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Tender document for a digital media module that incorporates existing social media tools and learning management systems (LMS).
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This document is a tender proposal for an online distance
learning resource entitled Writing in the Digital Age. The course
explores how the recent advances in information technology
have influenced writing and theory. New avenues for expression
are abundant in the digital age. By utilising collaborative tools,
this online resource immerses the user in the digital media
environment they are writing for.
Harnessing the information resources that surrounds us in the digital
age is key to engaging the user and creating a dynamic learning
environment. There are many tools on the Internet that enable efficient
collection of reference materials or collaboration with peers, most of
which are free to use. This course aims to encourage and support the
user’s application of such resources.
The tutor has a wide range of communication tools at their disposal to
engage with the users. The method used depends on the context of
the communication with the individual user or group of users. External
resources are encouraged by the tutor to enhance learning and
teaching experience.
In Brief:Duration: 14 Weeks
Tutor / Student Ratio:1 / 12
Hours per week:1 Hour - Remote Lecture/Podcast
Total Cost of Module:€21,000
Cost to Student:€900
Learning Management System (LMS):Blackboard
Tender Document for the implementation of the Writing in the Digital Age e-learning module
Author: Gabriel Mullarkey
Client: NUI Galway
G MLearning Solutions
01
Introduction
Learning Outcomes
Target Audience:
Demonstrate an understanding of traditional print
genres and emerging media formats.
Identify and perform the essential task associated
with conceiving and actualising creative ideas.
Engage with a creative idea in a variety of modes;
initiation, development, production and marketing.
Work independently and collaboratively to
develop an individual portfolio.
Demonstrate proficiency with online, collaborative
tools.
Illustrate ability with online writing resources.
Employ methods of organising online content.
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At the successful completion of this module the
student should be able to:
Individuals the ages 18 and above with a prior, relevant
undergraduate degree. Those who would benefit from
the course include:
People who want to develop their conventional writing
skills for application online.
Writers who live in remote locations with want to
collaborate socially over the Internet.
>>
>>
02
Outline of Writing in the Digital Age e-Learning Resource:Hardware / Software Required > Tutor/University
Hardware / Software Required > Students
The course will be provided through an Learning Management System
(LMS). The LMS of choice would be Blackboard. The reasons for this
choice of LMS are as follows:
It is also widely used elsewhere so both tutor and student bay be 1.
familiar with the interface and tools.
A wide range of collaborative tools and add-ons are available.2.
Blackboard is NUIG’s LMS of choice and they employ experienced 3.
staff for implementation and maintenance of the system.
Because NUIG have a substantial account with Blackboard, costs 4.
would be kept down.
Scalable - only the necessary tools will be made available to 5.
simplify the interface.
NUIG’s server would run the LMS so no further investment is need in
terms of infrastructure. The tutor requires a computer and an Internet
connection to access and manage the course on Blackboard. A webcam
is necessary for conference lectures.
Students are not required to purchase any software for this course. All
assessments are in text format and can be easily inputted into the LMS.
Alternatively, students can download and use the free Open Office suite
for word processing or use one of the many browser-based systems such
as Google Docs.
Most utilities are available though the Blackboard system however the
course requires the use of online collaborative tools that require setting up
a free account.
A computer and an Internet connection are the only hardware
requirements the student needs for the module.
03
student student
student tutOR
student cOntent
MEDIA
MEDIA
MEDIA
As collaboration is a core competency in Writing in the Digital Age, the
media used must accommodate interaction between students, the tutor
and the course content. The user can access a host of tools that offer
collaboration on different levels; from casual interaction to involved
discussion. These assorted tools accommodate the various modes of
interactions that occur in e-learning systems:
The renowned distance education specialist Dr. Terry Anderson believes
that at least one of these interactions needs to be at a high level for
effective learning:
“Deep and meaningful formal learning is supported as
long as one of the three forms of interaction (student–
teacher; student-student; student-content) is at a high
level. The other two may be offered at minimal levels,
or even eliminated, without degrading the educational
experience. High levels of more than one of these three
modes will likely provide a more satisfying educational
experience”Dr. Terry Anderson,Athabasca University
Media > Interactivity
04
1
The Home page is populated with a class news feed and a calendar of
important dates. The tutor updates these accordingly. Standard LMS links
appear on the side panel of the home page. These facilitate the basic
needs of the students and the tutor; providing content, assessment and
important information on the course:
Assignments: 1. Assignment briefs are uploaded to the assignments
page. The students then upload their finished assignments.
