1. Decision flow for Module Planner v9.4 JISC D4L project A User-oriented Planner for Learning Analysis and Design

2. Module Outline Link Module Aims to Topics Define title, level, term, credit hours, contact hours, No. of students, No. of weeks Publish to students and staff Enter Module Aims, Topics, LOs, TMs, FAMs, SAMs as simple lists Inputs Required decisions Results of decisions Link Topics and LOs Link LOs and TMs Link LOs and FAMs Go to any stage at any point Optional decisions Inspect coherence Advice Exemplars Case studies Local data Descriptions Support Inspect coherence Inspect coherence across all inputs Support

3. Inspect resultant staff workload Module Resources Distribute learner’s time over TMs Publish to students and staff Define maximum group sizes Inputs Required decisions Results of decisions Assign staff workload to senior and support staff Estimate preparation time needed Define reuse of materials Estimate presention time needed Define ratio of cognitive activities by TM Estimate definitions of staff time Inspect plan for resource deployment Go to any stage at any point Optional decisions Inspect resultant student workload Inspect resultant student experience Support Display Teaching Methods

4. Module Calendar Inspect staff workloads by week Display weeks and Topics with LOs, TMs, AMs attached Publish to students and staff Realign Topics by Week Inputs Required decisions Results of decisions Redistribute TMs by week Inspect student workloads by week Go to any stage at any point Optional decisions Inspect viability Advice Exemplars Case studies Local data Descriptions Support Inspect Totals, viability Support Recalculate database values for TM totals, staff time, and TM links to Topics, LOs, and AMs Display TM hours by Week, Cum and Target totals, Weekly workloads available

5. Code: Time students spend studying without lecturer involvement This information will be carried through the Module Plan. You can return to change the information at any stage. Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option. Module Outline Basic data Module Resources Calendar Session Design Title: Level:Credit hours:Contact hours:Non-Contact hours: Credit hours = Contact hours + Non-Contact hours Term: Overall Module Aims Number of students: Number of weeks: Certificate Select Module or insert new title Save as Module Outline step 2 Continue Link to standard definition

6. This information will be carried through the Module Plan. You can return to change the information at any stage. Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option. Module Outline step 1 Module Resources Calendar Session Design Title: Topics Title brought forward Save as Module Outline Topics and LOs Continue + Learning Outcomes + Topic LO Add Topics. Add Learing Outcomes. Link the Topics and Learning Outcomes by… If you revise any wording this will be saved when you click on ‘Save as’. This enables you to check the completeness of the two lists - is each Topic adequately covered by its associated Learning Outcomes? - is each Learning Outcome adequately addresse by its associated Topics?

7. Module Outline step 1 Module Resources Calendar Session Design Title:Title brought forward Save as Module Outline LOs and TMs Continue Learning OutcomesTeaching Methods Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5 Teaching Method 1 Teaching Method 2 Teaching Method 3 Teaching Method 4 Add Teaching Methods Link Learning Outcomes to Teaching Methods by… If you revise any wording this will be saved when you click on ‘Save as’. This enables you to check the completeness of the two lists - is each Learning Outcomes adequately covered by its associated Teaching Methods? - is each Teaching Method linked to all appropriate Learning Outcomes? This information will be carried through the Module Plan. You can return to change the information at any stage. Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option. Same time, same place: Class session (lecture, demonstration) Small group session (tutorial, seminar) Structured group work Collaborative project work Field trip Workshop … Same time, online: Class session (streamed video) Small group session supervised Structured group work Collaborative project work Virtual field trip Virtual workshop … Asynchronous, online Class session (video download) Small group session supervised Structured group work Collaborative project work Virtual field trip Virtual workshop … Individual Individual use of narrative resource for reading, listening, watching Individual use of interactive, collaborative, adaptive or productive medium

8. Module Outline step 1 Module Resources Calendar Session Design Title:Title brought forward Save as Module Outline LOs and AMs Continue Learning OutcomesF Assessment Methods Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5 F Assessment Method 1 F Assessment Method 2 F Assessment Method 3 These refer to formative assessment only, i.e. they are part of the learning process and learners receive feedback to help them improve their performance. Add Formative and Summative Assessment Methods Link Learning Outcomes to Assessment Methods by… If you revise any wording this will be saved when you click on ‘Save as’. This enables you to check the completeness of the two lists - is each Learning Outcomes adequately tested by its associated Assessment Methods? - is each Assessment Method linked to all appropriate Learning Outcomes? - are the formative AMs sufficient preparation for the summative AMs? This information will be carried through the Module Plan. You can return to change the information at any stage. Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option. S Assessment Methods S Assessment Method 1 S Assessment Method 2

