Curriculum design,
implementation and assessment.
Theme 4
Taking risks
Constructive alignment
(complicated phrase for a simple
idea)
• Have you come across the term?
• http://www.engsc.ac.uk/er/theory/constructive_ali
gnment.asp
• John Biggs (1999): Teaching for Quality
Learning at University, (SRHE and Open
University Press, Buckingham
• John Biggs (2003): Aligning Teaching and
Assessment to Curriculum Objectives,
(Imaginative Curriculum Project, LTSN Generic
Centre
activity
• What do you think might be some of the
pros and cons of constructive alignment?
Benefits?
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Clarity ( is learning always about this?)
Objectives clear to students
appropriateness of assessment
learning drives assessment
encourages deep learning
good for corporate learning?
good for independent learning
Issues with constructive alignment
• Not easy
• http://www.phil-race.com/downloads.html
(Understanding)
• mechanistic?
• Repetitive?
• Ongoing process to perfect and adapt
• Need to be able to adapt modules easily – curriculum development
implications
eg ICT in Teaching and Learning
• Kills creativity/ diversity in learning and teaching?
• OFSTED - school inspectors --- after spending the last five years
getting teachers to teach to objectives –what was their big critique in
the last report -- ???
Have a go • Think of a module you teach/or would like to teach
• aim?
• Learning outcome?
• LTA strategy?
• http://www.leedsmet.ac.uk/the_news/change/documents/
Version32AssesmentTeachingLearningStrategy1.pdf
• LTA methods?
• Assessment criteria?
• Student support ?
Have you ever designed a module
from scratch – what do you think is
required to design quality modules?
?
What is the reality?
Constraints
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Uni regulations
Faculty regulations
Regulations of associations/ bodies/ societies
Current departmental practice
Admin issues
Technology issues
• Useful to externally examine/validate courses lots of ideas
Implementation
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theories
experience
realities
constraints
Variety of appropriate techniques and
styles – add interactivity to facility deep
learning
Assessment
• Think of time – anytime -- from childhood
onwards when someone made an
assessment of you which had
• A. a positive impact
• B. a negative impact
Assessment and feedback
(pros and cons)
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Summative
Formative – assessment for learning
Ipsative
Diagnostic
• Peer assessment
• Self assessment
Feedback
Be sensitive
Can be hard to take
Will – early problems
Marco – consequences of poor
assessment
Early formative assessment in yr 1
Accuracy at degree level
• Thanks for mark of 81
Kill your prejudices - assessment at
one level is not a predictor of future
learning
• Boyle, R D; Carter, J E; Clark, M A C.
What makes them succeed? Entry,
progression and graduation in Computer
Science. Journal of Further and Higher
Education, vol. 26, pp. 3-18. 2002.
Think of attainment levels not fixed
ability
• Think of Life-long
learning not early
labels
• Move to individual
assessment personalised learning
Evaluation – who/how?
• Compare/ contrast
Old /new student evaluations
Staff evaluations/ peer observation
Issues?
When you do it ?
How you do it?
Get feedback when you can – but use it
constructively don’t take it to heart
You feel as good as your last
lesson/ evaluation
Issues in on-line learning
Bridget Cooper
What sort of things do we mean
when we talk about remote, elearning?
• What potential advantages might
there be for students when using
remote or on-line E-learning to
students?
• What are the possible
disadvantages to students?
• What might the differences be in
remote learning compared to face
to face learning?
• What are the advantages to tutors?
• What are the problems for tutors?
Ignore the hype!!!
Evaluate
Gilly Salmon
• http://www.atimod.com/index.shtml
• http://www.atimod.com/research/publicatio
ns.shtml
Many similarities to any teaching
and learning – -many complex
factors interrelating
Classroom ambience and quality of learning
dependant on degree of profound empathy
available for individuals
Teacher
quality
Time
Curricular
Flexibility
teacher /pupil
ratio
Quality/ amount/frequency
of positive interaction
leading to profound empathy
Nature and groupings
of pupils in class
Quality
of management
Facilitative quality
of environment
7
Similarities
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Quality of interaction is central
Needs to be positive - frequent
Emotions fairly central to experience
All groups different
All courses different
All tutors interact differently with students
Careful forethought about structure /materials
helps process – doesn’t predict it however
• Enthusiasm crucial
• Experience naturally helpful
Learning theory still valid
• However systems not necessarily
designed to support process of learning –
more for programmers edification
• Designers frequently forget …..emotion
and the part it plays in learning
• Remember 93% non--verbal
Differences
• Medium is different – new strange:
threatening
• You are at the mercy of the software and
technicians – although you always were –
ever arrived to find the door locked –the
gate impenetrable? - that cold rejected
feeling??
Its bloody
cold out
‘ere mate
It blooming is
too!
He’s not wrong..
Fear of the new?
• Doors/rooms are familiar – VLEs are not –
• if you can’t get in you can’t learn – you
need a learning space
• some VLES try to make the connection
between face to face and virtual learning
• Differences between VLES can be
superficial – or significant
• The interface is crucial - ease of
use – vital = access – no barriers
to learning for learners or tutors
• Needs to be designed for easy
learning
• Does it favour interaction or
transmission?
• Does it favour machines or
humans?
