Planning and Designing Flexible Learning School of Business and - - PowerPoint PPT Presentation

Planning and Designing Flexible Learning

School of Business and Management’s approach?

• 1. Some suggested design considerations?

Translating lectures and reading lists into flexible learning blocks

Develop e-learning innovation teams, School-level knowledge exchange, timeframes to help structure, plan and build modules Clarity on how and what students will learn – guided learning journey and desired outcome? Maintenance including updating of materials and links? Structure with modules as made up of ‘blocks’? Balance of consistency and flexibility - students know where to go and what to do, but with flexibility for different modules? Academic presence and visibility – not an online course? Interaction types, which parts will work best F2F with students, where can forums work well for students off-campus? Community development of hybrid on-off campus student learning experiences Good practice DL Conductor or DJ Full Service Inspiration Theory MOOC design Issues to consider: Supporting colleagues:

• 2. How could blocks work?

Translating lectures and reading lists into flexible learning blocks

5x theme blocks over 10 weeks for each module (15 credits) A 2 week block provides flexible student learning and reduces academic design workload 2 hour workshop every 2 weeks for more advanced work, building on blended learning Curriculum content blocks and formative assessments build into A1 & A2 Each 2 week block could consist of 10 ‘guided learning hours’ for consistency and to steer student journey

• additional wider reading and scholarship activities will still be expected as per module specification

B1 B2 B3 B4 B5 10 hours 10 hours 10 hours 10 hours 10 hours A1 --

• -----

A2 L1+2 L3+4 L5+6 L7+8 L9+10 L11+12 L13+14 L15+16 L17+18 L19+20 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 A B Something else… C

• 3. Instructional Design for Flexible

Learning: Using the ADDIE Model

A Framework for Planning Course Design

Analyse: a needs analysis relative to the target learners Design: determining learning objectives and designing learning strategies Develop: constructing and delivering materials required Implement: constructing the learning process, launching the course Evaluate: Did students achieve what we wanted them to achieve?

• 4. Block Flexible Learning: template example

The ADDIE Model in Practice

ANALYSE Consider here a needs analysis relative to the target learners (2UG cohort, 400 students). It should include an assessment of the content of learners’ knowledge, what they want to learn, and why they need to learn it. In addition, the analysis should include their learning characteristics, motivation, technology affordance, and learning goals. DESIGN Title Block 1 THE MARKETING ENVIRONMENT Learning Outcome(s) Decide which learning outcomes you wish the student to meet for this Block. e.g. Select and appropriately use a variety of strategic marketing conceptual tools to adequately assess the marketing environment for an

• rganisation

Introduction Decide how it would be most effective to start each Block. Short video/audio file introducing the block and laying out the flow of the learning journey and instruction on how to progress through the Block. DEVELOP & IMPLEMENT Content Books, Videos, Podcasts, Case Studies and Journal Articles here. E -book available online from RHUL library https://www-dawsonera-com.ezproxy01.rhul.ac.uk/abstract/9780273743156 Link to TALIS reading list for Block 1 Activity Design Learning Materials for the Block. Activity 1 – (warm-up) Activity 2 – (readings/viewing/listening) Activity 3 – (exploration) Activity 4 – (group interaction) e.g. Based on your own research conducted in the previous activity and using your brand of choice, design two questions which you would like to pose to your peers about either the internal or external marketing environment. Enter these in to the OneNote Class Note Book. Answer one other student’s questions. Learning check & summary/reinforcement Think how you may check that the student learned and achieved the learning outcome(s) for the block. Also, allow the student to reflect on their

• wn learning.

Activity 5 – (reflection) e.g. Based on what you learned in this Block, consider the following 3 questions and compose a 100-word piece to answer them. Post on the Blog (in Moodle). Comment on at least two other blog entries. EVALUATE Assessment Evaluate whether the teaching and learning was effective. This can be evaluated through the assessment or through participation and engagement

• metrics. Could also run a short survey (Google Forms).

e.g. Conduct Porter’s 5 Forces analysis for your chosen brand. Store this in your e-portfolio (Google sites) (You will need this to feed in to the summative assessment)

• 5. What could I add to blocks?

Not fixed – a suggested guide for activities, avoid over reliance on some activities

Brick Activity Type Why Pre-session reading Pre-learning support Welcome video - academic face Face of teaching team to provide academic presence Conclusion video - academic face Face of teaching team to provide academic presence PPT slide narration - academic narration Bespoke SBM content Forum - student reflection Student engagement MCT quiz - set times to number of questions Student engagement - and attendance metric Case study - student exercise, notes and questions Engagement with material Journal paper - student exercise, notes and questions Engagement with material Videos - student exercise Engagement with non-academic material Websites/news articles - exercises and notes Engagement with non-academic material Other - exercises and notes - padlet etc Engagement with non-academic material Academic podcast - linked to notes and exercises Additional information Visiting guest speaker - pre-recorded or live Additional information

How do I get a balanced mix of activities without relying on some too much? Max and min: Activities – n=x Duration - e.g.. 0.5-1 hour Avoid overuse of some activities e.g. all sources being long Panopto lectures Time planning for block activities? Check they add to a consistent level

• f ‘guided learning hours’

School-level framework?

• 6. Will my current assessments still work?

New style of teaching, may require new types of assessment

Speedy A1 turnaround for early feedback to inform A2 Considerations: Fitting assessment workload to compressed term times Improving employability skills Reduction in marking time Supporting BTEC students Detailed essay plan MCTS Write a journal paper extended abstract Reflective log Structured journal paper review Background notes Press release Case study writing Short answer maths questions Short selfie video Podcast Learning vlog Management executive summary Newspaper article

Y1 Y2 L6 L7 5mins 10mins 15mins 15mins 500 words 750 words 1000 words 1000 words

Is there a need for a new School/Dept tariff?

Questions?