the potential weakness is the limited learner and teacher connection due to reduced contact hours, although we leveraged technology to compensate.
Within policy, the institution needed us to consider their accreditation requirements, accessibility requirements, programme objectives, and delivery mode specification (in this case, online).
Within research, based on the institution’s priorities, we ascertained that it would be very important for us to apply what we had learned about instructional alignment (backwards planning), cognition (white space), motivation, and resource variety.
Within expectations, the institution made it clear that learners’ and lecturers’ were expecting a personalised and social experience with content that was relevant to their field and compatible with their devices.
Within evaluation, the institution needed us to build a course that could evidence learning, glean feedback from students, meet external requirements to maintain the programme’s endorsements, and show the impact the course was making on learners’ lives.
On one side of the paper in front of you, you see one table that resembles this slide. Please use this as an answer bank so you can volunteer answers as well as check off the boxes when you see or hear the above considerations in the screens I’m about to show you…
[BRING CANDY IF YOU WANT TO]
(Jo)
Here is the programme home page. It offers a warm welcome for learners studying anywhere, at anytime, on any device. It’s aesthetically pleasing user interface has only three spaces for easy navigation and lots of white space to limit cognitive overload.
[CLICK]
So what considerations did we make here?
[CLICK]
1. Compatible because it’s mobile-friendly
2. Cognition because of the strategic white space
3. Delivery mode because it was designed for online learning
(Helen)
In the Networking space, learners are invited to meet instructors and learners. They first introduce themselves by uploading a video so their personalities can jump off the page.
[CLICK]
So what consideration did we make here?
[CLICK]
4. Social because of learner-learner and learner-instructor interaction
(Jo)
The Develop screen is where learners personalise their learning! They can reflect and give feedback, explore their personalities as leaders with psychometric assessments, track their activity and achievement, and set personal goals as part of a professional development plan which they can revisit with their 1:1 business coach.
Two pieces of research our team found informed the institution’s decision to keep this design suggestion:
-Gallup Business Journal cites long-term learner success is linked to learners emotional connection to lecturers
-Open University did an experiment with and without mentors and found that modules with mentors had 5% greater retention
[CLICK]
So what considerations did we make here?
[CLICK]
5. Feedback because of learners’ opportunities to share about their course experience
6. Personal because everything in the Develop space is specific to the individual, not the class
(Helen)
Before we look at the last of the three spaces, “Learn”, it’s important to look under the hood at the work that went into making it. Pearson firmly believes in backwards planning:
-QAA standards are embedded in and cross-checked with course outcomes
-Pearson’s web-based authoring tool aligns course outcomes with objectives, assessments, lessons, and topics
-Said alignment is powerful proof to earn and/or maintain external accreditation
[CLICK]
So what considerations did we make here?
[CLICK]
7. Objectives because we be refine those from the institution’s course handbook and have those drive the course design
8. Instructional alignment because we create content and activities that are aligned to those objectives
9. Endorsement because this methodical and aligned process provides helpful evidence for external endorsements
Halfway there!
(Jo)
Still under the hood…next the learning designers strategise the appropriate set of learning activities for the institution’s learners to accomplish the outcomes and learn the content’s objectives within the given the module’s delivery structure.
Based on research, Pearson has estimates for the length of time learners spend on certain learning activities. We apply the appropriate estimates to the proposed solution in order to calculate the module’s learning hours to ensure demand on learners’ time is consistent between lessons and to ensure the institution is offering enough learning hours to meet accreditation requirements for the module’s given number of credits.
[CLICK]
So what considerations did we make here?
[CLICK]
10. Resource variety because the module has a number of different learning assets
11. Accreditation because nominal learning hours is one requirement of internal and/or external accreditation so we estimate time on task for each learning asset in order to calculate total learning hours
(Helen)
This planning transforms into many “Learn” screens, one of which, “Briefing” is shown here. To help students learn about globalisation and trade, they are given a group exercise where they play the role of a board member on a multinational firm who must recommend whether the company does or does not expand into a new territory. The instructor may choose to edit the content during the project in order to make the project even more life-like with unexpected updates in global circumstances just like the news does in real life. After “briefing”, students are gradually released into the activity with “Background” so they share the same base level of research, “Resources” so they have multimedia assets to learn about globalisation and trade in a variety of ways, and “Assignment” to hold them accountable to applying their learning in an authentic way.
[CLICK]
So what considerations did we make here?