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webCT
first class
Boddington
OU interactive
Interactivity
• http://www.open2.net/learning.html
Gilly’s five stage model
• Stage 1 -- Individual access and the ability of participants to
use CMC are essential prerequisites for conference
participation
• Stage two - involves individual participants establishing their
online identities and then finding others with whom to interact.
• Stage three - participants give information relevant to the
course to each other. Up to and including stage three, a form of
co-operation occurs, i.e. support for each person’s goals.
• Stage four - course-related group discussions occur and the
interaction becomes more collaborative. The communication
depends on the establishment of common understandings.
• Stage five - participants look for more benefits from the system
to help them achieve personal goals, explore how to integrate
CMC into other forms of learning and reflect on the learning
processes.
e-tivities:
easy cheap
active
online learning
e-tivities address
either one stage of
the 5 stage model
and/or movement
between them
DVPT.
KNOWLEDGE
CONSTRUCT
INF. EXCHANGE
SOCIALISATION
ACCESS & MOTIVATION
• Many institutions/ courses – only using
VLES as a repository…….
Solutions
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Blended learning = more variety
best of all worlds
Reclaim non-verbal in face to face
Virtual learning works best when coupled with face to
face – communication increases – range of interaction
improved
New tutors start small and build – administrative
technical support very variable – make VLE part of
course – talk in detail to someone who has a successful
course running in your area
Case studies very successful means for
dialogue(example)
Try sharing a discussion yourselves – log in to webct –
go to the PGCHE module – then to discussions – then
theme four and read my message - add yours.
Have put other articles on webct in theme four and will
send this powerpoint
•
Recent Books and Journal articles by Gilly Salmon
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Competencies for online teaching. Education Training & Development
49 (1) :pp. 65-72
Goodyear, P., G. Salmon and C. Steeples (2001)
Academic Integrity in Electronic Universities of the New Millennium: a Practitioner's
Perspective
Higher Education in Europe XXIV (2) :pp. 259-264
Gray, C. and G. Salmon (1999)
Developing Learning Though Effective Online Moderation. Active Learning
pp. 3-8
Salmon, G. (1998)
Student Induction & Study Preparation Online. Proceedings of Networks of Skills and
Competence: Telematics in Education
Joensuu, Finland, September
Salmon, G. (1998)
Computer Mediated Conferencing in Large Scale Management Education
Open Learning (June) :pp. 45-54
Salmon, G. (1999)
Developing Managers Through Online Networking. The Current State of Business
Disciplines
S. B. Sahiya (Ed). Rohtak, India, Spellbound Publications
Salmon, G. (1999)
Computer Mediated Conferencing for Management Learning
at the Open University. Management Learning 31 (4) :pp. 491-502
Salmon, G. (2000)
Driving Through! Online learning for industrial supply chains
The Turkish Online Journal of Distance Education 1 (2/ July) :pp
Salmon, G. (2000)
E-moderating: the key to teaching and learning online
London, Kogan Page
Salmon, G. (2000)
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The Business Cafe Project: viewing to browsing?
British Journal of Educational Technology 32 (1) :pp. 91-104
Salmon, G. (2001)
E-moderating: turning the e-learning fantasy into reality
Malaysian Journal of Educational Technology 1 (1) :pp. 19-27
Salmon, G. (2001)
Approaches to researching teaching and learning online. Networked Learning:perspectives
and issues
C. Steeples and C. Jones (Ed). London, Springer-Verlag
Salmon, G. (2002)
E-tivities: the key to active online learning
London, Kogan Page
Salmon, G. (2002)
Mirror, Mirror, on my screen... Exploring online reflections
The British Journal of Educational Technology 33 (4) 383-396
Salmon, G. (2002)
Training Virtual Management Teachers
European Journal of Open & Distant Learning 1 (1)
Salmon, G. and K. Giles (1997)
Creating and implementing successful on-line learning environments: a practitioner
perspective
Proceedings of European Distance Education Network (EDEN), Bologna, Italy, EDEN
Salmon, G. and K. Giles (1998)
Training for Online Working. Managing Telework
K. Daniel, D. Lamond and P. Standen (Ed). London, Thompson
Salmon, G., K. Giles and J. Allan (2000)
Creating and Implementing Successful Online Environments: A Practitioner Perspective
European Open and Distance Learning Journal (February)
Salmon, G. and K. E. Giles (1999)
See Bob Rotherham’s slides on web-site for more ideas on on-line learning
critique
• http://www.phil-race.com/downloads.html
• The future of online learning - and 'false
dawns and failed prophets'
• Cooper (2007) -see docs for theme three
– Journal of Interactive and Smart
technology
• Mayes(2000) Pedagogy, Lifelong
Learning and ICT
Tasks for formative assessment
• 1, Prepare a five slide presentation in pairs
which raises one issue in your teaching for us to
discuss on line and relate it to any theory
(be imaginative –use visuals/links etc) will put on
line and discuss) (peer assessment)
• 2. Write a (concise) five hundred word reflective
statement which considers how you can relate
some of the theories and discussions we have
considered to aspects of your teaching.
• Will give you written feedback on this – both can
go in your portfolio and can be looked back on in
a years time… in your synoptic statement