curriculum design, implementation and assessment. theme 4
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Curriculum design, implementation and assessment.
Theme 4
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Taking risks
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Constructive alignment(complicated phrase for a simple
idea)• Have you come across the term? • http://www.engsc.ac.uk/er/theory/constructive_al
ignment.asp
• John Biggs (1999): Teaching for Quality Learning at University, (SRHE and Open University Press, Buckingham
• John Biggs (2003): Aligning Teaching and Assessment to Curriculum Objectives, (Imaginative Curriculum Project, LTSN Generic Centre
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activity
• What do you think might be some of the pros and cons of constructive alignment?
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Benefits?
• Clarity ( is learning always about this?)
• Objectives clear to students
• appropriateness of assessment
• learning drives assessment
• encourages deep learning
• good for corporate learning?
• good for independent learning
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Issues with constructive alignment
• Not easy• http://www.phil-race.com/downloads.html(Understanding)• mechanistic?• Repetitive?
• Ongoing process to perfect and adapt
• Need to be able to adapt modules easily – curriculum development implications
eg ICT in Teaching and Learning
• Kills creativity/ diversity in learning and teaching?• OFSTED - school inspectors --- after spending the last five years
getting teachers to teach to objectives –what was their big critique in the last report -- ???
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Have a go -
• Think of a module you teach/or would like to teach
• aim?• Learning outcome?• LTA strategy?• http://www.leedsmet.ac.uk/the_news/change/documents/
Version32AssesmentTeachingLearningStrategy1.pdf
• LTA methods?• Assessment criteria?• Student support ?
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Have you ever designed a module from scratch – what do you think is required to design quality modules?
?
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What is the reality?
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Constraints
• Uni regulations• Faculty regulations• Regulations of associations/ bodies/ societies• Current departmental practice• Admin issues• Technology issues
• Useful to externally examine/validate courses - lots of ideas
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Implementation
• theories
• experience
• realities
• constraints
• Variety of appropriate techniques and styles – add interactivity to facility deep learning
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Assessment
• Think of time – anytime -- from childhood onwards when someone made an assessment of you which had
• A. a positive impact
• B. a negative impact
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Assessment and feedback(pros and cons)
• Summative• Formative – assessment for learning• Ipsative• Diagnostic
• Peer assessment• Self assessment
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Feedback
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Be sensitive
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Can be hard to take
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Will – early problems
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Marco – consequences of poor assessment
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Early formative assessment in yr 1
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Accuracy at degree level
• Thanks for mark of 81
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Kill your prejudices - assessment at one level is not a predictor of future
learning
• Boyle, R D; Carter, J E; Clark, M A C. What makes them succeed? Entry, progression and graduation in Computer Science. Journal of Further and Higher Education, vol. 26, pp. 3-18. 2002.
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Think of attainment levels not fixed ability
• Think of Life-long learning not early labels
• Move to individual assessment -personalised learning
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Evaluation – who/how?
• Compare/ contrast
Old /new student evaluations
Staff evaluations/ peer observation
Issues?
When you do it ?
How you do it?
Get feedback when you can – but use it constructively don’t take it to heart
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You feel as good as your last lesson/ evaluation
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Issues in on-line learning
Bridget Cooper
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What sort of things do we mean when we talk about remote, e-
learning?
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• What potential advantages might there be for students when using remote or on-line E-learning to students?
• What are the possible disadvantages to students?
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• What might the differences be in remote learning compared to face to face learning?
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• What are the advantages to tutors?
• What are the problems for tutors?
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Ignore the hype!!!Evaluate
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Gilly Salmon
• http://www.atimod.com/index.shtml
• http://www.atimod.com/research/publications.shtml
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Many similarities to any teaching and learning – -many complex
factors interrelating
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7
Classroom ambience and quality of learning dependant on degree of profound empathy
available for individuals
Teacher Curricular teacher /pupil quality Flexibility ratio
Quality/ amount/frequencyTime of positive interaction Quality leading to profound empathy of management
Nature and groupings Facilitative quality of pupils in class of environment
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Similarities
• Quality of interaction is central• Needs to be positive - frequent• Emotions fairly central to experience• All groups different• All courses different• All tutors interact differently with students• Careful forethought about structure /materials
helps process – doesn’t predict it however• Enthusiasm crucial• Experience naturally helpful
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Learning theory still valid
• However systems not necessarily designed to support process of learning – more for programmers edification
• Designers frequently forget …..emotion and the part it plays in learning
• Remember 93% non--verbal
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Differences
• Medium is different – new strange: threatening
• You are at the mercy of the software and technicians – although you always were –
ever arrived to find the door locked –the gate impenetrable? - that cold rejected feeling??
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Its bloody cold out ‘ere mate
Its bloody cold out ‘ere mate
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It blooming is too!
He’s not wrong..
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Fear of the new?
• Doors/rooms are familiar – VLEs are not –
• if you can’t get in you can’t learn – you need a learning space
• some VLES try to make the connection between face to face and virtual learning
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• Differences between VLES can be superficial – or significant
• The interface is crucial - ease of use – vital = access – no barriers to learning for learners or tutors
• Needs to be designed for easy learning
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• Does it favour interaction or transmission?
