Program design and implementation (CAS HEiE) - Revision history

Daniel K. Schneider: /* Breakdown */

2023-04-03T13:44:57Z

Breakdown

← Older revision		Revision as of 15:44, 3 April 2023
Line 76:		Line 76:
	=== Breakdown ===		=== Breakdown ===
	* Final project: 50%		* Final project: 50%
	* Week 1 mini-project: 15%		* Week 1 mini-project: 15% (10% project and 5% discussion)
	* Week 2 mini-project: 15%		* Week 2 mini-project: 15% (10% project and 5% discussion)
	* Week 3 mini-project: 15%		* Week 3 mini-project: 15% (10% project and 5% discussion)
	* Attendance: 5% (presence in the 8 mandatory classes, unless excused)		* Attendance: 5% (presence in the 8 mandatory classes, unless excused)
	* Participation (active participation in collective activities): evaluated within mini-projects and the project.		* Participation (active participation in collective activities): evaluated within mini-projects and the project.

Daniel K. Schneider: /* Course structure */

2023-03-13T13:44:58Z

Course structure

← Older revision		Revision as of 15:44, 13 March 2023
Line 24:		Line 24:

	== Course structure ==		== Course structure ==

			Overall, the module is based on some kind of project-oriented design. Participants will elaborate work on the design of an educational program though several steps. Each week looks at an important facet. In weeks 1-3 students will carry out mini-projects and engage in peer-commenting activities. Mini-project prepare for the project and its outputs can be re-used for the project.

	Throughout all activities, keep in mind the constraints of the emergency context. Options for design and development methods, learning and educational theory, technology remain mostly the same in all contexts. Context and solutions differ !		Throughout all activities, keep in mind the constraints of the emergency context. Options for design and development methods, learning and educational theory, technology remain mostly the same in all contexts. Context and solutions differ !
Line 36:		Line 38:
	* [[Program design and implementation (CAS HEiE) - week 4]] Course design and activity design		* [[Program design and implementation (CAS HEiE) - week 4]] Course design and activity design
	* Wrap-up - Monday week 5.		* Wrap-up - Monday week 5.
	~~In week 1-3 students will carry out mini-projects and engage in peer-commenting activities. Mini-project prepare for the project and its outputs can be re-used for the project.~~

	=== Project ===		=== Project ===

Daniel K. Schneider: /* Details: */

2023-03-13T13:43:24Z

Details:

← Older revision		Revision as of 15:43, 13 March 2023
Line 42:		Line 42:
	The project assignment includes two parts: the project itself and exchange around the project. Mini projects prepare for the project.		The project assignment includes two parts: the project itself and exchange around the project. Mini projects prepare for the project.

	~~==== Details: ====~~
	Present a short prototype for a program design. It will include among other elements (to be specified in week 4):		Present a short prototype for a program design. It will include among other elements (to be specified in week 4):
	* a short introduction,		* a short introduction,
Line 51:		Line 50:
	* some implemented elements in a Moodle class where you are the teacher/course designer		* some implemented elements in a Moodle class where you are the teacher/course designer
	You fill have to turn in the project design form (online or document). The form should contain links to elements of the class you designed in Moodle.		You fill have to turn in the project design form (online or document). The form should contain links to elements of the class you designed in Moodle.
	*		*

	== Course module III policies ==		== Course module III policies ==

Daniel K. Schneider at 13:41, 13 March 2023

2023-03-13T13:41:10Z

← Older revision		Revision as of 15:41, 13 March 2023
Line 13:		Line 13:
	This wiki contains teaching and learning materials for course module 3 of the [https://www.unige.ch/formcont/en/courses/he-emergencies Certificate of Advances Studies in Higher Education in Emergencies]. Course activities and other materials are available in [https://moodle.unige.ch/course/view.php?id=14530 Moodle of UniGE] (closed to the public).		This wiki contains teaching and learning materials for course module 3 of the [https://www.unige.ch/formcont/en/courses/he-emergencies Certificate of Advances Studies in Higher Education in Emergencies]. Course activities and other materials are available in [https://moodle.unige.ch/course/view.php?id=14530 Moodle of UniGE] (closed to the public).

	This module develops know-how about the design and the implementation of higher education programs with a focus on emergency contexts. Participants will acquire knowledge and skills in user-centered instructional design models, taking into account innovation and change management principles, educational development, participatory quality approaches, interculturality and last but not least: educational technology. Participants will be invited to design project proposals that include major dimensions and challenges of educational program development in difficult contexts, such as needs evaluation, curricula/program design, course design, learner evaluation, design of course materials, program coordination, certification, learner support and student management, and choice and use of technology.		This module develops know-how about the design and the implementation of higher education programs with a focus on emergency contexts.

