The document describes the Arena Blended Connected (ABC) curriculum design method.
ABC addresses three key UCL educational initiatives through a rapid curriculum design workshop based on Laurillard's framework. The workshop uses learning type cards to map activities, assess blend, and design a connected curriculum with formative and summative assessment. The result is a storyboarded module plan with graphs showing the design's evolution. Next steps include an action plan, student journey map, and Moodle site development.
Our rapid blended learning design method is ACE! Clive Young
ALT-C conference, liverpool
Thu, Sep 7 2017, 10:45am – 12:00pm
Authors: Natasa Perovic, and Clive Young
Room: Harold Wilson (2)
Theme: Moving from the practical to the ‘publishable’
Type: 20-minute session
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Our rapid blended learning design method is ACE! Clive Young
ALT-C conference, liverpool
Thu, Sep 7 2017, 10:45am – 12:00pm
Authors: Natasa Perovic, and Clive Young
Room: Harold Wilson (2)
Theme: Moving from the practical to the ‘publishable’
Type: 20-minute session
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
(My) Key Concepts for Online Learning Design (2021)John MacMillan
Presentation slides from the 2021 Jisc ConnectMore session on online learning design. The presentation covered planning, resource design, and presence.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
(My) Key Concepts for Online Learning Design (2021)John MacMillan
Presentation slides from the 2021 Jisc ConnectMore session on online learning design. The presentation covered planning, resource design, and presence.
Speakers:
Dr Clive P L Young, advisory team leader digital education, information services division, UCL
Nataša Perović, digital education adviser, UCL
ABC is an effective and engaging hands-on workshop that has now been trialled with great success over a range of programmes.
In just 90 minutes, using rapid prototyping, teams work together to create a visual ‘storyboard’ outlining the type and sequence of learning activities and highlight assessment and feedback opportunities.
Viewpoints Assessment and Feedback workshops at the Ulster eLearning Conference 2010 - helping practitioners creatively reflect on their assessment and feedback practice, considering the student perspective.
Designing and Developing a Blended Course: Best Practices for Japanese LearnersParisa Mehran
This presentation outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University, implemented in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and development of the blended course will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design and development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. The use of Open Educational Resources (OERs) will also be expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits will be described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
This presentation is part of an interactive workshop session delivered at the 3rd CAMEL meeting between University of Ulster, University of Strathclyde and Open University. It gives a taster of the Viewpoints Information Skills and Assessment and Feedback workshop sessions.
A short presentation delivered as part of an interactive workshop session, at the CAMEL meeting between University of Ulster, Strathclyde and Open University. It demonstrates how the workshop session would work, using the Assessment and Feedback and Information Skills strands
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
Clive Young and Nataša Perovic
Digital Education, UCL - University College London
Presentation given to the Adolfo Ibáñez University, Santiago, Chile on 17 and 18 November 2016
The Application of Presentation Technologies in HE (1998)Clive Young
Essaka ML and Young CPL (1998) The Application of Presentation Technologies in HE, Harnessing New Technologies Seminar, University of Warwick, UK
Found this lurking on the web - a presentation I did over 15 years ago!
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
How can we move beyond recorded lectures?Clive Young
Sylvia Moes, Vrije Universiteit, Amsterdam and Clive Young, University College London
European Distance Education Network (EDEN) Conference, June 2012, Oporto, Portugal
as part of the Erasmus REC:all project [http://www.rec-all.info/]
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Digital Tools and AI for Teaching Learning and Research
M25 ABC Curriculum Design
1. Clive Young and Nataša Perović
E-learning Environments, UCL
Arena Blended Connected (ABC)
2. Arena Blended Connected
Rapid development curriculum design method based on
Addresses three key UCL educational initiatives
A B C
3. Learning types
Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology.
New York and London: Routledge.
4. A framework for diverse &
good curriculum design
Connected Curriculum
5. “Gamestorming” – high-energy academic engagement
time-bound (90’)
activity-based design
deliberately analogue
conversational
consensus – shared vision
creative
narrative – storyboard
based on theory
6. Learning types cards (front)
learning activity types on one side and examples of activities on the other
7. Learning types cards (back)
learning activity types on one side and examples of activities on the other
9. Learning types activities , V- Visible learning A - can be assessed (F or S)
Investigation
Interview an expert (video/forum/chat) V
Literature reviews and critiques
(forum/blog/wiki/RSS) V/A
MCQs - formative with automatic feedback V/A
Develop a shared resource library
(database/glossary/wiki) V/A
Shows/demonstrates learning (displays, posters,
presentations) V/A
Portfolios (MyPortfolio) V/A
Case studies (forum, lesson) V/A
Summarisation tasks (upload texts – individual or
group) V/A
Rapid-fire exam questions (forum) V/A
Concept mapping (external) V
Create video of performance (media) V/A
Audio commentary of performance (media) V/A
Skype or virtual classroom 'viva' V/A
Make and give a presentation (external) V/A
Video blog (external) V/A
Write a report (external) V/A
Make an analysis (external) V/A
Case studies V/A
Advanced role play – you are the consultant etc. V
Action plan for workplace V/A
Action plan for further study V/A
Authentic research / data analysis – write a paper
V/A
Prepare professional briefing V/A
Create, make a case (study) V/A
Create podcast (media) V/A
Work assignment (blog/report) V/A
Interview professional colleagues V/A
Lead a group project V/A
Practice Production
Web search (forum, wiki) V
OER resources (external)
Literature reviews and critiques
(forum/blog/wiki/RSS) V
Field/lab observations (media/blog/wiki) V
Action research V
Authentic research / data analysis – write a paper
V
Lead a group project V
MCQs - formative with automatic feedback V/A
Online role play (forum, virtual classroom)
Reflective tasks – group or individual (forum) V/A
Case studies (forum, lesson) V/A
Rapid-fire exam questions (forum) V/A
Advanced role play – you are the consultant etc. V
;
Acquisition
Guided readings (library resources)
OER resources (external)
Podcast (media) V if students do it
Webinars (virtual classroom) V
Q&A forum (forum, where teachers answer
student questions) V
Video lectures (webcast),
YouTube videos (external)
Field/lab observations (media/blog/wiki) V
MCQs - formative with automatic feedback V
Portfolios (MyPortfolio) V
Collaboration
Collaborative wiki - what do we know about ...?
