Program design and implementation (CAS HEiE) - week 4: Difference between revisions

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We shall re-discuss and re-use some module 2 topics (B. Class) and intensify project work.
We shall re-discuss and re-use some module 2 topics (B. Class) and intensify project work.


==== What is learning and teaching  ? ====
== What is learning and teaching  ? ==


Recall of some principles
Recall of some principles
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* Relationship between learning activities, tutoring and learning materials
* Relationship between learning activities, tutoring and learning materials


==== Defining a course structure and organization ====
== Defining a course structure and organization ==


* Mode (distance with tutoring, self-learning, various mixed, classroom, etc)
=== Major types of course structures ===
* Activity structure
* Learner support and follow-up (tutoring, learner and teacher cockpits/analytics)
* Learner evaluation models (exams vs. continuous evaluation)


==== Pedagogic strategies ====
=== Mode (distance with tutoring, self-learning, various mixed, classroom, etc) ===


* 2-3 instructional design models
=== Activity structures ===
* Combined models
* Individual vs. collaborative vs. collective learning
* Communal constructivism etc.


==== Learning design ====
=== Learner support and follow-up (tutoring, learner and teacher cockpits/analytics) ===
 
=== Learner evaluation models ===
A course design should include both formative and summative evaluation:
 
# Formative evaluation provides feedback to the learner that allows him/her to correct action and progress. In case of failure, you can suggest corrective action.
# Summative evaluation evaluates and grades the state of knoweledge
 
You can both at the same time.
 
* Each class can define different ways to evaluate students. However, some principles (e.g. using the same scale) should be shared. Mass education programs are usually more automatized, therefore most elements should be shared.
* Avoid doing only final exams in distance education since many students will not be prepared.
* In larger classes without strong tutoring, organize at least a mid-term exam plus regular self-evaluation quizzes
 
== Pedagogic strategies ==
 
=== Models for Instructional designs ===
 
=== Direct instruction ===
 
=== Project-based learning ===
 
=== 4C/ID ===
 
=== Inquiry learning ===
 
=== Communal constructivism ===
 
== Learning design ==


https://www.ucl.ac.uk/learning-designer/index.php
https://www.ucl.ac.uk/learning-designer/index.php
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* Show 2-3 simple methods, e.g. forms (online or paper), concept maps
* Show 2-3 simple methods, e.g. forms (online or paper), concept maps
* Usability (clear instructions, clear evaluation criteria, etc.), for new types of activities: training and onboarding
* Usability (clear instructions, clear evaluation criteria, etc.), for new types of activities: training and onboarding
== Module project ==
* Complete the program design form
* Check that all sample activities in you Moodle class are done

Revision as of 11:16, 3 November 2022

DKS:Program design and implementation (CAS HEiE)

Week 4 - Course design and activity design

  • Interactive Class: Monday November 7: 17h30 (!!!) - 19h30
  • Interactive Class: Wednesday November 9: 17h00 - 19h15
  • Public tutoring session: Friday November 11: 17h-19h

We shall re-discuss and re-use some module 2 topics (B. Class) and intensify project work.

What is learning and teaching  ?

Recall of some principles

  • First principles of learning
  • Learning types and levels
  • Learning materials: self-learning vs. learning materials for tutored activity-based designs, "books" vs. interactive online pages.
  • Relationship between learning activities, tutoring and learning materials

Defining a course structure and organization

Major types of course structures

Mode (distance with tutoring, self-learning, various mixed, classroom, etc)

Activity structures

Learner support and follow-up (tutoring, learner and teacher cockpits/analytics)

Learner evaluation models

A course design should include both formative and summative evaluation:

  1. Formative evaluation provides feedback to the learner that allows him/her to correct action and progress. In case of failure, you can suggest corrective action.
  2. Summative evaluation evaluates and grades the state of knoweledge

You can both at the same time.

  • Each class can define different ways to evaluate students. However, some principles (e.g. using the same scale) should be shared. Mass education programs are usually more automatized, therefore most elements should be shared.
  • Avoid doing only final exams in distance education since many students will not be prepared.
  • In larger classes without strong tutoring, organize at least a mid-term exam plus regular self-evaluation quizzes

Pedagogic strategies

Models for Instructional designs

Direct instruction

Project-based learning

4C/ID

Inquiry learning

Communal constructivism

Learning design

https://www.ucl.ac.uk/learning-designer/index.php

  • Definition of scenario
  • Learning design (see also module 2) and tools
  • Show 2-3 simple methods, e.g. forms (online or paper), concept maps
  • Usability (clear instructions, clear evaluation criteria, etc.), for new types of activities: training and onboarding

Module project

  • Complete the program design form
  • Check that all sample activities in you Moodle class are done
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