The document discusses the CAPDM model for developing learning materials. It recommends investing in standards to ensure long-term usability and reusability. Developing materials through a single source publisher can reduce costs by 40-60%. Working with an experienced partner can help share best practices. The document also discusses flexible learning approaches, components of online courses, integrating learning objectives with feedback, and how a managed learning environment can improve quality and efficiency.

2. Concept guidance: The CAPDM Model
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3. An information architecture
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4. Goal: Multiple outputs
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5. Production costs over time
Worst case
Ideal
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6. Key conclusions from this model
• Quality learning materials are assets. Good ones take significant
effort and resources to produce. Secure your investment in them.
• Investing in standards (XML, JPEG …) is cost effective, helps to
prevent legacy problems, ensures long-term reusability, and
allows greater vendor independence.
• It is more efficient to produce learning materials using a single
source publishing solution. 40-60% cheaper overall.
• A good way to deliver best practice learning designs and
environments is to work with a partner that does a lot of this.
Typical production tools and rich outputs >>
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7. Share programme development
Shared development process lets each partner applying their strengths
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8. The flexible learning spectrum
• Learning can be Individual, Cooperative or Collaborative.
• Individual learning provides much individual flexibility, but little
learning community.
• Cooperative learning provides much individual flexibility and
access to a learning community.
• Collaborative learning required participation in a learning
community, but limits individual flexibility.
Morten Flate Paulsen, NKI.
The spectrum of flexible learning study modes available to educators
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9. Student centred learning
Each student needs to access the available resources,
human and machine, to facilitate their preferred style of
learning. The learning process might be tasked thus:
• Motivation – inspire and convince the learner of the
importance of the subject.
• Acquisition – absorb the knowledge from its source.
• Contextualise – apply the knowledge to a relevant
situation.
• Evaluate – assess if the knowledge is properly
understood.
Source: erisa paper “Reforming Education”
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10. Types of course components
Content components VLE/LMS components People components
For management Virtual Campus Environment. Teacher, Tutor, Trainer.
Competency Framework or Syllabus; Enrolment and administration Assessor, Examiner.
Learning Outcomes; Learning Objectives. support. F2F Lessons, Tutorials,
For design Interactive Course Content Field Trips, Practice.
Programme Specification; Design and Delivery and Reveal. Live Online Tutorials
Style Guide; Course Specification; Authors File Management. and Chat.
Guidelines; Teaching Guidelines; Student Discussion Forums, Notice Tutor Marked
Handbook; Course Guide; Study Plan. Boards, Messaging. Assignments.
For knowledge delivery Synchronous Chat / Progress monitoring.
Course Text/Topics; Workbook; Discussion Conferencing. Help / FAQs.
Papers, Cases, Articles; Tutorials; Key Wikis, Blogs and Diaries
Concept Gateways; Q&A Bank; Glossary;
Reference List; Resource Bank. eAssessment , Grading,
Certificate of Achievement.
For assessment
Peer to Peer Assessment.
Inline Quiz; Unit Quiz; eQuiz; Self -
Assessment; Mock Exams; Past Papers & Assignment collection.
Answers. Digital Workbook / Portfolio.
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Search, Tools and Linking.

11. Programme design - onion
Standardise your programme design – all modules the same feature set
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12. Learning objective feedback
Coupling Learning Objectives to Personalised Feedback
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13. Example content synergy:
Interactivity spectrum
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14. In fact, a complete
Managed Learning Environment
Integrated production, delivery and administration components make for a
Managed Learning Environment, better quality, and more efficient operations
JISC derived diagram
illustrating 3 core
components to a
managed learning
environment
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15. DGBIE Business Plans
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+44 (0)131 477 8620