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Curriculum Design for Online
Learning
Dr Christine Armatas
About me
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PhD from University of
Melbourne
Psychologist by training
25 years experience as an
academic
Educational consultant
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Expert in e-Learning and
curriculum design
Specialist skills in research
and evaluation
About you
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What is your role at the Open University of China?
What do you find rewarding about your role?
What do you find challenging?
What are your students like?
Overview
• Program
• What we will cover:
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Educational challenges and trends
Curriculum design and online learning
Creating and delivering an online course
e-Assessment
Useful applications
• Format
• Outcomes
Learning objectives
At the end of this training you should be able to:
1. Describe challenges facing higher education now and in the
future and discuss expected trends in the field
2. Understand the significance of changes in higher education and
their impact on teaching and learning
3. Explain the concept of constructive alignment and its relationship
to curriculum design, learning outcomes and assessment
4. Design learning activities and assessment tasks which address
learning outcomes
5. Recognise different types of assessment be able to make
judgements about whether they are authentic, valid or reliable
6. Create and deliver online learning activities and assessments in
Moodle
7. Apply principles of constructive alignment and constructivist
pedagogy to designing and delivering online learning
Topic 1. Challenges for Higher Education
According to the PEW Research Center (2012) by 2020
universities will :
– increase their online courses
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shift to lifelong learning models
offer different ways of certifying courses
adopt new teaching approaches to meet student demand
embrace peer learning and reduce the reliance on traditional
lecture/tutorial formats
Discussion
Do you think this will be true of Chinese
universities too? Why or why not?
www.sydney.edu.au
Key trends
2013 Horizon Report by The New Media Consortium :
– Technology trends to watch
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Massively open online courses (MOOCs)
Tablet computing
Games and gamification
Learning analytics
– Key trends
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Openness
Informal learning experiences
Changes to the role of educators
Learning paradigms that are :
– Online
– collaborative
– personalised
Significant Challenges
• Responding to the importance of digital media literacy
• Assessment practices that are:
– Valid
– Scalable
– Sustainable
• Systems and processes inhibit change
• Competition from new educational models
• Achieving customised learning
• Getting educators to use technology
(Horizon Report – 2013 Higher Education Edition)
Discussion
• How true are these challenges of Chinese universities?
• What are the most significant challenges facing Chinese
higher education institutions and how does this impact on your
role as a teacher?
The impact of labour markets
Driving factors:
• Need for high level skills
• Skills shortages in specific areas
• Employment prospects
Bridging the gap between higher education and the labour market
• Strengthen employer engagement and investment in skills training
• Ensure that providers understand what is required in the workplace
• Widen participation in higher education
• Collect, analyse and utilise data in decision-making
(DeWeert, 2011)
Producing work-ready graduates
Topic 2. Curriculum Design
www.prezi.com
5 steps in Curriculum Design
1.
Describe subject aims
2.
Write learning outcomes
3.
Design assessment
4.
Develop teaching activities
5.
Check alignment
What are learning outcomes?
Definition:
• Statement identifying what students should have achieved as
a result of completing a learning experience
– What they should know, understand and be able to do
– Can include attitudes, behaviours, values and ethics
Benefits
• Identifies what learners should focus on
• Sets expectations
• Dictates the learning activities and assessment
Types:
• Subject mastery
– Understanding
– Knowledge
– Subject-specific skills
• Personal abilities
– Cognitive skills
– Employability skills
– Professional awareness
Knowledge:
• Factual
• Conceptual
• Procedural
• Metacognitive
(Anderson & Krathwohl, 2001)
Learning Activities
Should be:
• based around teaching
strategies that help students
to achieve the desired
learning outcomes;
• Relevant, challenging &
interesting;
• Directly linked to one or more
learning outcomes;
• Accommodate different
learner preferences.
Learning
Style
Motivation
Interest
Learning Activity
Assessment
Assessment can serve different
purposes such as to motivate
students, to provide feedback
and for quality assurance.
Types of assessment:
• Formative versus
summative
• Criterion versus normbased
Assessment needs to be:
• Reliable
• Valid
• Authentic
Discussion
In small groups discuss your responses to the
questions below. Record notes about the discussion
and be prepared to report back on your discussion to
the larger group.
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What does it mean for assessment to be reliable,
valid and authentic?
How do you design assessment so that it meets
these criteria? How do you evaluate the extent to
which an assessment task is valid, reliable or
authentic?
Constructive alignment
Constructive alignment (Biggs & Tang, 2007) is where learning
activities and assessment are designed around learning
outcomes.
This alignment is crucial to assessment as learning.
Benefits of a constructively aligned curriculum:
• Ensures that students can demonstrate achievement of
learning outcomes
• Helps students to see what is important in the course
• Guides teaching approaches and feedback
• Can be mapped to show relationships between learning
outcomes, learning activities and assessment tasks
Curriculum mapping
• allows educators to review the curriculum to check for
unnecessary redundancies, inconsistencies, misalignments,
weaknesses and gaps;
• documents the relationships between the required components
of the curriculum and the intended student learning outcomes;
• helps identify opportunities for integration among disciplines;
• provides a review of assessment methods; and
• identifies what students have learned, allowing educators to
focus on building on previous knowledge.
www.educationworld.com
Whole-of-course perspectives
• Curriculum maps can be used to show how learning outcomes
are addressed across the whole program, as well as within
individual courses
• Help to show development of learning outcomes and
distribution of types of assessment
References
Anderson, J.Q., Boyle, J.L. & Rainie, L. (2012). The Future of the Internet.
http://www.pewinternet.org/topics/Future-of-the-internet.aspx?typeFilter=5
Anderson, L.W. & Krathwohl, D.R. (2001). A taxonomy for learning, teaching and assessing: A
revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University. 3rd ed. England and
NY: Society for Research into Higher Education and Open University Press.