V/A
Develop a shared resource library
(database/glossary/wiki) V
Social networking – participate (external) V
Special interest groups - share on a topic (forum) V
Mentor other learners V
Interview an expert (forum/chat) V
Webinars (virtual classroom) V
Model answers/examples of previous work (forum)
Analyse chat text (in course or uploaded) V
Job/professional reflections (blog) V/A
Group discussions on the topic, problem, reading
(chat/blog/wiki) V/A
Social networking – participate (external) V
Reflective tasks – group or individual (forum) V/A
Special interest groups - share on a topic (forum) V
Lead a group project V/A
Discussion
10.
11.
12. Workshop schedule:
1. Module info and graphs sheet
• Tweet your module – tweet size description of your module
• Module shape (Learning types activities graph) distribution of
learning types
• Blend – (blended graph)
2. Storyboard sheet
• Storyboard – learning types sequences and activities
• Assessment – align activities and assessment
3. Module info and graphs sheet
• Review the graphs – what has changed? Why?
4. Actions – what next for team?
13. Arena Blended Connected (ABC) curriculum design workshop
Programme
Module name
new module / module review
Academics
Module summary (tweet size description of your module):
Action points:
ELE workshop facilitators
Workshop date
Acquisition
Investigation
Production
Practice
Collaboration
Discussion
How do you envisage your module will look on the graph above? (in red - at the beginning of the workshop)
Your module activity graph at the end of the workshop (in blue)
Learning types activities graph
Where do you want to be on the scale (in red)
What is your position at the end of the workshop (in blue)
face to faceonline
Blended graph
Formative assessment
Summative assessment
Pre - workshop
Post - workshop
x
x
14.
15.
16. Arena Blended Connected (ABC) curriculum design workshop
Programme
Module name
new module / module review
Academics
Module summary (tweet size description of your module) :
Action points:
ELE workshop facilitators
Workshop date
Acquisition
Investigation
Production
Practice
Collaboration
Discussion
How do you envisage your module will look on the graph above? (in red - at the beginning of the workshop)
Your module activity graph at the end of the workshop (in blue)
Learning types activities graph
Where do you want to be on the scale (in red)
What is your position at the end of the workshop (in blue)
face to faceonline
Blended graph
Formative assessment
Summative assessment
Pre - workshop
Post - workshop
x
x
x
Pre - workshop
All you need to know about use of videos in 21st century teaching
Arena digital
Use of videos in teaching
Anna Moore, Jon Grabol
CY, NP
5th June 2015
27. Arena Blended Connected (ABC) curriculum design workshop
Programme
Module name
new module / module review
Academics
Module summary (tweet size description of your module) :
Action points:
ELE workshop facilitators
Workshop date
Acquisition
Investigation
Production
Practice
Collaboration
Discussion
How do you envisage your module will look on the graph above? (in red - at the beginning of the workshop)
Your module activity graph at the end of the workshop (in blue)
Learning types activities graph
Where do you want to be on the scale (in red)
What is your position at the end of the workshop (in blue)
face to faceonline
Blended graph
Formative assessment
Summative assessment
Pre - workshop
Post - workshop
x
x
x
All you need to know about use of videos in 21st century teaching
Arena digital
Use of videos in teaching
Anna Moore, Jon Grabol
CY, JG, NP
5th June 2015
x
Post - workshop
Draw new graphs if there were any changes to the initial shape
and blend of the module
33. Suggestions for what next?
ABC curriculum design
Student journey
Connected curriculum
Digital literacies
QA
Publicity etc
Action plan Development schedule (activities and assessment)
Storyboard Moodle site plan (Moodle benchmark)
35. ABC curriculum design
For questions and workshops contact:
c.p.l.young@ucl.ac.uk
n.perovic@ucl.ac.uk
More information:
http://blogs.ucl.ac.uk/ele/2015/04/09/abc-arena-blended-connected-curriculum-design/
http://blogs.ucl.ac.uk/ele/2015/09/30/9169/
Editor's Notes
CENTRE - Every year of study, every programme
Inspire program teams to enhance connections across years of study, between staff and students, and between disciplines
Think about nature of ‘research’ in and beyond one’s own discipline
Framework for good curriculum design: Diversity & Department-specific
01 - Students make connections & conversations
‘Meet your researcher’
Revisiting personal tutor’s role
02 -Sequence of research learning
Engaging in research process and thinking at every stage
‘capstone’ research opportunity
‘Vertical’ modules
03 - Clear opportunities to connect subject learning with other disciplines
Linking out to the wider world, global citizenship
04 - Opportunities to connect with wider learning and skills
Teamwork, project mgmt, creativity, leadership
Ability to articulate relevance of learning and skills to future career
05 - Assessment as research ‘output’
Articles, blogs, exhibitions, presentations, videos
Impact beyond university
Relevance to career
06 - Sense of belonging, being part of a community
Connecting with each other
Group projects
Peer mentoring
Module info and graphs sheet
Tweet your module – tweet size description of your module
Module shape (Learning types activities graph) distribution of learning types
Blend – (blended graph)