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JISC D4L project A User-oriented Planner for Learning Analysis and Design. Decision flow for Module Planner v9.4. Support. Define title, level, term, credit hours, contact hours, No. of students, No. of weeks. Module Outline. Enter Module Aims, Topics, LOs, TMs, FAMs, SAMs as simple lists. - PowerPoint PPT Presentation
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Decision flow for Module Planner v9.4
JISC D4L projectA User-oriented Planner for Learning
Analysis and Design
Module Outline
Link Module Aims to Topics
Define title, level, term, credit hours, contact hours, No. of students, No. of weeks
Publish to students and staff
Enter Module Aims, Topics, LOs, TMs, FAMs, SAMs as simple lists
Inputs
Required decisions
Results of decisions
Link Topics and LOs
Link LOs and TMs
Link LOs and FAMs
Go to any stage at any point
Optional decisions
Inspect coherence
Advice
Exemplars
Case studies
Local data
Descriptions
Support
Inspect coherence
Inspect coherence
Inspect coherence across all inputs
Support
Inspect resultant staff workload
Module Resources
Distribute learner’s time over TMs
Publish to students and staff
Define maximum group sizesInputs
Required decisions
Results of decisions
Assign staff workload to senior and support staff
Estimate preparation time needed
Define reuse of materials
Estimate presention time needed
Define ratio of cognitive activities by TM
Estimate definitions of staff time
Inspect plan for resource deployment
Go to any stage at any point
Optional decisions
Inspect resultant student workload
Inspect resultant student experience
Support
Display Teaching Methods
Module Calendar
Inspect staff workloads by week
Display weeks and Topics with LOs, TMs, AMs attached
Publish to students and staff
Realign Topics by Week
Inputs
Required decisions
Results of decisions
Redistribute TMs by week
Inspect student workloads by week
Go to any stage at any point
Optional decisions
Inspect viability
Advice
Exemplars
Case studies
Local data
Descriptions
Support
Inspect Totals, viability
Support
Recalculate database values for TM totals, staff time, and TM links to Topics, LOs, and AMs
Display TM hours by Week, Cum and Target totals, Weekly workloads available
Code: Time students spend studying without lecturer involvement
This information will be carried through the Module Plan.You can return to change the information at any stage.Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option.
Module Outline Basic data
Module Resources
CalendarSession Design
Title:
Level: Credit hours: Contact hours: Non-Contact hours:
Credit hours = Contact hours + Non-Contact hours
Term:
Overall Module Aims
Number of students:
Number of weeks:
Certificate
Select Module or insert new title
Save as
Module Outline step 2
Continue
Link to standard definition
This information will be carried through the Module Plan.You can return to change the information at any stage.Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option.
Module Outline step 1
Module Resources
CalendarSession Design
Title:
Topics
Title brought forward
Save as
Module Outline Topics and LOs
Continue
+
Learning Outcomes
+
Topic
Topic
Topic
Topic
Topic
Topic
Topic
Topic
LO
LO
LO
LO
LO
LO
Add Topics. Add Learing Outcomes.Link the Topics and Learning Outcomes by…If you revise any wording this will be saved when you click on ‘Save as’.
This enables you to check the completeness of the two lists - is each Topic adequately covered by its associated Learning Outcomes?- is each Learning Outcome adequately addresse by its associated Topics?
Module Outline step 1
Module Resources
CalendarSession Design
Title: Title brought forward
Save as
Module Outline LOs and TMs
Continue
Learning Outcomes
Teaching Methods
Learning Outcome 1 Learning Outcome 2Learning Outcome 3Learning Outcome 4Learning Outcome 5
Teaching Method 1Teaching Method 2Teaching Method 3Teaching Method 4
Add Teaching MethodsLink Learning Outcomes to Teaching Methods by…If you revise any wording this will be saved when you click on ‘Save as’.
This enables you to check the completeness of the two lists - is each Learning Outcomes adequately covered by its associated Teaching Methods?- is each Teaching Method linked to all appropriate Learning Outcomes?
This information will be carried through the Module Plan.You can return to change the information at any stage.Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option.
Same time, same place:
Class session (lecture, demonstration)
Small group session (tutorial, seminar)
Structured group work
Collaborative project work
Field trip
Workshop
…
Same time, online:
Class session (streamed video)
Small group session supervised
Structured group work
Collaborative project work
Virtual field trip
Virtual workshop
…
Asynchronous, online
Class session (video download)
Small group session supervised
Structured group work
Collaborative project work
Virtual field trip
Virtual workshop
…
Individual
Individual use of narrative resource for reading, listening, watching
Individual use of interactive, collaborative, adaptive or productive medium
Module Outline step 1
Module Resources
CalendarSession Design
Title: Title brought forward
Save as
Module Outline LOs and AMs
Continue
Learning Outcomes
F Assessment Methods
Learning Outcome 1 Learning Outcome 2Learning Outcome 3Learning Outcome 4Learning Outcome 5
F Assessment Method 1F Assessment Method 2F Assessment Method 3
These refer to formative assessment only, i.e. they are part of the learning process and learners receive feedback to help them improve their performance.
