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Activity-based approach to curriculum design
Professor Linda Creanor, Sheila MacNeill, Jim Emery Blended Learning Team, GCU LEAD
With acknowledgements to:Professor Gilly Salmon, University of Western AustraliaProf Alejandro Armellini, University of Northampton
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
To plan the development of online programmes through –
creating a curriculum design framework for online programmes and modules
developing a team-based approach
sharing experiences and ideas
http://ow.ly/JcJEl
10.00 – 10.10 Welcome and introductions
10.10 - 10.20 Overview of ‘Carpe Diem’
10.20 – 11.00 Blueprint and Action Plan
11.00 – 11.10 TEA / COFFEE
11.10 - 11.50 Creating Storyboards -Calendar for the moduleTopics coveredAssessment and feedback pointsLearning activitiesResourcesTools and techniques
11.50 – 12.00 Summary and next steps
What are the essential aspects of your programme?
Aims and learning outcomes?
How can these be assessed?
What about feedback?
http://farm3.static.flickr.com/2059/2237177661_99d3e8de8e.jpg
Digital Learning/
Technology
Enablers
What needs done?
Who will do it?
Help needed and from whom?
Risks Completion date
Assessment and feedback
Learning activities
Communication & collaboration
Learning resources
SupportAcademic, technical,
facilitation
Technology & tools
VLEBlogsWikisSocial media
PodcastsVideo
E-portfolioFile-
sharingMobile
………
Module calendar
Topics covered
Assessment & feedback points
Learning activities
Resources
Tools and techniques
Possible consequences:•Undistributed student workload•Teachers not seeing student conceptions till too late•Final assessment too high stakes
Mark Russell, ESCAPE project, University of Hertfordshire
Possible consequences:•Engages students early with the curriculum•Students workload reasonably well spread out•Not reliant on high stakes assessment activity•No opportunity to provide feedback after the third assessment
Mark Russell, ESCAPE project, University of Hertfordshire
Possible consequences:•Engages students early with the curriculum•Students workload evenly distributed•All assessments are low/medium stakes •Could be demanding of staff /student time•Can assess specific parts of the curriculum•Teacher gains early feedback on student performance & understanding
Mark Russell, ESCAPE project, University of Hertfordshire
Feedback should be :
A dialogueSupportive of future learningTimely Related to clear criteriaAccessible to all students A continuous processAvailable on all forms of assessmentFlexible and suited to students’ needs
Feedback for Future Learning, http://www.gcu.ac.uk/futurelearning/
They should be –
Motivating
Interactive
Flexible and
adaptable
Customisable
Carpe Diem web site http://www.gillysalmon.com/carpe-diem.html
REAP Project, http://www.reap.ac.uk
Feedback for Future Learning, Glasgow Caledonian University, http://www.gcu.ac.uk/futurelearning/
Escape Project, University of Hertfordshire, http://jiscdesignstudio.pbworks.com/w/page/12458419/ESCAPE%20Project
Jisc Design studio, http://jiscdesignstudio.pbworks.com/w/page/12458422/Welcome%20to%20the%20Design%20Studio
Jisc (2009) Effective Assessment in a Digital Age, http://www.jisc.ac.uk/digiassess
MacDonald, J. & Creanor, L. (2010), Learning with online and mobile technologies: a student survival guide, Gower http://www.gowerpublishing.com/isbn/9780566089305
Nicol, D. (2009), Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment and Evaluation in Higher Education, 34 (3), 335 -352.
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