9. Module Outline step 1 Module Resources Calendar Session Design Title:Title brought forward Save as Module Outline Check Continue Teaching MethodsF Assessment Methods Teaching Method 1 Teaching Method 2 Teaching Method 3 Teaching Method 4 Teaching Method 5 Assessment Method 1 Assessment Method 2 Assessment Method 3 Link each Module Aim to its associated Topic(s), LO(s) and AM(s) by… If you revise any wording this will be saved when you click on ‘Save as’. This enables you to check the coherence of the Module design overall: - is each Module Aim adequately addressed by the Topics, Learning Outcomes and Assessment Methods? This information will be carried through the Module Plan. You can return to change the information at any stage. Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option. Module Aims Module Aims 1 Module Aims 2 Module Aims 3 Topics Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 … Learning Outcomes Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5

10. Module Outline step 1 Module Resources Calendar Session Design Module Outline step 2 Continue Select Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner’s time over TMs Define ratio of cognitive activities The following slides go through the stages of Module Resource planning, then return to Calendar planning

11. Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Lectures......................... Tutorials......................... Seminars........................ Workshops....................... Fieldwork................. Study guides..................... Set readings..................... Computer-based tools.............. Web-based resources.............. Online asynchronous conferencing.... Online synchronous audio conferencing. Tutor-marked assignment........... Computer-marked assignment........ Additional teaching methods Other?..... Printed teaching materials for self study, generated by the academic: books, course notes, workbook, supplements, etc. designed for learners to attend to, rather than 'investigate'. Not the same as ‘ primary ’ material already existing, which counts as ‘ set reading ’. They may include suggestions for activities or exercises for students to do without supervision. ExamplesExamples This selection will be carried through the Module Plan. You can return to make a new selection, or write in an additional method at any point. Continue Revise according to TM list in Module Outline?? Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities

12. Lectures............................. Tutorials............................. Seminars............................ Workshops.......................... Fieldwork............................ Study guides.......................... Set readings.......................... Computer-based tools.................. Web-based resources.................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ Hours 20 10 20 10 50 30 20 30 10 50 10 300 Cumulative total Target Credit hours Teaching Methods - Distribute learner’s time You can decide here how you want to assign the total student learning time for the Module across the different teaching methods. Your cumulative total should match the Credit hours total defined for the Module. Rollover to see definition and links to examples Continue Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities

13. Teaching Methods - Define your maximum group size Optional - Calculations of staff time needed for the Module will use the default estimates Lectures............................. Tutorials............................. Seminars............................ Workshops.......................... Fieldwork............................ Study guides.......................... Set readings.......................... Computer-based tools.................. Web-based resources.................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ Edit the maximum student group size to suit your context 200 10 20 10 n/a 30 6 n/a The maximum group size you assign to a teaching method affects the learner’s experience, as smaller groups require more active involvement from each student. It also affects the number of staff required. The default figures shown are typical, and can act as a guide, but may not be optimal for every context. Continue Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities

14. hour lecture hour tutorial hour seminar hour workshop hour fieldwork exercise study guide it takes students hour(s) to study reading it takes students hour(s) to read tool it takes students hour(s) to study web resource it takes students hour(s) to study online conference students take hour(s) to use hour audio conference assignment it takes students hour(s) to produce assignment it takes students hour(s) to work through 1 1 2 1 3 1 Teaching Methods - Estimate time required for preparation Optional - Calculations of staff time needed for the Module will use the default estimates. Rollover to see definitions and links to examples Lectures............................. Tutorials............................. Seminars............................ Workshops.......................... Fieldwork............................ Study guides.......................... Set readings.......................... Computer-based tools.................. Web-based resources.................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ 1 Edit the estimates of preparation time to suit your context. Prep time (hrs): for a:.5 4 0 4 8 1 1 1 1 1 5 1 3 0 1 0 1 The ratio between preparation time and learner study time affects the total staff time needed for the Module, which will be calculated from these figures. Zeros mean ‘negligible’ preparation time. The default figures shown are drawn from staff data, and can act as a guide, but will vary for different contexts. Preparation time can be reduced by reusing existing materials in the next stage. Continue A physically-located workshop environment could be constructed, as in a classroom, or visited, as on a field trip, or provided, as in a laboratory. The time spent providing equipment or travel is not included here, only the time spent preparing and presenting the teaching, and study time Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities

