Workshop slides

Outcomes By the end of the Carpe Diem workshop the participants should be• able to create:

• a blueprint poster with a mission statement and a ‘look and feel’ statement for the module they are designing

• outcomes that are aligned to the mission statement and ‘look and feel’ of the module being designed

• a storyboard that shows the sequencing of content, teaching activities and assessments for the module they are designing

• at least two prototype e-tivities for the module they are designing• willing to adapt

• their module design in response to feedback received from student reality checkers• able to engage:

• in a continuing module design process on their own• able to evaluate:

• the constructive alignment of the newly designed module• the new module in order to identify what needs to be changed

Day 1

Important links• Link to NMMU Learn site (Moodle)• http://learn.nmmu.ac.za/• Log on with staff credentials

• Link to Carpe Diem for Engineering• http://learn.nmmu.ac.za/course/view.php?id=2993 • Enrolment key: seize

• Link to collaborative document & workshop artifact: http://tinyurl.com/j8au32r

Collaborating on a single document• Carpe Diem Planner• To access this file:http://tinyurl.com/j8au32r

Introduction Anne Olsen / Ronelle PlaatjesAlan Roberts

Cool Concept cards

Blueprint PosterLinda MostertAnne Olsen Ronelle Plaatjes

Feature Cards

Feature Cards instructions

Mission statement: This module is for [who] to help them

achieve [what] (25 words)

Look & feel of the module(6 non-negotiables from feature cards)

Module outcomes:

By the end of the module students should be able to…

• • • • •

Module outcome

Assess-ment

Teaching &

Learning Strategy

Module outcome

Assess-ment

Teaching &

Learning Strategy

StoryboardAnne Olsen Linda Mostert Ronelle Plaatjes

5 Stage Model

Example

• 6 weeks in total• Target audience: staff at your institution• 4 hours of student work per week• CPD at Master’s level

2 weeks online

2 weeks f2f

2 weeks online

Knowledge and Understanding• Conceptualise learning design• Relate and interpret key theories in TEL• Make informed judgments about

applications of OERs and OEPs

Subject-Specific Skills• Apply a range of learning design methods• Critically analyse and evaluate examples of

learning innovation• Identify and incorporate the use of the OERs

Key Skills• Demonstrate self-direction in planning, implementing and

evaluating the use of technologies for communication and learning

• Develop effective strategies for promoting independent learning, reflection, communication and collaboration

• Demonstrate an ability to problem solve and think creatively

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

Intro TEL & Learning Innovation

Learning Design Activity DesignAssessment &

Feedback OER & MOOC Revision

A 1,500 case study of a learning innovation (8th Apr)

An example of learning design (9th May), including:a. A storyboard and the blueprint of a

module/course (500 words)b. The design of a 3-hour learning

session (1,500 words)c. A sample of assessment (1,500

words)

1.1 & 1.2 Online learning

10 Feb(1h)

Overview of learning technologies and learning theories

Self-study materials (To be completed before F2F seminars)

Face-to-Face Seminars & Tutorials

17 Feb(1h)

24 Feb(1h)

2 Mar(1h)

9 Mar(1h)

16 Mar(2h)

23 Mar(2h)

13 Apr(1h)

20 Apr(1h)

27 Apr(1h)

4 May(2h)

3 Feb(1h)

2.1 Analyse examples of TEL

2.2 Develop case study of learning innovation

E-tivities (To be completed before or after F2F seminars)

Overview of learning design approaches

3.1 Develop Learning Outcomes statements

3.2 Develop Storyboard

3.3 Develop a 3-hour learning session

Timeline & Topics

Overview of the frameworks for designing online/blended learning activities

4.1 Develop E-tivities

Overview of current development in assessment & feedback

5.1 Good assessment practice

5.3 Develop a sample assessment

5.2 Good feedbackpractice

Overview of OER and MOOC

6.1 Finding OERs

Instructions• Divide the storyboard into weeks of delivery• Divide the weeks into sessions• Place outcomes (use orange sticky notes)

• Decide how many weeks it will take to complete the outcomes

• Break outcomes down into topics / criteria (Green)• Use the yellow sticky notes to indicate what teaching strategies will be

used • Indicate face to face or online (at least 1 e-tivity)

• Indicate assessments using pink sticky notes • Informal assessments • Peer assessments • Formal assessments

• Show how different topics, strategies & assessments link to outcomes

Resource

Module name

6 Weeks

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

S1 S2 S3 S4 S5 S6 S7 S8 S9 S S S S S S S S S

LO1

Recess

LO3

LO 4

Revision

e-tivityAC AC AC

Peer assess

Exam

Class test

LO2

T1 T2 T1 T2 T3

Day 2

ReflectionLinda Mostert

Building a prototypeAnne Olsen Ronelle Plaatjes Simon Goldstone

Build an activity

Sociali-sation

Motivation

Adapted for face to face

Build an e-tivity online

Build an e-tivity templateIntroduction

Benefit:Time:

You may want to give the student an indication of the level of complexity of each task, and an indication of how much time they should expect to spend on it. This can help them plan their time effectively.

Spark: Add a spark here to engage and orient the users – an image, a controversial statement, a headline, a video (don’t forget to cite the source)

Purpose: A short student focused statement of the purpose and goal – as a student, why should I spend time on this activity? It may help to draw links to learning outcomes and assessment.

Task:

This should be an active learning task, requiring some form of engagement with the resources or information in order to make meaning from it, or link it to practice.

You can either provide the resources to be used here, or ask the students to find and share them

Remember just watching and reading are “passive” activities – ask them to do something with the information (post a reaction, present a supporting or opposing view, etc.)

Reflect & Feedback:

This part of the task is important for consolidation or challenge. It’s a good opportunity to ask students to share their ideas (e.g. to review each other’s notes and add value), and to review their own work in the light of each other’s comments.

Resources:

Example of an e-tivity

Important links

Link to NMMU Prototype sites• http://

learn.nmmu.ac.za/course/index.php?categoryid=255 • Enrolment keys• CD Prototype Common Module for Engineering: commoncd• CD Prototype Mechanical Engineering: mechcd• CD Prototype Electrical Engineering: eleccd• CD Prototype Civil Engineering: civilcd• CD Prototype Industrial Engineering: indcd

Reality checkLinda MostertAnne Olsen

Reality checker’s form• First impressions• How easy is the activity to navigate?• Is it clear what you are supposed to do? Describe

any issues• List 2 of the features of the activity you found

enjoyable and/or effective • How would you improve the activity?• Overall commetns?

Sharing best practice• What is already happening in the online space?

• Volenteers?

Putting our noodles together on Moodle

Review & AdjustLinda MostertAnne Olsen

Planning the way forwardAnne Olsen Ronelle Plaatjes

FeedbackAnne Olsen Linda Mostert Ronelle Plaatjes