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Learning design exeter2014
The document outlines a structured approach to course design, emphasizing the importance of clear objectives, planning, and communication among stakeholders. It suggests strategies for effective delivery and assessment, while also addressing logistical challenges and learner engagement. Additionally, the document highlights the need for consistent documentation and permissions in educational settings.
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Learning design exeter2014
- 1. Hints and Tips GillianPalmer, FBILD
- 2. 11/04/2014Gillian Palmer, FBILD;ElementE Ltd Interiors Design Magazine via Lynne Hand‟s blog 2012
- 3. 11/04/2014Gillian Palmer, FBILD;ElementE Ltd
- 4. 11/04/2014Gillian Palmer, FBILD;ElementE Ltd
- 5. 11/04/2014Gillian Palmer, FBILD;ElementE Ltd
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- 7. Syllabus? Dates? Budget? Team? Last course material? ? 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 8. 11/04/2014Gillian Palmer, FBILD;ElementE Ltd
- 9. Initial idea Evaluate Deliver Test Refine proposal Develop Roughidea Identif y authority structure Link to QA sy stems Aims and learning objectiv es Def ine learners Content specif ication Learning modes Locations Timescales Costs Stage 1 Learning objectiv es Activ ity structure Assessment structure Content Stage 2 Phy sical product Brief ing documents Pre-course material Course Assessments Post-course Interv iews Forms Meeting CommunicateControls Customer quality processes Supplier quality processes CONTRACT Customer Supplier Finance Designers HR/Managers Marketing Designers Content specialists Media specialists Deliv ery specialists IS/IT Finance Pilot learner group Managers Deliv erers IS/IT Designers Administration IS/IT Deliv erers Learners Learners Managers Deliv erers Finance Marketing HR Operations Sign off Yes No Sign off Sign off Sign off Yes No 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
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- 12. 0900 Housekeeping Outline the objectives Start the subject People drift in Greet late arrivals and recap for them 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 13. Set timeclearly e.g. 0845 for 0850 start Disrupt the „here again‟ feeling Echo pre-gathered expectations ◦ coursework ◦ housekeeping 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
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- 15. Plan for it– proportionately • Expectations (pre-course) • Sanctions (contract stage) • Extension activities (they use the time) • Fresh air! 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 16. Used for: ◦Office work ◦ Over-running course items ◦ Medication – and food ◦ Personal phone/media 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 17. “It‟s a 4day course but only 12hours in the classroom – a waste of time!” 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
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- 19. Wrong sort Not available It breaks Staff/learners cannot use it 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 20. + + 1 2 3 11/04/2014Gillian Palmer, FBILD;ElementE Ltd
- 21. Three main sorts: 1.Outcomes/objectives v. content 2. Content v. audience 3. Rights/permissions 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 22. 1. 90% learningdesign framework pre- contract 2. 10% management (more coffee!) 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 23. Delivery timescalescarily short Contributors don‟t deliver 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 24. 11/04/2014Gillian Palmer, FBILD;ElementE Ltd
- 25. Your ownreputation for real deadlines Structured outsourcing Concise but sufficient briefings ◦ Avoid „catch-all‟ sets of online documents Tutor notes – looseleaf/multi-pdfs New hands to hubs, not highway Housekeeping sections early ◦ Assures people something is happening ◦ Fills time as other material appears ◦ Forces you to think through iconography Consistent file naming system Clear permissions immediately 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 26. Accreditation ◦ Cantake years, not days Assessment structure ◦ Activities will need redoing Permissions ◦ Drop material if necessary 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 27. Beware for: ◦multiple sites ◦ re-used materials ◦ overseas use ◦ flipped classrooms ◦ ePub3, etc If in doubt – ASK - and get answer in writing 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 28. Flipped courses ePub3 11/04/2014Gillian Palmer,FBILD; ElementE Ltd
- 29. Use for: Heavy/lengthyuse of online resources Reading Problem-solving in teams Case work analysis “Motivated” learners Accommodating lives and differences (Carefully) for re-engaging staff 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 30. Rethink when: Skillsor resources are missing Staff cannot balance/support teams with personality issues Assessment scheme is not in tune Course learning outcomes become misaligned with programme learning outcomes 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 31. Resources available? Time available? Sanctions available/necessary? 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 32. Icing nozzlesor course design ◦ A place for each but not the same Back to ….etc 11/04/2014Gillian Palmer, FBILD; ElementE Ltd
- 33. 11/04/2014Gillian Palmer, FBILD;ElementE Ltd
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Editor's Notes
- #4 Great designs photos taken from Wikimedia. Second photo is Chatsworth House. Need to chase sources for credits.
- #7 This design also links to solving a time problem that we’ll come to later
- #10 Learning Design Framework
- #11 Learning design to section
- #14 Housekeeping includes school run times, salaah
- #30 Motivation in different forms