15. Teaching Methods - Define reuse of materials Optional - Calculations of staff time needed for the Module will use the default estimates Rollover to see definition and links to examples Lectures............................. Tutorials............................. Seminars............................ Workshops.......................... Fieldwork............................ Study guides.......................... Set readings.......................... Computer-based tools.................. Web-based resources.................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ Total student hours Decide what % of each Teaching Method will reuse materials. % Reused Default estimates for reuse assume that preparation time can be reduced, on average, to around 20-25% of the time taken to prepare new materials. With reuse, the preparation time is spent on research, selection, evaluation and adaptation, instead of design and development. You can edit reuse estimates and also decide on the approximate % of reuse for each Teaching Method (the default is zero). Continue 20 10 20 10 50 30 20 30 10 50 10 80 90 0 80 0 90 100 10 80 0 50 0 100 Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities

16. Teaching Methods - Estimate time required for presentation Optional - Calculations of staff time needed for the Module will use the default estimates Rollover to see definition and links to examples Online asynchronous conferencing........ Tutor-marked assignment............... Default estimates for presentation time are calculated from the contact time for the face-to-face Teaching Methods. For most other methods there is no presentation time as they are used by students unsupervised. For these methods, staff time is needed for supervision, though not face-to-face. Continue Assumes half an hour per student group study hour, to initiate discussion, read through comments, and generate feedback and commentary on student discussions. Assumes ground rules in place to constrain student input. Effect of CMC group size and number of groups is taken into account elsewhere. It takes hour(s) to monitor and contribute to a conference for every hour(s) a student should spend working on it.5 It takes hour(s) to mark an assignment it takes a student hour(s) to produce.5 1 5 Edit estimates for ‘presentation’ time to suit your context. Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities

17. Lectures Tutorials Seminars Workshops Fieldwork Study guides Set readings Computer-based tools Web-based resources Online asynchronous conferencing Online synchronous audio conferencing Tutor-marked assignment Computer-marked assignment Lecture method (staff time in hours) Max Group size Time allocation per Staff time required is 20 1 hour v v ||| Click to add a method to the list This will appear as a dialog window Lecture method (Student time in hours) v v ||| v v ||| 1 for preparation v Show output Student time required 1 for attention v Click to add text Lecture method (resources use/reuse) Time required preparing resources 1 % Time saved in reusing resources.2 This is an alternative approach to the input, enabling the user to work on one TM at a time to specify its characteristics, then inspect the resulting balance across all TMs. Staff time required is 1 for presentation

18. Lectures............................. Tutorials............................. Seminars............................ Workshops.......................... Fieldwork............................ Study guides.......................... Set readings.......................... Computer-based tools.................. Web-based resources.................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ Max group size 200 10 20 10 n/a 30 6 n/a Hours 20 10 20 10 50 30 20 30 10 50 10 300 100 10 60 0 90 100 10 90 30 10 0 10 0 30 10 0 50 10 0 10 30 0 80 30 20 0 70 80 0 40 0 30 0 20 0 10 0 10 0 50 Attend (Narrative) Investigate Interactive Discuss (Communicative) Practice (Adaptive) Produce (Productive) Teaching Methods - Define the ratio of cognitive activities for each TM Optional - Calculations of learner experience will use the default estimates Each Teaching Method affords a probable ratio of time spent on the five different kinds of cognitive activity shown. Rollover to see definition and links to examples Edit estimates for the ratio of cognitive activities to suit your teaching style Default ratios of cognitive activity are shown for each of the selected Teaching Methods. The totals for each cognitive activity are calculated from the distribution of hours and group sizes you have assigned. To achieve a different learner experience, change either the assignment of hours to TMs, or the ratios, or the group sizes. Continue Learner is working actively with materials or resources to find out information, analyse and explore others' ideas, but not focused on generating their own ideas. Not 'experimenting', therefore, which would come under 'practising'. 4020 10 20 - the learning experience Cumulative total Target Credit hours Display Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials Estimate presentation time Distribute learner time over TMs Define ratio of cognitive activities

