1. e-learning Beyond the basics: course design Professor Stephen Brown GEES

2. Workshop Aim Introduce/review principles of effective distance education authoring

3. Objectives List the kinds of information required before you can begin course design. List the key components of course design and sequence them in an efficient way. Use these components to analyse the structure, content and quality of draft course material. Describe the roles in online learning. Explain the benefits of the course team model.

4. Activity Developing a short f2f course on key skills What information do you need? Write individual items on post-it notes and arrange into clusters. Groups compare lists after 20 mins

5. Scope Level Length (eg. 3 years full time for a typical undergraduate course) Duration (ie. How many times will be this course be presented before it is significantly revised or replaced?)

6. Goals Course aims Entry requirements Learning outcomes

7. Target population Who you expect to study the course size location type evidence of demand

8. Topics Core content Supplementary content Sources

9. Logistics People Skills Time Money

10. Planning proforma Learning Development Project Proposal LEVEL LENGTH DURATION COURSE AIMS TARGET POPULATION size location type

11. Activity List the key components you would expect to find in any course, eg. “course aims”

12. Key components Topics Activities Assessment Resources Support Aims Pre requisites Objectives

13. Topics  What topics need to be taught (why?)?  Are they appropriate for this level of course?  How do these topics relate to the aims and objectives?  How do these topics relate to the assessment?

14. Aims and objectives  What do you want to do?  What will students be able to do?  Are they skills, cognitive or affective?  Can you state the objectives in unambiguous measurable terms?

15. Learning resources  What resources do the learning activities require?  Do they already exist?  Can you vouch for their quality and stability?  Do you own the copyright on materials?  Can learners/staff access/control them easily?  How will learners know which are most relevant?  Can you use combinations of media to achieve the best mix of cost, accessibility, usability and effectiveness? Race, P. & Brown, S. 1998 The Lecturer’s Toolkit Kogan Page, London

16. Learning activities  How do you like to teach?  How do your students like to learn?  What kinds of learning activities would produce the specified outcomes?  How will learners know what to do?  Why should they do it?  Summative or formative?  Individual or group working?  How long will it take?  Where can they get help?

17. Pre-requisites What skills/knowledge does the course assume? How will you know if students have these skills? What can you do if they do not have them?

18. Pre requisites Objectives Aims Topics ActivitiesAssessment Resources Support Activity AimsPre requisites Objectives

19. Student support What help will learners need to complete the activities? How will they get it? How will learners get feedback on their performance? How will they be made to feel welcome and valued?

20. Assessment  How will learners be able to judge their own performance?  How will learners be assessed?  Are all the objectives assessed?  Are all the assessment questions related to objectives? Are the assessment and feedback procedures congruent with the objectives?

21. Pre requisites Objectives Aims Topics ActivitiesAssessment Support Development model Resources

22. Activity Critically appraise the Biocompatibility unit –Aims and objectives –Topics –Activities –Assessment –Learner needs

23. MClinDent critique Narrative form Passive learning Didactic Condescending Impersonal Linear No multimedia Dull Vague objectives Objectives/assessments don’t match SAQs test superficial recall Reading list is vague Assignment requirements are vague Insensitive to overseas learners

24. Activity List the different roles you think you played while you were critiquing the draft material.

25. Roles Author Educational developer Producer ('media editor', 'director') Communicator (‘Transformer’) Information designer('Graphic artist', 'visualiser') Text editor Proof reader Administrator ('secretary', 'course assistant') Chairperson ('convenor', 'teamleader', 'programme manager') Verifier ('External assessor') Researcher

26. Review List the kinds of information required before you can begin course design. List the key components of course design and sequence them in an efficient way. Use these components to analyse the structure, content and quality of draft course material. Describe the roles in online learning. Explain the benefits of the course team model.