De Weert, E. (2011). Perspectives on higher education and the labour market: Review of
international policy developments. Center for Higher Educational Policy Studies.
http://www.utwente.nl/mb/cheps/publications/Publications%202011/C11EW158%20Final%2
0version%20Themarapport%20onderwijs%20-%20arbeidsmarkt.pdf
Krathwohl, D.R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory into Practice.
41(4), 212 – 264.
http://rt3region7.ncdpi.wikispaces.net/file/view/8+Perspectives+on+RBT.pdf
New Media Consortium (2013) . Horizon Report – 2013 Higher Education Edition.
http://www.nmc.org/publications/2013-horizon-report-higher-ed
Topic 3. Creating an online course
Course design
Plan
Evaluate
Deliver
Design
Develop
What is the difference
between designing for
a program, a course
or a lesson?
What is meant by
horizontal and
vertical integration
of the curriculum
and why are they
important?
Designing learning activities
Learning activities need to be linked to learning outcomes
and aligned with the assessment.
When developing learning activities:
– Ensure activities are:
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scaffolded
resourced
suitable for the level of study
explained clearly
– Cater for individual preferences
– Check alignment with the overall curriculum
Lesson design tools
http://lessonlams.com/
Learning activities in Moodle
What tools are there in Moodle that you can use to create
a learning activity?
Role play lesson design
http://lessonlams.com/
Assessing the role play
activity
Previously we have emphasised that learning activities
need to be linked to learning outcomes and aligned
with the assessment.
Questions for discussion:
1. Would you want to assess the role play? Explain.
2. How could you assess the role play?
3. What would students need to know if the role play was
assessed?
4. How could you incorporate assessment of the role play
into your Moodle site?
How to assess?
When deciding how to
assess a learning activity,
the following considerations
are important:
• What would be evidence that
the learner had met the
desired learning outcomes?
• How much weighting should
the task be given?
• Is the assessment formative
or summative?
Topic 4. Groups & Group work in Moodle
Employers complain that
graduates cannot work in
teams, a skill which they
believe is essential.
This generic skill, along
with others such as
problem solving,
communication, critical
thinking and ethics are
now being developed
through the curriculum.
Team work
What emphasis are employability skills such as
teamwork given in your curriculum?
How much group work is there in your courses and
how is this managed?
What are some of the benefits of working in a
group?
What are some of the challenges of team work and
how do you manage them?
Group activities in Moodle
What tools are there in Moodle that you can use to create
a group activity?
Assessing group work
1. Would you want to assess group work? Explain.
2. How could you assess a group learning activity?
3. What would students need to know if group work is
assessed?
4. How could you incorporate assessment involving
group work into your Moodle site?
Discuss and answer the above questions in small
groups – again take notes and be prepared to report
back on the discussion to the large group.
How to assess group work
“Getting the assessment right is critical. Decisions need to be
focussed around four factors:
1) whether what is to be assessed is the product of the group work,
the process of the group work, or both (and if the latter, what
proportion of each)
2) what criteria will be used to assess the aspect(s) of group work of
interest (and who will determine this criteria - lecturer, students or
both)
3) who will apply the assessment criteria and determine marks
(lecturer, students – peer and/or self assessment or a combination)
4) how will marks be distributed (shared group mark, group average,
individually, combination)”
Centre for the Study of Higher Education, The University of Melbourne
Resources for group work
For consideration
How could you incorporate these resources into the
group lesson you designed previously?
What additional learning outcomes could you achieve
by adding these types of resources?
What other resources could you suggest that would
help students to learn to work effectively in teams?
Tips for effective team work
1. Set clear guidelines for the team activities and put in
place measures to manage team dynamics
2. Ensure students understand the benefits of working in
a team and why this is part of the curriculum. Start with
a small activity and then build up to a larger group task
3. Get students to research the stages of team formation
and the different roles people can take in teams so
they understand how teams work– if possible make
sure teams roles and membership are appropriately
balanced
4. If assessing team work, consider including a
component of peer-assessment to help manage the
team process and ensure it is fair
6. Using Moodle
Good practice for online teaching
What makes a good online course?
What constitutes good online teaching?
What advice would you give to teachers new to
teaching online?
A toolkit for online teaching
What are the basic tools that you
need to design, prepare and deliver
online learning?
Resource
Sharing
Information
Tools
Your toolkit
Online
Publishing
Communicatio
n Tools
Top 10 tips for online teaching
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Start small and work your way up
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Make your resources re-usable
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Where possible use tools in Moodle
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Share your teaching experiences
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Make it active and fun
Top 10 tips for online teaching
6.
Interact with your students
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Keep your learning goals in mind
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Put learning in the hands of your students
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Remember the basics of good teaching
Top 10 tips for online teaching
10. Content
is KING!
But usability, design and
curriculum alignment are critical
too!