anzltc14: bb exemplary course workshop: kahiwa sebire & mark bailye
DESCRIPTION
ANZLTC14: Bb Exemplary Course Workshop: Kahiwa Sebire & Mark BailyeTRANSCRIPT
Exemplary Course Design
Introductions
• Name • Your role (in=luence on course design) • Sector (Higher Ed, VET, Corporate, K12) • De=ine your learners
– Digital literacy – Behaviour – Course/Learning style – Instructor skills
• Role of online courses (Primary delivery v support v extend student learning)
What does it look like?
Activity:
1. Individually, write 1-‐3 element(s) of an “exemplary course”
2. In groups of 4, collate these into related elements and ascribe a descriptive title
3. Share summary titles with the room
4. Can we collate further?
Agree/Disagree
My organisation/faculty/team/class demonstrates exemplary course design
Strongly Disagree
Disagree Agree Strongly Agree
Agree/Disagree
Which is more important – design or delivery?
• How does design impact delivery?
• How does delivery impact design?
Strongly Design
Somewhat Design
Somewhat Delivery
Strongly Delivery
What about the ECP Rubric?
Activity:
Discuss how our elements and groupings compare to the rubric. Can we move or realign any to match the rubric groupings?
www.Blackboard.com/ecp
What does the ECP look like?
Activity:
1. In groups, select a Rubric area.
2. Individually, write 1-‐2 examples that demonstrate ineffective design for that rubric area from your experience
3. Individually, write 1-‐2 examples that demonstrate effective design for that rubric area from your experience
4. In your group, brainstorm a suggestion to improve an ineffective design example
How to apply it?
ADDIE Instructional Design Model
Evaluate
Analyse
Design
Develop
Implement
Course Map
• Name • Description • Audience characteristics • Structure • Content • Assessment strategy • Communication strategy
Course Map
• Name: UNSW Accounting ACCT3708
• Description: Auditing & Assurance Services
• Audience characteristics: 3rd year undergraduates
• Structure: Weekly lectures + tutorials
• Assessment strategy: Assignment + 3x quizzes + Final written exam
• Communication strategy: Blended delivery (on campus and online support/extensions)
ACCT3708 Learning Outcomes 1. Explain the economic and legal basis for auditing
2. Explain the risk based methodology for auditing, as speci=ied in Australian Auditing Standards
3. Choose the appropriate audit report to issue based on the results of an audit.
4. Analyse the business risks faced by a company and the extent to which these are mitigated by internal controls. 5. Design an audit strategy to address the risks of errors in the =inancial statements
6. Write a report on the audit risks, faced by a company, of a suitable standard for presentation to audit partners 7. Work in a team to undertake a project to assess the risks faced in auditing a company and manage and evaluate the teamwork process through peer evaluation 8. Explain the ethical requirements for auditors, as contained in Australian Professional and Ethical Standards 9. Explain the reporting and auditing of greenhouse gas disclosures in Australia
Let’s look at a basic example…
Activity:
1. In groups, select an area of the ECP Rubric.
2. Discuss, How would the ECP Rubric rate this course?
3. Share your rating and a brief explanation with the room
Components of course design
• Learning outcomes
• Structure
• Content organisation
• Assessment
• Communication
• Characteristics of learners and instructors
Example from LTC…
15
Example from LTC…
16
Example from LTC…
17
How can we improve it?
Activity:
1. In same group as before, brainstorm changes to the course to improve the ECP Rubric rating for this course.
2. Use the effective/ineffective design suggestions from earlier.
3. Share 1-‐2 changes with the room.
How can technology support it?
Besides Blackboard Learn, what other technologies are available at your organisation?
-‐ Blackboard Collaborate/Connect/Mobile
-‐ YouTube/Kaltura
-‐ Social Media
-‐ Physical devices (tablets, cameras, etc)
How can technology support it?
Activity:
For the suggested changes earlier, what technology options could support them?
-‐ Blackboard Learn tools/con=iguration settings
-‐ …?
Example: Course menu/Navigation
Flexible Course Menu & Navigation Options By Default By Subject By Time Short and
Less Details
Level 3: Inside a Folder or Learning Unit
Level 2: Content Area
Level 1: Course Menu
Level 1 – Creating the Course Menu
Content Area
Folder
Learning Module
Items, Files
Organizing Content Example: Content Area Storyboard
Easing Navigation w/ a Course Legend
25
Menu Items What You Can Find
Announcements
Course Overview
Lessons
Links
Discussion Board
Glossary
My Progress
Instructors
My Homepage
My Classmates
Email Instructor
Navigation/Organisation Guidelines
• Concisely label buttons for your course content
• Organize appropriately for your course content
• Begin each section with a preview
• Divide units into subunits
• Maintain consistent organization throughout the course
• Clearly delineate required elements from supplementary elements
• Provide links to other parts of the course as needed (Course Links)
• Disable course tools that you will not use
Content Map Example
27 Source: http://www.towson.edu/~mcmahon/generic/coursemap.pdf
Where to from here?
• Course templates / CoP
• User Groups
• Course Design service