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livvyfox

Curriculum Design Toolkit_version_2011_9_3.pdf - 1 views

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    University of Northampton Curriculum design toolkit
livvyfox

Best Practices in Online Teaching - Pulling It All Together - Teaching Blended Learning... - 1 views

  • At a minimum, blended instructors should allow six months lead time for course development; one year is preferred. Several instructors voiced an opinion that the need for integration and organization necessitates a full course redesign; creating a blended course is not as simple as placing presentation slides or notes online.
  • At a minimum, blended instructors should allow six months lead time for course development; one year is preferred. Several instructors voiced an opinion that the need for integration and organization necessitates a full course redesign; creating a blended course is not as simple as placing presentation slides or notes online.
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    Time requirement for developing blended learning modules
livvyfox

Is Blended Learning the Best of Both Worlds? | online learning insights - 1 views

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    Useful % for blended modules 30-79% equals a blended module
livvyfox

SEDA - Blog Post Integrated course design - 0 views

  • In contrast, in terms of how much time students spend actually going about some kind of learning activity, it is nearly always time out of class that makes most demands, and yet what that learning is intended to consist of, or what it is for, may receive least attention of all from their teachers. As they design a course, or as they think about how well it is going, teachers tend to look at some components but not others. Their course evaluation questionnaire may list all the classroom teaching sessions, and perhaps students’ attendance at them, but none of the things students were supposed to have done out of class, or how much effort they put in.
  • Without clear goals, it is argued, it is impossible to design a coherent course. But my experience is that nearly all courses nowadays have stated learning outcomes and they are still often incoherent in terms of the educational processes involved.
  • But I believe that you need a sense of what students are supposed to be doing, not just where they are heading. In an integrated course what students do, and what they are learning to do, are often the same thing.
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    A great case for cohesive design of the entirety of a course.
livvyfox

Course Design Tips | Convergence - 0 views

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    Useful for advanced workshop on Moodle module design
livvyfox

Blended learning in higher education: Three different design approaches | Alammary | Au... - 1 views

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    Shared from Leona
livvyfox

Constructing the Learning Framework - 1 views

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    Some useful resources in here about designed to meet different learning preferences and answering the what's in it for me for different types of students. Useful resource for developing self-directed modules such as the Learning Success module
livvyfox

Course design: planning a flipped class | Centre for Teaching Excellence - 1 views

  • Often when instructors are planning to flip a class they focus all their attention on planning the activities that the students will do in class and on what the students will do online to prepare for that active learning in class. However, there are two other aspects of the flipped-class design that require planning; how the activities will be introduced to the students and how the instructor and the students will know that they have adequately prepared for the in-class experience.
livvyfox

Michelle Moore - Teaching with Moodle: Best Practices in Course Design - YouTube - 0 views

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    Don't use more than 3 font styles per page - this includes colour and size. More than 3 fonts increases cognitive load for your students. Don't use course page to deliver your content. Use it as a launch page You should be able to see at least one topic without having to scroll. Don't be the one doing all the work - get students to design the practice quizzes. (Question creator role) Do let students participate and collaborate. Use forums, wikis Don't make users scroll side to side (centre banners makes it difficult to see outer blocks) Do make sure your content fits (on the course page irrespective of browser) Don't forget the value of the logs. (When a link is done from a label or assignment or HTML page you lose the logging capability you would get if you added it as a resource) Don't overdo the activity names - causes breadcrumb to wrap (use a label to provide the explanation) Do use labels to guide students Don't be afraid of white space (use indent and labels) Keep topic summary succint Don't force users to scroll and scroll (Avoid lots of images and content in topic 0_ Do use images Do simplify delivery (build it all in Moodle - lessons, book and pages) Don't be afraid to branch out (try something new!) Think about how you can use completion tracking effectively
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