19. Inspect resultant staff time Lectures............................. Tutorials............................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ 30 10 50 30 40 80 120 5 30 10 30 80 15 10 80 150 80 45 20 90 10 150185215400 Student contact time Student study time Staff prep’n time Staff pres’n time Total staff time Time in hours Teaching Methods - Inspect the staff time workload resulting from the previous decisions Optional - Calculations for the Calendar, and for the break-even fee will use these values. Click to expand or contract any column There are several ways of reducing total staff time: 1. Change the amount of reuse of materialsChange the amount of reuse of materials 2. Select Teaching Methods with more learner activity and/or peer supportSelect Teaching Methods with more learner activity and/or peer support 3. Change estimates of staff preparation and/or presentation timeChange estimates of staff preparation and/or presentation time 4. Increase the maximum group size allowanceIncrease the maximum group size allowance Continue Option 1 is good, if the materials are good, because it releases staff time. Option 2 is good, if there is still sufficient teacher contact, because it improves the quality of the learner experience. Option 3 may reduce quality if preparation or presentation time is cut too much. Option 4 is less good because it reduces the quality of the learners’ experience Assign staff workload

20. Inspect resultant staff time Lectures............................. Tutorials............................. Online asynchronous conferencing........ Online synchronous audio conferencing.... Tutor-marked assignment............... Computer-marked assignment............ 120 5 30 10 30 10 120 5 30 10 30 80 15 10 80 150 80 45 20 90 10 185215400 Target prep’n time Target pres’n time Senior prep’n time Senior pres’n time Total senior time Time in hours Teaching Methods - Assign the staff workload to senior and support staff Optional - The default assumption is that all teaching is done by senior staff, which affects the break even fee. As you assign time to support staff, the senior staff time reduces accordingly To calculate the break-even fee for the teaching element of the Module Enter the cost per day (these are default values only) for a member of Senior staff £350Support staff £250 For the data entered so far, the break-even fee is estimated as £200 per student Continue Assign staff workload Support prep’n time Support pres’n time Cum prep’n time 215 Total support time Cum pres’n time 120 5 30 10 30 80 15 10 80 185 215 The break-even fee can be improved by: 1.Reducing the staff cost per day above 2.Increasing the use of support staff above 3.Reducing student numbers if presentation time is high, or increasing them more if preparation time is highReducing student numbers if presentation time is high, or increasing them more if preparation time is high 4.Reducing staff timeReducing staff time

21. This information will enable you to distribute the use of Teaching Methods week by week, as appropriate for the Topics. Module Outline step 1 Module Resources Calendar: Schedule Topics Session Design Save as Module Outline step 2 Continue Week12345678 Calendar - Distribute the Topics across the weeks of the Module Optional - The default assumption is that Topics are evenly distributed. Use the drop down arrow for a topic to see its associated Learning Outcomes and Assessment Move or resize Topics by dragging Double click on a Topic if you want to make an additional copy of it. Topics can overlap Topic 1 Topic 2 Topic 3Topic 4 Distribute Teaching Methods Inspect resulting workloads Learning Outcome 2 Assessment 3 Learning Outcome 4

22. Module Outline step 1 Module Resources Calendar: Schedule Topics Session Design Save as Module Outline step 2 Continue Week12345678 Calendar - Distribute the Teaching Methods across the weeks of the Module Optional - The default assumption is that Teaching Methods are evenly distributed, though this will not be optimal Assign hours for each teaching method each week, checking against the target total, and the impact on student workload each week Topic 1 Topic 2 Topic 3 Topic 4 Distribute Teaching Methods Inspect resulting workloads Lectures.... 2 2 22 22 22 Tutorials... TC........ AC........ TMA...... 101010 CMA..... Weekly Student totals 2 2122122122 30 10 30 10 40 80 Target total 16 0 30 0 Cum Total The distribution of Teaching Methods can be adjusted if student workload is too high in some weeks. Alternatively, make students aware of these effects, and check the impact on their other Modules.

23. Module Outline step 1 Module Resources Calendar: Schedule Topics Session Design Save as Module Outline step 2 Continue Week12345678 Calendar - Inspect the resulting staff workloads across the weeks of the Module This information is calculated from the distribution of Teaching Methods, and the previous estimates for staff time. Distribute Teaching Methods Inspect resulting workloads Lectures.... 2 2 22 22 22 Tutorials... TC........ AC........ TMA...... 101010 CMA..... Weekly Student totals 2 2122122122 Senior staff 30 201203010204020 Support staff 40 101705030404020 30 10 30 10 40 80 Totals 150 250 The distribution of Teaching Methods can be adjusted if staff workload is too high in some weeks. But check the impact on student workload as well.

24. Module Outline step 1 Module Resources Calendar Session Design Module Outline step 2 Link to the Session Planner storyboard