Reading Material: 2. The relevant course material is stored here in PDF
format for print or download.
Course Information:3. All the latest news and upcoming deadlines are
posted here as well as being emailed to the students.
Grades:4. Here the grades for the modules are accumulated
There is also a toolbox with the collaborative tools necessary for a rich
user experience.
Library Integration
Access to written works is clearly a vital
element for this particular module. NUIG’s
James Hardiman Library would be fully
integrated allowing access to all online
material. The remote access capabilities
would be built into the site so that saved
titles can be easily accessible through the
homepage. In conjunction with the NUIG
library, the JSTOR database would also
be accessible.
Key Benefits:
Increased learning potential•
Contributory to concept •
research
Mode of Interaction
Media > Interface > Home Page
Media > Interface > In-Site Tools
05
2
3
Mode of Interaction
Mode of Interaction
Class Wiki
This enables the users and tutor to
contribute content on an individual
document or over a number of documents.
The editable format allows for accessible
and casual development of concepts in a
group environment. The simplicity of the
wiki tool would encourage users, even
those with humble computer literacy, to
develop their ideas on an online medium.
A back catalogue of previous versions of
the wikis would display the thought process
of the user.
The Blog:
Here the users can publish more polished
ideas and comment on each other’s work.
The user’s original concept on the blog
cannot be altered. Collaboration exists
through the comments under the original
post. If it is a public post then other users can
critique the piece in a workshop scenario.
Some blogs can remain private for the
user’s own development or viewable only
to the tutor, depending on the exercise.
Blogging interfaces now have most of
the utilities of a standard word processor
making the blog a viable alternative.
Key Benefits:
Enables casual collaboration•
Good starting point•
Key Benefits:
Developing core competencies •
in blogging techniques
Accommodates the •
development of creative ideas
Encourages analysis and •
promotes critique proficiency
Enables assessment concept •
development
Media > Interface > In-Site Tools
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Mode of Interaction
Mode of Interaction
The Forum
The users are encouraged to partake in
the forum for further discussion. This is a
step up again from the other collaborative
tools in that they are designed to create
discussion. Topics reviewed through
coursework are then offered as topics for
discussion in the forum by the tutor. The
users add to the forum and create sub
topics for relevant discussion. The Tutor
retains administrative rights for the forum.
Guides for off-site tools are located here.
Podcasts
Lectures are recorded for those who can
not take the live conference lecture. The
recorded lecture is uploaded on to You
Tube and imbedded into the podcast
page. There is a link to the specific lecture
notes on the page as well as an overview
of the lecture. Students and tutors can
leave comments under the video.
Key Benefits:
Accommodates the remote •
discussion of course work
Encourages relevant extra-•
curricular discussion
Key Benefits:
Enables the viewing of lectures•
Encourages dialogue about •
content
Media > Interface > In-Site Tools
07
Name Key Benefits Interaction
Accommodates messaging between the course • facilitators and course usersKeeps the focus on the coursework and related • topics.
Effective gathering snd sharing of relevant • information
Audio-visual communication with the tutor.• Instant messaging also accommodated for.• Live lectures available through multi-user • confrencing
Sharing of content between the tutor and • student.Instant messaging capabilities.• Practice micro blogging.•
Enables enables visualization of ideas.• many people can work on the same file.•
Social sharing of video.• Enables comments and discussion• Videos hosted on You Tube can be imbedded into • blogs, wikis and forums by students or tutors
GmailPersonal email
DiigoSocial bookmarking
SkypeOnline conferencingcalls
TwitterMicro blogging
Mind MiesterMind mapping
You TubeVideo sharing
08
Media > Off-Site Tools
There are many tools online that offer rich learning experiences. These
enable users to collaborate socially or work independently through intuitive
interfaces. Encouraging the use of such online tools have have a number
of benefits:
Most are free which takes some of the financial strain of developing a 1.
course.
They are very user friendly, accommodating those users with even the 2.
most modest online skills.
Many interact with each other to share and save content efficiently.3.
These would be partially integrated with the site while others would be
promoted through site with quick setup guides in the wiki section and help
provided in the forum section.
Please see accompanying video piece for an example of off-site tool integration.
