Carpe diem gcu feb2015

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.