course design sts perspectives
DESCRIPTION
Course: E-Moderation [October 2011]RESOURCE PACK TOPICSGROUP 3: Going deeper - the development of knowledge; content onlineTRANSCRIPT
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Students’ needs and course design
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• Clear understanding of what they will achieve on the course
• Full and effective interaction Appropriateness of the course
(syllabus) Potential outcomes Expectations on the course
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an overall statement of goalsthe course certificationsyllabus and time scalesusers’ technology skills before starting the course types of activities students might be involved in (chats/group work/ assignments etc.)terminology vocabulary lists or links that might be necessary
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• Make it easy and clear•Avoid participants being overwhelmed•Define learning outcomes clearly• Create easy to operate navigation manual •Make participants feel comfortable without re-learning due to changes in design
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• Ensure content is well organised and provides logical progression
• Layout is consistent and looks the same• Provide a home page with a `welcome`
section• Provide a contents list which corresponds
to the headings/terminology used within the tasks and resources
• Ensure that students know what to do when logged on
• Have clear links to resources and materials
• Try to make it look appealing
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• Get to know each other and develop positive interactions
Use ice breakers and warmers Communicate online at a social as
well as pedagogical level Mind netiquette rules Talk to tutors in case of confusion
or any issues on the interaction Work and talk more than ‘lurk’
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• Clear and concise instructions• Participants’ awareness of what to do
before, during and at the end of the task
• The outcomes of the task and assessment should be consistent with the overall aims
• Links set to supporting documents or resources
• attractive and various tasks suitable for different learning styles that will keep participants engaged
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Participants need to know:
if tasks are compulsory or optional when and where to post answers sufficient prompts to stay on track the assessment criteria and grading
system
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Includes: a variety of interaction types • Communication; Student -Student; Tutor
-Student Flexibility/ clarity maintenance Encourages a group dynamic Exposes learners to a variety of roles Allows learners to use a variety of tools
and `ownership` of the learning process Maintains motivation
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Static : course overviews/ lists of resources/ terminology
checklist already on the site largely provided by the tutors to the participants
Dynamic: guided exchanges to be undertaken during the
course and enabling communication among tutors and participants.
• synchronous or asynchronous e.g. online journals, online field trips, weekly discussions, online guest speakers, group assignments and projects
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Participants need the opportunity for feedback during and after the course so there should be:
Clearly defined ways for them to contact tutors privately
System to reflect/flag up their own progress or feelings e.g. journals
A complaints procedure for unresolved issues
A feedback form/score card at the end of the course
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