[CLICK]
12. Relevant because of the activity life-like scenario closing mirroring a real task learners would face in their business jobs
(Jo)
We are now in the “Resource” section of the activity. One of the nine resources offered to learners is this key concept interactive. It is a ten-minute learning experience comprised of six slides with this slide showing three topical perspectives via video which come with transcripts. On that note, it’s also worth mentioning that all text is searchable, all colours were selected for ideal contrast. In addition to being able to reach any learner, we also were conscious of how to motivate all learners. Ways we designed that for include setting clear expectations of how much time is required to complete this learning activity and how far students have progressed with a slide counter.
[CLICK]
So what considerations did we make here?
[CLICK]
13. Accessibility because of the transcripts, searchable text, colours, and online delivery
14. Motivation because of the transparent time expectations and progress indicators
(Helen)
In order to see learners’ progress in achieving the agreed learner outcomes, we leverage the learning platform’s relevant reports as well as write java script in course pages to lift students’ anonymised activity and achievement data (as contractually agreed by the institution). This allows us to present appropriate data to learners, lecturers, and institutional leaders. By analysing these metrics, we can conclude course impact.
[CLICK]
So what considerations did we make here?
[CLICK]
15. Evidence of learning because we track metrics on learner outcomes and visualise the data so we can communicate and evaluate learner and course success with the institution
16. Impact because we concluded course results were higher after Pearson worked with the institution to develop the course
Did we check all of the boxes meaningfully? Thanks for your participation.
(Jo)
As you may have picked up when we were talking about the four considerations, our ideas started from listening to the institution’s requirements, expectations, and ideas. This collaboration extends from the needs analysis into all roles and responsibilities of the course development project.
Our experience partnering with the 80+ institutions enables us to identify the roles and responsibilities necessary for a course development project but we are flexible in who does what. That means, we leverage whatever strengths and resources the institution is willing to allocate to the course development project and then fill in all necessary gaps.
[CLICK]
Most often, we find that the roles and responsibilities shake out as follows…
But again, these can move from side to side depending on the institution’s in-house capabilities.
(Jo)
The reason our service is so flexible is because we have the cross-functional team required to have expertise in each area of the course development project, each of whom are able to work with their counterparts on the institution’s key stakeholder side as/when necessary.
So what you see here is a high-level overview of our team and their streamlined interactions with the institution’s key stakeholders.
As the Course Development Sales Specialist, I’m the institution’s main course development contact. I work with Business Development Managers spread throughout the UK to first make the relationship with the an interested institution and then discuss their course development interests.
If the institution is keen to explore working with us, I involve our Course Design Consultant who is the Pearson-facing lead on the opportunity and who works directly with the institution’s key stakeholders to listen to their needs and ideas in order to enable the Pearson team to have all the information they need to create an aligned solution.
We have all the in-house expertise needed to design and develop great courses, which is why you see the team fan out from here into technology, digital production, learning design, editorial, and customer experience.
Helen’s Learning Design Team considers relevant learner personas to the institution’s target audience as well as the programme’s objectives and institution’s values to create the optimal learner experience. One a one-to-one basis, our instructional designers work with subject matter experts for each module to map institution, third party, or Pearson content to module objectives and agreed module activities.
The Editorial Team works with the subject matter experts (institution or Pearson-appointed) to script raw content into agreed module storyboards, copy editing and proofreading all storyboards and screens, and even checking and clearing rights and permissions.
The Digital Production Team then has the storyboards they need to produce screens with robust elearning materials such as interactive lesson presentations, simulations, animations, videos, audio files, eTexts, graphics, images, assignments, and assessments.
Meanwhile, the Technology Team is building the course shell in the institution’s learning platform so the layout, functionality, and parameters are ready for the Digital Production Team’s multimedia assets. The Technical Solutions Manager works directly with the institution to integrate the course into the institution’s learning platform.
Also working directly with the institution is the Customer Experience Team, which includes Educational Consultants who train faculty on course creation principles as well as course delivery preparation, Technical Support who answer learners’ and staff’s questions via chat, email, and phone, and Customer Intelligence Analysts who evaluate the course’s data analytics in order to write a Learner Outcomes Evaluation report and make data-informed recommendations on course refinements.
The main unifying force between our cross-functional team is learning design. Everyone in the team has designed learning so we share a common language and expectations when it comes to ensuring courses have great learning design. You can be confident that every course we develop is firmly grounded in research-based, tried and tested learning design principles because this learning design expertise extends far beyond our UK-based team to Pearson globally. We have hundreds of instructional designers who share resources and research that add to our historical foundation of best practices and cutting edge experiments in learning. As we learn we add to our core set of principles.