Add Formative and Summative Assessment MethodsLink Learning Outcomes to Assessment Methods by…If you revise any wording this will be saved when you click on ‘Save as’.
This enables you to check the completeness of the two lists - is each Learning Outcomes adequately tested by its associated Assessment Methods?- is each Assessment Method linked to all appropriate Learning Outcomes?- are the formative AMs sufficient preparation for the summative AMs?
This information will be carried through the Module Plan.You can return to change the information at any stage.Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option.
S Assessment Methods S Assessment Method 1S Assessment Method 2
Module Outline step 1
Module Resources
CalendarSession Design
Title: Title brought forward
Save as
Module Outline Check
Continue
Teaching Methods
F Assessment Methods Teaching Method 1
Teaching Method 2Teaching Method 3Teaching Method 4Teaching Method 5
Assessment Method 1Assessment Method 2Assessment Method 3
Link each Module Aim to its associated Topic(s), LO(s) and AM(s) by…If you revise any wording this will be saved when you click on ‘Save as’.
This enables you to check the coherence of the Module design overall:
- is each Module Aim adequately addressed by the Topics, Learning Outcomes and Assessment Methods?
This information will be carried through the Module Plan.You can return to change the information at any stage.Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option.
Module Aims
Module Aims 1 Module Aims 2Module Aims 3
Topics Topic 1 Topic 2Topic 3Topic 4Topic 5…
Learning Outcomes Learning Outcome 1 Learning Outcome 2Learning Outcome 3Learning Outcome 4Learning Outcome 5
Module Outline step 1
Module Resources
CalendarSession Design
Module Outline step 2
Continue
Select Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner’s time over TMs
Define ratio of cognitive activities
The following slides go through the stages of Module Resource planning, then return to Calendar planning
Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . Online synchronous audio conferencing . Tutor-marked assignment . . . . . . . . . . . Computer-marked assignment . . . . . . . .
Additional teaching methods
Other?. . . . .
Printed teaching materials for self study, generated by the academic: books, course notes, workbook, supplements, etc. designed for learners to attend to, rather than 'investigate'. Not the same as ‘primary’ material already existing, which counts as ‘set reading’. They may include suggestions for activities or exercises for students to do without supervision. Examples
This selection will be carried through the Module Plan.You can return to make a new selection, or write in an additional method at any point.
Continue
Revise according to TM list in Module Outline??
Display Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner time over TMs
Define ratio of cognitive activities
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . . . . . .Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .
Hours
20102010105030203030105010
300
300
Cumulative total
Target Credit hours
Teaching Methods - Distribute learner’s timeYou can decide here how you want to assign the total student learning time for the Module across the different teaching methods. Your cumulative total should match the Credit hours total defined for the Module.Rollover to see definition and links to examples
Continue
Display Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner time over TMs
Define ratio of cognitive activities
Teaching Methods - Define your maximum group sizeOptional - Calculations of staff time needed for the Module will use the default estimates
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . . . . . .Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .
Edit the maximum student group size to suit your context
20010201010
n/an/an/an/a30
6n/an/a
The maximum group size you assign to a teaching method affects the learner’s experience, as smaller groups require more active involvement from each student. It also affects the number of staff required.The default figures shown are typical, and can act as a guide, but may not be optimal for every context.
Continue
Display Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner time over TMs
Define ratio of cognitive activities
hour lecturehour tutorialhour seminarhour workshophour fieldwork exercisestudy guide it takes students hour(s) to studyreading it takes students hour(s) to readtool it takes students hour(s) to studyweb resource it takes students hour(s) to studyonline conference students take hour(s) to usehour audio conferenceassignment it takes students hour(s) to produceassignment it takes students hour(s) to work through
1
1
2
1
31
Teaching Methods - Estimate time required for preparation Optional - Calculations of staff time needed for the Module will use the default estimates.Rollover to see definitions and links to examples
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . . . . . .Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .
1
Edit the estimates of preparation time to suit your context.Prep time (hrs): for a:
.5
4
0
48
1
1
1
1
1
51
.53
.5
0
1
01
The ratio between preparation time and learner study time affects the total staff time needed for the Module, which will be calculated from these figures.Zeros mean ‘negligible’ preparation time.The default figures shown are drawn from staff data, and can act as a guide, but will vary for different contexts.Preparation time can be reduced by reusing existing materials in the next stage.