	In coordination with module 2 we will discuss how to select and apply appropriate technology-enhanced instructional principles to design learning activities that provide a good learning experience. Participants will address constraints of emergency contexts, formulate requirements, and ultimately help to implement sustainable solutions for the human and technical program delivery infrastructure.		* Participants will acquire knowledge and skills in '''user-centered instructional design models''', taking into account innovation and change management principles, educational development, participatory quality approaches, interculturality, and last but not least: '''educational technology'''.
			* Participants will be invited to '''design project proposals''' that include major dimensions and challenges of educational program development in difficult contexts, such as needs evaluation, curricula/program design, course design, learner evaluation, design of course materials, program coordination, certification, learner support and student management, and choice and use of technology.
			* Proposals will include '''prototyping elements of an online course''' with the Moodle platform.
			* In coordination with module 2 we will discuss how to '''select and apply appropriate technology-enhanced instructional principles''' to design learning activities that provide a good learning experience.
			* Participants will address '''constraints of emergency contexts''', formulate requirements, and ultimately help to implement sustainable solutions for the human and technical program delivery infrastructure.

	You are allowed to build on top of prior work in modules 1 and 2.		You are allowed to build on top of prior work in modules 1 and 2.

Daniel K. Schneider: /* Main text books and articles */

2023-03-12T18:23:33Z

Main text books and articles

← Older revision		Revision as of 20:23, 12 March 2023
Line 84:		Line 84:

	McCowan, T., Omingo, M., Schendel, R., Adu-Yeboah, C., & Tabulawa, R. (2022). Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana. International Journal of Educational Development, 90, 102558. https://doi.org/10.1016/J.IJEDUDEV.2022.102558		McCowan, T., Omingo, M., Schendel, R., Adu-Yeboah, C., & Tabulawa, R. (2022). Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana. International Journal of Educational Development, 90, 102558. https://doi.org/10.1016/J.IJEDUDEV.2022.102558

			Morris, Emily and Yvette Tan (2021) Toolkit for Designing a Comprehensive Distance Learning Strategy. Washington DC: USAID, Retrieved october 18 from INEE. https://inee.org/sites/default/files/resources/Distance_Learning_Toolkit_10Aug2021-508.pdf

	O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice. In University College Dublin. Teaching and Learning (Vol. 9, Issue 2). University College Dublin. Teaching and Learning. https://researchrepository.ucd.ie/handle/10197/7137		O’Neill, G. (2015). Curriculum Design in Higher Education: Theory to Practice. In University College Dublin. Teaching and Learning (Vol. 9, Issue 2). University College Dublin. Teaching and Learning. https://researchrepository.ucd.ie/handle/10197/7137

	Zaharias, P. (2004). Usability and e-learning. <i>ELearn</i>, <i>2004</i>(6), 4. https://doi.org/10.1145/998337		Zaharias, P. (2004). Usability and e-learning. <i>ELearn</i>, <i>2004</i>(6), 4. https://doi.org/10.1145/998337

	Morris, Emily and Yvette Tan (2021) Toolkit for Designing a Comprehensive Distance Learning Strategy. Washington DC: USAID, Retrieved october 18 from INEE. https://inee.org/sites/default/files/resources/Distance_Learning_Toolkit_10Aug2021-508.pdf

	Zawacki-Richter, O., & Jung, I. (Eds.). (2022). Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education. Springer Nature Singapore. https://link.springer.com/referencework/10.1007/978-981-19-0351-9 Of particular interest are the chapters [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_5-1 The Rise and Development of Digital Education], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_72-1 Designing Online Learning in Higher Education]. [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_4-1 History and Development of Instructional Design and Technology], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_46-1 Evolving Learner Support Systems], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_18-1 Online Infrastructures for Open Educational Resources], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_27-1 Open Schools in Developing Countries] and [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_21-1 Open, Distance, and Digital Non-formal Education in Developing Countries]		Zawacki-Richter, O., & Jung, I. (Eds.). (2022). Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education. Springer Nature Singapore. https://link.springer.com/referencework/10.1007/978-981-19-0351-9 Of particular interest are the chapters [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_5-1 The Rise and Development of Digital Education], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_72-1 Designing Online Learning in Higher Education]. [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_4-1 History and Development of Instructional Design and Technology], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_46-1 Evolving Learner Support Systems], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_18-1 Online Infrastructures for Open Educational Resources], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_27-1 Open Schools in Developing Countries] and [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_21-1 Open, Distance, and Digital Non-formal Education in Developing Countries]

Daniel K. Schneider: /* Main text books and articles */

2023-03-12T18:21:49Z

Main text books and articles

← Older revision		Revision as of 20:21, 12 March 2023
Line 91:		Line 91:
	Morris, Emily and Yvette Tan (2021) Toolkit for Designing a Comprehensive Distance Learning Strategy. Washington DC: USAID, Retrieved october 18 from INEE. https://inee.org/sites/default/files/resources/Distance_Learning_Toolkit_10Aug2021-508.pdf		Morris, Emily and Yvette Tan (2021) Toolkit for Designing a Comprehensive Distance Learning Strategy. Washington DC: USAID, Retrieved october 18 from INEE. https://inee.org/sites/default/files/resources/Distance_Learning_Toolkit_10Aug2021-508.pdf