09
Week
Topic
Exercises
Tools Used
Week
Topic
Exercises
Tools Used
Week
Topic
Exercises
Tools Used
1
Introduction
Read: Writing
Machines
Email, Blog, Skype
4
Workshop Experience I
Read: Writing Machines
Email, Blog, Forum,
Skype, Wiki, Podcast
2
Principles of Writing
Read: Songs of
Innocence
Email, Blog, Mind
Meister, Podcast
5
Exploration of New Media
Free Write
Email, Blog, Forum,
Skype, Wiki, Podcast
3
It’s All About Audience
Free Write
Email, Blog, Mind
Meister, Skype, Podcast
6
Copyright Management
Free Write
Email, Blog, Mind
Meister,Diigo, Skype,
Library, Podcast
7
Workshop Experience II
Portfolio Development
Email, Blog, Mind
Meister, Skype, Wiki,
Podcast
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Portfolio Development
Portfolio Development
Email, Blog, Mind
Meister, Library,
Podcast
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Creating Total Experience
Portfolio Development
Email, Blog, Mind
Meister, Library, Podcast
10
Innovation in Paper
Portfolio Development
Email, Blog, Mind
Meister, Library,
Podcast
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Portfolio Presentations I
N/A
Email, Blog, Podcast
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Portfolio Presentations II
N/A
Email, Blog,Podcast
Weeks 1 2 3 4 5 6 7 8 9 10DesignRevision/TestingModule Implementation
Weeks 12 13 14 15 16 17 18 19 20 21DesignRevision/TestingModule Implementation
7th September
>
>
30th November
Timeline > Module Development and Costing
Timeline > Module Lifecycle > 7th Sep - 23rd Nov
Design - €5,000Revision/Testing - €2,000
Module Implementation (tutor fees)- €14,000
Weekly assessments will be necessary to ensure the quality of writing
is continuously improving throughout the module. Blog posts would be
monitored for concept development and original writing.
Technical aptitude will not be assessed but students will be encouraged to
use all of the tools at their disposal.
The module ends with a presentation of a portfolio project. This is the
result of the writing exercises, blog posts and analysis pieces done during
the module.
The Writing in the Digital Age e-learning module is aimed at incorporating
social systems of gathering information with formal LMS e-learning tools.
The increasing inter-connectivity of such online tools allows users to
harvest and distribute content from the web at unprecedented efficiency.
In the current environment, costs are an issue for every state funded
institution. The scalability of the NUIG’s LMS, Blackboard, means the
module can be created at little cost. The chosen online social media
resources all have free options further reducing costs while simplifying the
LMS and taking some of the strain of NUIG’s servers.
Students will be accommodated through rich media podcasts of lectures
as well as the option of online conference lectures via Skype.
Assessment Criteria
Module Conclusion
10
Storyboard 01: Client: NUI Galway
Project: e-Learning Module
Title: Integrated LMS Tools for
Writing in the Digital Age
Homepage The homepage displays all the necessary tools for tutor and student. The calender and library are in full view. Social media widgets are constantly updating.
In-site Tools > FourmTypical Forum layout with the ability to add topics and reply to the various threads.
In-site Tools > Class WikiTopics are set up by the Tutor and the students are encouraged to input
In-site Tools > LinksLinks are segregated into various headings. The links to off-site resources are located here
In-site Tools > Blog Standard blog with privacy settings for posting anonymously, which is useful for writing workshops.
In-site Tools > Podcasts On this tab the recorded lectures are found in both video and text format. The embedded videos are hosted on Youtube. Links to in-depth lecture slides are located below the video lectures.
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Storyboard 02: Client: NUI Galway
Project: e-Learning Module
Title: Social Bookmarking
Writing in the Digital Age
Description 1: Google SearchThe Internet is full of great content. So much
so that we need new methods of sorting and
sharing our information
Description 3: Diigo Sharing The sharing option lets you share your web
page over several different methods including
social networks. Selecting the Twitter option
will update your Twitter account.
Description 4: Blackboard HomepageA Twitter feed on the Blackboard homepage
allows you to save the link but most importantly
you get to share the link with your class mates.
Description 2: Diigo ToolbarThe Diigo tool bar has several tools to help
sort web pages including bookmarking,
highlighting, notes and sharing options.
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AppendixG MLearning Solutions Page Topics
1 Introduction
2 Learning Outcomes
2 Target Audience
3 Module Outline
3 Hardware/Software Requirements.
4 Media - Interactivity
5 Media - Homepage
5 Media-In-Site Tools
8 Media-Off-Site Tools
9 Timeline
10 Assessment Criteria
10 Module Conclusion
11 Storyboard Mockup I
11 Storyboard Mockup II
Author: Gabriel Mullarkey
0863318885
Client: NUI Galway
nuigalway.ie
Disk Contents
G_Mullarkey-tender_document (PDF)
E-learning_mockup-animation (MPEG-4)
