Curriculum design, implementation and assessment.

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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_alig
  nment.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/document
  s/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 dont 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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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 doesnt 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
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It blooming is too! Hes not wrong..
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Fear of the new?

• Doors/rooms are familiar VLEs are not
• if you cant get in you cant 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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Interactivity

• http//www.open2.net/learning.html

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Gillys 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 persons 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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e-tivities easy cheap active online
learning e-tivities address either one stage of
the 5 stage model and/or movement between them
DVPT.
KNOWLEDGE CONSTRUCT
INF. EXCHANGE
SOCIALISATION
ACCESS MOTIVATION
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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 Learningperspectives 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 Rotherhams 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 dawns
  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