Continue
A physically-located workshop environment could be constructed, as in a classroom, or visited, as on a field trip, or provided, as in a laboratory. The time spent providing equipment or travel is not included here, only the time spent preparing and presenting the teaching, and study time
Display Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner time over TMs
Define ratio of cognitive activities
Teaching Methods - Define reuse of materialsOptional - Calculations of staff time needed for the Module will use the default estimatesRollover to see definition and links to examples
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . . . . . .Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .
Total student hours
Decide what % of each Teaching Method will reuse materials.% Reused
Default estimates for reuse assume that preparation time can be reduced, on average, to around 20-25% of the time taken to prepare new materials. With reuse, the preparation time is spent on research, selection, evaluation and adaptation, instead of design and development.You can edit reuse estimates and also decide on the approximate % of reuse for each Teaching Method (the default is zero).
Continue
20102010105030203030105010
8090
080
090
1001080
050
0100
Display Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner time over TMs
Define ratio of cognitive activities
Teaching Methods - Estimate time required for presentation Optional - Calculations of staff time needed for the Module will use the default estimatesRollover to see definition and links to examples
Online asynchronous conferencing . . . . . . . .
Tutor-marked assignment . . . . . . . . . . . . . . .
Default estimates for presentation time are calculated from the contact time for the face-to-face Teaching Methods.For most other methods there is no presentation time as they are used by students unsupervised.For these methods, staff time is needed for supervision, though not face-to-face.
Continue
Assumes half an hour per student group study hour, to initiate discussion, read through comments, and generate feedback and commentary on student discussions. Assumes ground rules in place to constrain student input. Effect of CMC group size and number of groups is taken into account elsewhere.
It takes hour(s) to monitor and contribute to a conference for every hour(s) a student should spend working on it
.5
It takes hour(s) to mark an assignment it takes a student hour(s) to produce
.5
1
5
Edit estimates for ‘presentation’ time to suit your context.
Display Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner time over TMs
Define ratio of cognitive activities
Lectures
Tutorials
Seminars
Workshops
Fieldwork
Study guides
Set readings
Computer-based tools
Web-based resources
Online asynchronous conferencing
Online synchronous audio conferencing
Tutor-marked assignment
Computer-marked assignment
Lecture method (staff time in hours)
Max Group sizeMax Group size
Time allocation perTime allocation per
Staff time required isStaff time required is
2020
1 hour1 hour
vv
vv
||||||||||||
Click to add a method to the listClick to add a method to the list
This will appear as a dialog window
Lecture method (Student time in hours)
vv
vv
||||||||||||
vv
vv
||||||||||||
11 forfor
preparationpreparation vv
Show output
Student time requiredStudent time required1
1 forforattention
attention vv
Click to add text Click to add text
Click to add text Click to add text
Lecture method (resources use/reuse)
Time required preparing resourcesTime required preparing resources1
1
% Time saved in reusing resources% Time saved in reusing resources.2
.2
This is an alternative approach to the input, enabling the user to work on one TM at a time to specify its characteristics, then inspect the resulting balance across all TMs.
Staff time required isStaff time required is1
1 forforpresentation
presentation
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . . . . . .Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .
Max group size
20010201010
n/an/an/an/a30
6n/an/a
Hours
20102010105030203030105010
300
300
1001060
00
90100
10903010
00
010
0303010
05010
0103030
080302020
0000
7080
00
000
4040
00
30000
2020
00
101010
00
10000
5050
Attend(Narrative)
InvestigateInteractive
Discuss(Communicative)
Practice(Adaptive)
Produce(Productive)
Teaching Methods - Define the ratio of cognitive activities for each TMOptional - Calculations of learner experience will use the default estimatesEach Teaching Method affords a probable ratio of time spent on the five different kinds of cognitive activity shown.Rollover to see definition and links to examples
Edit estimates for the ratio of cognitive activities to suit your teaching style
Default ratios of cognitive activity are shown for each of the selected Teaching Methods.The totals for each cognitive activity are calculated from the distribution of hours and group sizes you have assigned. To achieve a different learner experience, change either the assignment of hours to TMs, or the ratios, or the group sizes. Continue
Learner is working actively with materials or resources to find out information, analyse and explore others' ideas, but not focused on generating their own ideas. Not 'experimenting', therefore, which would come under 'practising'.
40 20 10 10 20 - the learning experience
Cumulative total
Target Credit hours
Display Teaching Methods
Define maximum group size
Estimate preparation time
Define reuse of materials
Estimate presentation time
Distribute learner time over TMs
Define ratio of cognitive activities
Inspect resultant staff time
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .
