course design
DESCRIPTION
Course: E-Moderation [October 2011]RESOURCE PACK TOPICSGROUP 3: Going deeper - the development of knowledge; content onlineTRANSCRIPT
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Course Structure & Design Overview
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General Theories on Course Structure & Design
• Keep task information short but concise• Ensuring validity of material presented to students • Provide links to key databases and online sources of info (Not using copy and
paste to ensure copyright is not breached)• Use where possible audio material to allow the 'use of the academic voice'• Capturing master classes to allow review by those who may have missed the
live session (Chats etc)• Ensuring notes and resources of info are available 24 hours • Asking questions and elicting points of view from students, both public and
private• Allowing for a selection of both 'required' and 'optional' tasks• Making sure timelines are clearly communicated for task completion• Use of case studies to show real life effects rather than just theory
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Purpose:
• To allow student to ‘get going’• To influence participation from day 1• To elicit quality feedback• To provide comfort to the student (Discussion
forums and direct contact with tutors)• To ensure future opportunities of business
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The Course needs to:
• Provide technical assistance when required• Be structured to allow building on existing
student skills• Challenge students competencies (In comfort)• Motivate students to take part• Make students want to communicate with
their peers & tutors• Provide recognition on completion
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Admin Considerations:• Allow enough time for all tasks (students doing
them and tutors marking or monitoring)• Provide timely feedback to students• How to cover the tutors roles (If absent)• Contingency plans for loss of training site• Consideration of student numbers • How to deal with student issues/complaints• Control of forums
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Tutor considerations:
• Tutor competency• Multi cultural differences between the group• How much time they can allocate• What do they want from the course• How to manage very large or small groups• Assessment techniques
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Task types: materialsChoose from a variety of materials
• Case studies• E-books• Vod- and pod-casts• OER commons/MERLOT/Jorum/NROC/Connexions• Nicky’s tool list• Master classes for academic “voice”• Texts• Presentations• Lectures
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Modes
• Synchronous– Chats ( who takes part, how often & duration)– Video conferences (consider technical issues and
provide clear and unambiguous direction)
• Asynchronous– Forums (How many)– Discussion boards
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Types of task: Synchronous or Asynchronous
• Discussion topics• Projects• Reflections• Assignments• Processes• Exploration of software or “ liveware”• Synthesis of analysis• Summaries
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Nuts and Bolts
Check before the course begins: • Lay out of task• Organisation• Structure of the task• Instructions for clarity and simplicity• Use of colour or visuals• Hyperlinks within the VLE or to external
content