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


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


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.