3010
10
50
30
4080
1205
30101010
3080151080
1508045209010
150 185 215 400
Student contact time
Student study time
Staff prep’n time
Staff pres’n time
Total staff time
Time in hours
Teaching Methods - Inspect the staff time workload resulting from the previous decisionsOptional - Calculations for the Calendar, and for the break-even fee will use these values.Click to expand or contract any column
There are several ways of reducing total staff time:1. Change the amount of reuse of materials2. Select Teaching Methods with more learner activity and/or peer support3. Change estimates of staff preparation and/or presentation time4. Increase the maximum group size allowance
Continue
Option 1 is good, if the materials are good, because it releases staff time.Option 2 is good, if there is still sufficient teacher contact, because it improves the
quality of the learner experience.Option 3 may reduce quality if preparation or presentation time is cut too much.Option 4 is less good because it reduces the quality of the learners’ experience
Assign staff workload
Inspect resultant staff time
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .
120 5
30101010
3010
10
1205
30101010
3080151080
1508045209010
185 215 400
Target prep’n time
Target pres’n time
Senior prep’n time
Senior pres’n time
Total senior time
Time in hours
Teaching Methods - Assign the staff workload to senior and support staffOptional - The default assumption is that all teaching is done by senior staff, which affects the break even fee.As you assign time to support staff, the senior staff time reduces accordingly
To calculate the break-even fee for the teaching element of the ModuleEnter the cost per day (these are default values only) for a member of Senior staff £350 Support staff £250
For the data entered so far, the break-even fee is estimated as £200 per student
Continue
Assign staff workload
Support prep’n time
Support pres’n time
Cum prep’n time
215
Total support time
Cum pres’n time
1205
30101010
3080151080
185185 215
The break-even fee can be improved by:1. Reducing the staff cost per day above2. Increasing the use of support staff above3. Reducing student numbers if presentation time is high, or increasing
them more if preparation time is high4. Reducing staff time
This information will enable you to distribute the use of Teaching Methods week by week, as appropriate for the Topics.
Module Outline step 1
Module Resources
Calendar:Schedule Topics
Session Design
Save as
Module Outline step 2
Continue
Week 1 2 3 4 5 6 7 8
Calendar - Distribute the Topics across the weeks of the ModuleOptional - The default assumption is that Topics are evenly distributed.Use the drop down arrow for a topic to see its associated Learning Outcomes and AssessmentMove or resize Topics by draggingDouble click on a Topic if you want to make an additional copy of it.Topics can overlap
Topic 1 Topic 2 Topic 3 Topic 4
Distribute Teaching Methods
Inspect resulting workloads
Learning Outcome 2
Assessment 3
Learning Outcome 4
Module Outline step 1
Module Resources
Calendar:Schedule Topics
Session Design
Save as
Module Outline step 2
Continue
Week 1 2 3 4 5 6 7 8
Calendar - Distribute the Teaching Methods across the weeks of the ModuleOptional - The default assumption is that Teaching Methods are evenly distributed, though this will not be optimalAssign hours for each teaching method each week, checking against the target total, and the impact on student workload each week
Topic 1
Topic 2
Topic 3
Topic 4
Distribute Teaching Methods
Inspect resulting workloads
Lectures . . .. 2 2 2 2 2 2 2 2Tutorials . . . TC . . . . . . . . AC . . . . . . . .TMA . . . . . . 10 10 10CMA . . . . .Weekly Studenttotals 2 2 12 2 12 2 12 2
301030104080
Target total
16000
300
Cum Total
The distribution of Teaching Methods can be adjusted if student workload is too high in some weeks. Alternatively, make students aware of these effects, and check the impact on their other Modules.
Module Outline step 1
Module Resources
Calendar:Schedule Topics
Session Design
Save as
Module Outline step 2
Continue
Week 1 2 3 4 5 6 7 8
Calendar - Inspect the resulting staff workloads across the weeks of the ModuleThis information is calculated from the distribution of Teaching Methods, and the previous estimates for staff time.
Distribute Teaching Methods
Inspect resulting workloads
Lectures . . .. 2 2 2 2 2 2 2 2Tutorials . . . TC . . . . . . . . AC . . . . . . . .TMA . . . . . . 10 10 10CMA . . . . .Weekly Student totals 2 2 12 2 12 2 12 2
Senior staff 30 20 120 30 10 20 40 20 Support staff 40 10 170 50 30 40 40 20
301030104080
Totals
150250
The distribution of Teaching Methods can be adjusted if staff workload is too high in some weeks. But check the impact on student workload as well.
Module Outline step 1
Module Resources
CalendarSession Design
Module Outline step 2
Link to the Session Planner storyboard
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