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Introduction to ACAD 1287 Learning Design and Evaluation

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Page 1: Acad1287 introduction

Introduction to ACAD 1287

Learning Design and Evaluation

Page 2: Acad1287 introduction

Structure of course

• Completion of set activity prior to first meeting

• First meeting

• Individual work: Completion of task 1 and formative assessment

• Team work: Completion of task 2 and formative assessment

• Validation event

• Response to feedback on formative work, completion and submission.

Page 3: Acad1287 introduction

Overview of Tasks

2 Formative task s

1. Undertake an investigation into the quality assurance mechanism that drives the design and delivery of existing and new programmes in your own/placement institution. Reflect upon the QA processes and the impact of external drivers that academics are required to respond to at various points in the academic year and through the process of developing an existing or new curriculum.

2. In small groups, devise a course/module (minimum 20 HE credits corresponding to FHEQ levels) for delivery in one of the following contexts: for traditional face-to-face (F2F) or blended delivery in the institution, work-place or home. This must include some learning technology-enhancement. Each individual will be required to critically reflect on the process using an appropriate online medium that may be shared with peers.

Page 4: Acad1287 introduction

Overview of Tasks (cont)

2 summative tasks

• A critical evaluation of the operation of the programme / course management and evaluative systems in own placement / institution that demonstrates a critical understanding of the purposes and limitations of the quality assurance mechanism. (1500 words)

• Individually, justify and defend the course/module developed by your group including a rationale for the specific adoption of technology-enhanced learning (2000 or equivalent*)

.

* this may be in the form of a video / audio presentation

Page 5: Acad1287 introduction

Managing your

time and

engaging with

the activities

Page 6: Acad1287 introduction

Formative task 1 (30 mins).

What is QA?

1. write a short minute paper, and then , in pairs, discuss...

What is QE?

2. write a short minute paper, and then , in pairs, discuss...

Page 7: Acad1287 introduction

Methodology Activity Led Learning and IBL?

• What does the term IBL mean to you?

– What words come to mind?

– Definition, rationale, practices, outcomes, issues, challenges, opportunities

• Write your thoughts down on a post-it and place on wall

With thanks to Ivan Moore - Engineering Subject Centre

Formative task 2.

Page 8: Acad1287 introduction

Inquiry Based Learning• Inquiry Based Learning is a pedagogic approach in which inquiry is

the focal point of the learning experience and the tutor acts as a facilitator.

• The stimulus for the inquiry may be a problem, project, scenario, case-study, research question or similar in a classroom, work-based, laboratory-based or other educational setting and for which there are a range of possible solutions or responses.

• Enquiries may cross subject boundaries, as activities within professional practice often do.

Page 9: Acad1287 introduction

Inquiry Based Learning

Inquiry Based Learning requires a self-directed inquiry or research-like process in which the individual learner, or team of learners, seek and apply relevant knowledge, skilful practices, understanding and resources (personal and physical) relevant to the learning domain to achieve appropriate learning outcome(s) or intention(s).

Page 10: Acad1287 introduction

A starting point for EBL

EBL represents a shift away from passive methods, which involve the transmission of knowledge to students, to more facilitative teaching methods through which students are expected to construct their own knowledge and understanding by engaging in supported processes of inquiry

Page 11: Acad1287 introduction

Active, student-centred, authentic, supported

• Learning driven by a process of inquiry or investigation

• Involves complex, intriguing, authentic, stimuli– Intentional– unintentional

• Student-centred• Requires action• Connects theory and practice• Supported process• Develops skills• Social • Enjoyable

Page 12: Acad1287 introduction

IBL and intellectual development

Stage 1. Travelling to work?

on post-its, list all the methods of transport you used to get here today

• now add any other possible methods of getting here

• now add any other means of transport you know of

• don't restrict yourself to 'formal' methods

• don't restrict yourself to local or regional journeys

Page 13: Acad1287 introduction

Getting to work

• organise your list into themes or groups of common characteristics

• find opposites, and use to draw up a list of opposing methods

• draw up ‘boston box’ parameters and re-sort themes

Page 14: Acad1287 introduction

What did we do?

• Building on prior knowledge

• group process - social learning

• Intellectual skills?

Page 15: Acad1287 introduction

Getting down to it (Stage 2)

• You are a small educational social enterprise that wants to design an innovative and attractive accredited short course for young adults aged between 18-21 to learn about the potential of social networking and cloud computing.

• You need to design your environment to serve the needs of learners and funding agencies, develop a business plan and establish a marketing strategy. You want to make a business proposal to a Dragons Den in 4 weeks time. The Dragons require a MOSCOW analysis in 10 days

• Determine how your group will go about doing this

Page 16: Acad1287 introduction

Debrief• Research

– ?

– ?

– ?

• Development

– ideas, plans, proposals, options

• Presentation

– format, content, structure

• Project plan

– Allocation of roles and responsibilities

– Timescales

– Catch-up and consolidation meetings

– Flexibility, over-runs

– Decision-making processes

Page 17: Acad1287 introduction

The task

• Challenge!

• What do we need to do?

• (what is the problem?)

• What do we already know about the situation?

• What do we need to know?

• What can we find out?

• Who, how and when?

• Project plan

Page 18: Acad1287 introduction

Professional skills

• Team working and leadership• Inter-personal skills

– Negotiation– Decision making– Handling conflict– Sharing

• Communication skills– Presentation, explaining, questioning

• Managing projects and meetings• Practical application of theory

Page 19: Acad1287 introduction

Personal skills

• Taking and accepting responsibility

– Ethics, empathy and tolerance

• Encourages exploration, curiosity

• Creative problem-solving

• Balancing creativity with resilience

• Planning

• Time-management and organisation

Page 20: Acad1287 introduction

Refine the problem

What do we know?

Information gap

Develop a plan

Share tasks

Discuss and consolidate

Undertake the investigations

Share the learning

Page 21: Acad1287 introduction

Refine the problem

What do we know?

Information gap

Develop a plan

Share tasks

Discuss and consolidate

Undertake the investigations

Share the learning

Page 22: Acad1287 introduction

The cure for boredom is curiosity. There is no cure for curiosity....

Dorothy Parker

‘I have no special talents. I am only passionately curious’

(Albert Einstein)


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