Speaking of core learning design, the well-known ADDIE model is what we follow when working together with institutions so let’s come onto that now.
(Jo)
In practice, your subject expertise, ideas, and existing outline or course are the foundation for the five step design and development process highlighted here. Let’s detail each step:
-In Analyse, Pearson’s consultation elicits feedback by hearing from institution leaders, listening to lecturers, working with learning technologists, and asking learners (from the institution or Pearson’s learner Advisory Board).
-The culmination of these conversations is a unique solution which Pearson proposes and the institution feeds back on before jointly agreeing the optimum course solution.
-During course development, participation continues with user acceptance testing and any development services the institution chooses to contribute.
-To prepare for launch, we can do the technical integration and/or support the institution in doing so as well as construct a custom training and support plan so staff feel empowered.
-After course launch, collaboration continues with learner outcomes evaluations which factor in stakeholder satisfaction and learner success to evaluate course effectiveness and inform course revision.
The institution can be as involved as they so choose in these steps given their resources and expertise. At minimum, the institution plays a key role for reviewing work before it progresses to the next stage.
[CLICK] So now that you have a clearer picture of the work that needs to get done at each stage, we want to highlight the institution’s review stages at each step of the process. We adjust depending on what level of involvement interests you but this is our recommended model to ensure satisfaction.
(Jo)
Having seen our approach to great learning design and to working together, I hope you are picking up on our core values.
To make sure we have the right priorities, we did a round of customer research by engaging in 30-minute interviews with PVCs, deans, learning technologists, and lecturers about their priorities and course development process. From that customer research came the six foundational core values of our collaborative approach:
Flexible - Our service can be broken down in such a way that we can fill in the gaps in your institutional resources, helping with everything from individual asset creation to end to end development of a course.
Scalable – Our ability to scale enables us to develop multiple courses timed for the same launch date. In the past, institutions have requested we develop anywhere from 2-12 modules simultaneously.
Outcomes focused – We ask you which learner outcomes you want to achieve and keep that in our focus while making design suggestions. After the course has run a term, we track metrics for each learner outcomes so you can evaluation course success.
Multi-platform – We develop in any VLE. We have developed courses in Blackboard, Moodle, Canvas, Desire2Learn, Sakai, and several custom platforms.
Experience – We have worked with 80+ higher education institutions, for example: Birmingham City institution, Leeds Beckett institution, George Washington institution, Cornell institution, Babson institution, Taibah institution, Higher Colleges of Technology, Monash institution and Griffith institution.
Consultative – We respect that the ultimate decision power lies with the institution and make it our mission to empower those decisions by contributing our design and educational technology expertise to making bespoke suggestions.
(Helen)
I’d now like to more fluidly show you great learning design by demonstrating a live course example.
Communication Course - https://ariel.intrepidagile.com/ un, pw: Guestuser11, Pearson!
Demo #1
(Helen)
Now that you’ve seen a finished version, let’s take a step back and identify the design rationale we applied to get us from what an institution had before to what it had after we worked together. On the other side of your paper are two module diagrams that resemble this slide. These are real examples of an institution’s MBA module “Before” and “After” we worked together to design and develop a great course.
We are asking you to do is think about the 16 considerations we made in order to get to the “after” version. So your task is to look at the after and identify where the 16 considerations fed into the design. I’ll give you an example, we created a video introduction instead of a written introduction because the institution wanted the course to be personal and accessible.
[Lead timed activity]
Thanks for your participation! Now, Jo will explain what happens between “before” and “after” to enable these course improvements.
(Jo)
Bringing that level of attention and expertise to our design rationale is the reason one of our UK partners said this about working with us.
(Jo)
As we all well know, reflection can really help crystallise learning. We build that into our courses so learners have that opportunity. And we’ve built it into our session so you have that opportunity!
Please take one minute to think about any new ideas you have after engaging in this presentation.
Next, take two minutes to discuss those ideas with one of your neighbours.
Finally, we’ll take two minutes to listen to volunteers share their takeaways to the whole group.
(Jo)
As promised, we’ve saved time for questions. What may we answer for the group?
We’ll be around for the rest of the day so please find us if you’d like to discuss a question individually. Please take an invitation for our upcoming webinars to learn more. And please email me if you’d like to start a conversation about how we could design and develop great courses together!
Thank you for your participation!
This animated illustration explains the ADDIE process we use to work with institutions to design and develop great courses together.
[CLICK] Hyperlinks to YouTube