• Does it favour machines or humans?
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• webCT
• first class
• Boddington
• OU interactive
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Gilly’s five stage model
• Stage 1 -- Individual access and the ability of participants to use CMC are essential prerequisites for conference participation
• Stage two - involves individual participants establishing their online identities and then finding others with whom to interact.
• Stage three - participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person’s goals.
• Stage four - course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings.
• Stage five - participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.
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ACCESS & MOTIVATION
SOCIALISATION
INF. EXCHANGE
KNOWLEDGECONSTRUCT
DVPT.
e-tivities:easy cheap
active online learning
e-tivities addresseither one stage of the 5 stage modeland/or movement
between them
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• Many institutions/ courses – only using VLES as a repository…….
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Solutions• Blended learning = more variety• best of all worlds • Reclaim non-verbal in face to face• Virtual learning works best when coupled with face to
face – communication increases – range of interaction improved
• New tutors start small and build – administrative technical support very variable – make VLE part of course – talk in detail to someone who has a successful course running in your area
• Case studies very successful means for dialogue(example)
• Try sharing a discussion yourselves – log in to webct – go to the PGCHE module – then to discussions – then theme four and read my message - add yours.
• Have put other articles on webct in theme four and will send this powerpoint
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• Recent Books and Journal articles by Gilly Salmon
• Competencies for online teaching. Education Training & Development49 (1) :pp. 65-72Goodyear, P., G. Salmon and C. Steeples (2001)
• Academic Integrity in Electronic Universities of the New Millennium: a Practitioner's PerspectiveHigher Education in Europe XXIV (2) :pp. 259-264Gray, C. and G. Salmon (1999)
• Developing Learning Though Effective Online Moderation. Active Learning pp. 3-8Salmon, G. (1998)
• Student Induction & Study Preparation Online. Proceedings of Networks of Skills and Competence: Telematics in EducationJoensuu, Finland, SeptemberSalmon, G. (1998)
• Computer Mediated Conferencing in Large Scale Management EducationOpen Learning (June) :pp. 45-54Salmon, G. (1999)
• Developing Managers Through Online Networking. The Current State of Business DisciplinesS. B. Sahiya (Ed). Rohtak, India, Spellbound PublicationsSalmon, G. (1999)
• Computer Mediated Conferencing for Management Learning at the Open University. Management Learning 31 (4) :pp. 491-502Salmon, G. (2000)
• Driving Through! Online learning for industrial supply chainsThe Turkish Online Journal of Distance Education 1 (2/ July) :ppSalmon, G. (2000)
• E-moderating: the key to teaching and learning onlineLondon, Kogan PageSalmon, G. (2000)
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• The Business Cafe Project: viewing to browsing? British Journal of Educational Technology 32 (1) :pp. 91-104Salmon, G. (2001)
• E-moderating: turning the e-learning fantasy into realityMalaysian Journal of Educational Technology 1 (1) :pp. 19-27Salmon, G. (2001)
• Approaches to researching teaching and learning online. Networked Learning:perspectives and issuesC. Steeples and C. Jones (Ed). London, Springer-VerlagSalmon, G. (2002)
• E-tivities: the key to active online learningLondon, Kogan PageSalmon, G. (2002)
• Mirror, Mirror, on my screen... Exploring online reflectionsThe British Journal of Educational Technology 33 (4) 383-396Salmon, G. (2002)
• Training Virtual Management TeachersEuropean Journal of Open & Distant Learning 1 (1)Salmon, G. and K. Giles (1997)
• Creating and implementing successful on-line learning environments: a practitioner perspectiveProceedings of European Distance Education Network (EDEN), Bologna, Italy, EDENSalmon, G. and K. Giles (1998)
• Training for Online Working. Managing TeleworkK. Daniel, D. Lamond and P. Standen (Ed). London, ThompsonSalmon, G., K. Giles and J. Allan (2000)
• Creating and Implementing Successful Online Environments: A Practitioner PerspectiveEuropean Open and Distance Learning Journal (February)Salmon, G. and K. E. Giles (1999)
• See Bob Rotherham’s slides on web-site for more ideas on on-line learning
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critique
• http://www.phil-race.com/downloads.html• The future of online learning - and 'false da
wns and failed prophets'
• Cooper (2007) -see docs for theme three – Journal of Interactive and Smart technology
• Mayes(2000) Pedagogy, Lifelong Learning and ICT
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Tasks for formative assessment
• 1, Prepare a five slide presentation in pairs which raises one issue in your teaching for us to discuss on line and relate it to any theory
(be imaginative –use visuals/links etc) will put on line and discuss) (peer assessment)
• 2. Write a (concise) five hundred word reflective statement which considers how you can relate some of the theories and discussions we have considered to aspects of your teaching.
• Will give you written feedback on this – both can go in your portfolio and can be looked back on in a years time… in your synoptic statement