	Zawacki-Richter, O., & Jung, I. (Eds.). (2022). Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education. Springer Nature Singapore. https://link.springer.com/referencework/10.1007/978-981-19-0351-9 Of particular interest are the chapters [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_5-1 The Rise and Development of Digital Education]		Zawacki-Richter, O., & Jung, I. (Eds.). (2022). Handbook of Open, Distance and Digital Education. Handbook of Open, Distance and Digital Education. Springer Nature Singapore. https://link.springer.com/referencework/10.1007/978-981-19-0351-9 Of particular interest are the chapters [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_5-1 The Rise and Development of Digital Education], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_72-1 Designing Online Learning in Higher Education]. [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_4-1 History and Development of Instructional Design and Technology], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_46-1 Evolving Learner Support Systems], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_18-1 Online Infrastructures for Open Educational Resources], [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_27-1 Open Schools in Developing Countries] and [https://link.springer.com/referenceworkentry/10.1007/978-981-19-0351-9_21-1 Open, Distance, and Digital Non-formal Education in Developing Countries]

Daniel K. Schneider at 17:56, 12 March 2023

2023-03-12T17:56:45Z

← Older revision		Revision as of 19:56, 12 March 2023
Line 7:		Line 7:
	Program design and implementation (CAS HEiE) - week 3,		Program design and implementation (CAS HEiE) - week 3,
	Program design and implementation (CAS HEiE) - week 4		Program design and implementation (CAS HEiE) - week 4
	\|cat_syllabus=~~Program design and implementation (~~CAS ~~HEiE)~~		\|cat_syllabus=CAS Higher Education in Emergencies
	}}		}}
	== Overview ==		== Overview ==

Daniel K. Schneider at 17:55, 12 March 2023

2023-03-12T17:55:23Z

← Older revision		Revision as of 19:55, 12 March 2023
Line 7:		Line 7:
	Program design and implementation (CAS HEiE) - week 3,		Program design and implementation (CAS HEiE) - week 3,
	Program design and implementation (CAS HEiE) - week 4		Program design and implementation (CAS HEiE) - week 4
			\|cat_syllabus=Program design and implementation (CAS HEiE)
	}}		}}
	== Overview ==		== Overview ==

Daniel K. Schneider: /* Topics */

2023-03-12T17:50:02Z

Topics

← Older revision		Revision as of 19:50, 12 March 2023
Line 31:		Line 31:
	* [[Program design and implementation (CAS HEiE) - week 4]] Course design and activity design		* [[Program design and implementation (CAS HEiE) - week 4]] Course design and activity design
	* Wrap-up - Monday week 5.		* Wrap-up - Monday week 5.
	In week 1-3 students will carry out mini-projects and engage in peer-commenting activities. Mini-project outputs can be re-used for the project.		In week 1-3 students will carry out mini-projects and engage in peer-commenting activities. Mini-project prepare for the project and its outputs can be re-used for the project.

	=== Project ===		=== Project ===

Daniel K. Schneider: /* Overview */

2023-03-12T17:49:03Z

Overview

← Older revision		Revision as of 19:49, 12 March 2023
Line 9:		Line 9:
	}}		}}
	== Overview ==		== Overview ==
	This module develops know-how about the design and the implementation of higher education programs with a focus on emergency contexts. Participants will acquire knowledge and skills in user-centered instructional design models, taking into account innovation and change management principles, educational development, participatory quality approaches, interculturality and last but not least: educational technology.

	Participants will be invited to design project proposals that include major dimensions and challenges of educational program development in difficult contexts, such as needs evaluation, curricula/program design, course design, learner evaluation, design of course materials, program coordination, certification, learner support and student management, and choice and use of technology.		This wiki contains teaching and learning materials for course module 3 of the [https://www.unige.ch/formcont/en/courses/he-emergencies Certificate of Advances Studies in Higher Education in Emergencies]. Course activities and other materials are available in [https://moodle.unige.ch/course/view.php?id=14530 Moodle of UniGE] (closed to the public).

			This module develops know-how about the design and the implementation of higher education programs with a focus on emergency contexts. Participants will acquire knowledge and skills in user-centered instructional design models, taking into account innovation and change management principles, educational development, participatory quality approaches, interculturality and last but not least: educational technology. Participants will be invited to design project proposals that include major dimensions and challenges of educational program development in difficult contexts, such as needs evaluation, curricula/program design, course design, learner evaluation, design of course materials, program coordination, certification, learner support and student management, and choice and use of technology.

	In coordination with module 2 we will discuss how to select and apply appropriate technology-enhanced instructional principles to design learning activities that provide a good learning experience. Participants will address constraints of emergency contexts, formulate requirements, and ultimately help to implement sustainable solutions for the human and technical program delivery infrastructure.		In coordination with module 2 we will discuss how to select and apply appropriate technology-enhanced instructional principles to design learning activities that provide a good learning experience. Participants will address constraints of emergency contexts, formulate requirements, and ultimately help to implement sustainable solutions for the human and technical program delivery infrastructure.