Section outline
-
ODF 001 Module 3: Learning Design and Development for Online Provision
Module Description
The learning design module will expose you to a curriculum approach that integrates diverse learning principles, theories and methodologies in order to effectively design learning environments that help you achieve your intended learning outcomes as an educationalist. Learning design is a crucial concept in the learning process because individuals learn differently and the learning design approach provides guidance and support by utilising various pedagogical strategies and techniques that motivate, engage and excite learners. The module explores different topics, the first addressing models, frameworks and elements of learning design and development, focusing mainly on the 7Cs of learning design framework and generic ADDIE model. The second topic, entitled designing for learning, explains how you can design interactive and motivating activities and assessments, develop content for your online courses, and provide support and guidance for online learners. The third topic concentrates on enabling you to match existing technological tools to pedagogical principles and purposes. The fourth module explores modes of delivery in an online learning environment while the fifth and final topic on learning analytics highlights the importance of assessing the impact of the learning process by analysing data produced by the student during the learning experience and responding accordingly. These topics were carefully selected and integrated into the module in order to help you indentify models, tools, delivery and evaluation strategies for devising your learning designs.
Learning Objectives:
Upon completion of this module learners are expected to have developed skills and knowledge related to:
- Identify various models that can be integrated in learning design
- Apply the different frameworks for learning design
- Develop content suitable for effective learning design
- Relate trends and technological tools that can used to deliver appropriate learning designs
- Create interactive and motivating learning designs
- Differentiate between learning analytics and online course evaluation
Your facilitators for this course are: Maria Augusti and Regina Monyemangene-
-
-
-
-
-
Students mustMark as done
Module 3 Resources
-
-
Students mustMark as done
Progress tracker for each participant to download and then check off as activities are completed.
78.5 KB -
Students mustMark as done
Online Learning Orientation:
As some of you may not have participated in an online course previously, you may like to explore some basic pointers on engaging in online learning in general and Moodle in particular. Show more / hide
Some brief guidance to start you on your learning journey:
- Browse through the 'Online Etiquette' resource - this will guide you to some awareness of acceptable online behaviour
- Please introduce yourself in the 'Introductions forum' below. Guidance will be provided from within the forum on what is expected from you. The purpose of this is to establish your online presence
- The 'Moodle FAQ' forum is a space for questions and responses to support each other in using this online environment.
- Learning Journal (Reflective Blog): Please use the Blog facility to write your reflections periodically as we move through this course. You will find this in the 'Blog Menu' block on the right hand side of your screen. Simply click on the option to 'Add an entry about this course'.
- Please edit your profile by clicking on the 'My profile settings' in the Settings block menu on the left hand side of your screen.
-
-
-
-
-
-
Introduction
The process of designing learning for an online course involves several elements including aspects of designing the learning pathway, materials, activities, assessment and ultimately, the quality of the work. There are particular instructional methodologies, frameworks and models that have been relied on by different people because they offer systematic strategies and guidelines which inform the teaching and learning approach. Although there are various instructional and/or learning design models in the educational field, including ASSURE, Dick and Carey, the KEMP Design Model., in this particular topic, only two of the contemporary models or frameworks will be discussed. The first model that will be explored is the learning design methodology called 'the 7Cs of Design and Delivery' developed by researchers at Leicester University's and the second popular model that will be explained is the ADDIE. These two frameworks are focused on for two main reasons. Firstly, unlike many other learning design methodologies, the 7Cs framework was developed to support online learning environments which are the currently popular teaching and learning approach. The ADDIE model on the other hand is a generic model that has been widely used and is easy to understand.
Objectives
At the end of this topic you will be able to:
- Explain the concept of learning design frameworks and models
- Discuss the importance of applying learning design frameworks and models
- Describe contemporary learning design frameworks and models including 7Cs learning design framework and ADDIE
-
Students mustMark as done
Please note that these activities are also available from the Module Study Material at the relevant point.
-
-
-
-
-
Introduction
This section of the course provides guidance on how to design your learning process. The initial step of analysing the learner and instructional methodologies have already been adequately covered in topic 1. The subsequent steps of developing storyboards, designing interactive and motivating activities and assessments, developing content for your online course and providing support and guidance for your learner will all be addressed in this topic.
Objectives
At the end of this topic you will be able to:
- Create storyboards
- Design interactive and motivating activities and assessments
- Develop content for your online course
- Explain the principles of support and guidance for online learners
- Provide support and guidance for online learners
-
Introduction
Pedagogical purpose should drive your design, development, and presentation of the content and interaction of your courses using available digital functionality. Learning Management Systems (LMS) or Virtual Learning Environments (VLE), such as Sakai, Blackboard, and Moodle, are means of hosting the teaching and learning on a single integrated digital platform. On the other hand, a variety of free-to-use digital tools can also be used to enhance the teaching and learning experience, both integrated within the LMS and or available on general web-based platforms. The choice of a particular platform depends upon various factors such as the institutional support, readiness of the teachers and learners, nature of the courses provided, and number of potential users.
Objectives
At the end of this topic the learner should be able to:
- Identify and use tools and features of a LMS
- Explore a variety of Free and Open Source Software (FOSS) tools
- Develop a Learning Activity, Resource, or Assessment selecting and using an appropriate software tool that supports your pedagogical purpose
-
-
-
Students mustMark as done
-
-
Introduction
With the increasing availability and adoption of Information and Communication Technologies (ICT) to support teaching and learning in the Higher Education (HE) sector, the variety of modes of education provision in this sector has expanded rapidly. The move towards blended and online course delivery needs to be carefully considered in order to preserve the integrity of the teaching and learning environment. In particular, factors influencing the choice and extent of the blend should be identified and explored in order to maximise the affordances of the new teaching and learning environment, while maintaining a pragmatic approach within a given context. (Mallinson, 2013)
Objectives
At the end of this topic the learner should be able to :
- Explore the dimensions of blended modes of provision
- Become aware of the influencing factors impacting choice of mode
- Determine an appropriate mode of provision for a module or course
-
Introduction
The advent of new technologies has increasingly enhanced the connection between human beings and digital devices. This connection has led organizations and individuals to depend much on digital data to inform decision-making and setting strategies, and powerfully impacting future development of organizations and individuals. This topic introduces the idea of analytics, the term used in business and science to refer to “computational support for capturing digital data to help inform decision-making” (UNESCO, 2012). This topic deals specifically with learning analytics, which has the potential to significantly enhances the process of the educational decision-making based on powerful evidence. In other words, knowledge, skills and tools for conducting learning analytics are important in order to make informed decisions and take action. This unit will enable academics and higher education institutions to understand the concept of Learning Analytics (LA); how it works in the learning process; how to apply the learning process; methods of Learning Analytics, and Software used to engage with LA. Related to this is the practise of assessment and evaluation which will also be discussed.
Objectives
At the end of this topic the learner should be able to:
- Describe the meaning, purpose and potential of learning analytics
- Describe how analytics can be implemented to enhance teaching and learning Identify the various levels where Learning Analytics operate and explain how analytical tools or reports can be utilized to support learners through instruction or intervention
- Identify tools available within a learning management system for data analysis and discussion between the relationship of learning analytics and evaluation
- Design the assessment that fits best with the outcome of the course, identify principles and types of assessment and evaluation, design the tools for evaluating online course and explain the purpose for conducting course evaluation.
-
Students mustMark as done
-
-
-
-
-
-
-