This module takes you through a range of activities following a learning design sequence.
The sequence begins with looking at your learners and the principles that will govern your approach to design. It then explores the goals and objectives - what your learners will be able to do when they complete.
Once we have this information that underpins our design we move on to assessment - how will we gather evidence and measure their achievements? Remembering all the while that assessment tasks themselves should be part of the learning pathway and not necessarily 'events' in their own right.
This then informs what activities, experiences, resources and support our learners will need in order to gather the skills, knowledge and attitudes to successfully meet the criteria for achievement.
Note that you can 'check off' your activities as you go by clicking in the checkboxes to the right of each activity to help you monitor your own progress.
Using the template provided, create a persona based on a 'typical' learner who would enrol on your course. You only need to create one at this stage, but typically it is a good idea to create two three to reflect the diversity within a cohort.
You can have a lot of fun with this activity - use your imagination and be as specific as you can. Create a complete backstory. Remember the more believable your persona, the more you will empathise with the learner's needs and frustrations, which in turn will create a more holistic experience for that learner.
All areas of design have design principles. They are philosophical statements that underpin how to approach your design thinking. They provide a way of helping your designs reflect your values, beliefs and standards.
Revise the Learning Design Principles listed on page 4 and 5 of the NMIT Learning Design Framework.
Using the template worksheet below, make a list of the principles in order of their importance to YOU. Then fill in the other table cells by stating why this principle is important to you and how you might implement the principles in your learning activities.
For this task you will be creating the goal and objectives for a course.
Choose one of your courses
Course Goal: Think of the overall goal of your course (try to have just one, if possible), e.g. To provide students with the skills, knowledge and attitudes required to be able to design engaging and effective learning experiences
Course Objectives: Create a list of all the things your students should be able to understand and perform by the end of the course. Learning objective statements start with "By the end of the course the learners will..." e.g. 1. Become familiar with the Learning Design Framework, Learning Design Principles, and Quality Standards, 2. Apply this knowledge to the design of a course using effective practices
Use the template below to create the course goal and objectives
Fill out the template below for your course. It requires you to map your assessments to the course's learning outcomes as well as identify any opportunities for recognising transferable skills. View the example to help you understand how to complete the task.
Remember that one assessment may cover more than one learning outcome so modify/adapt the worksheet as necessary. It is really just to be used as a catalyst for your assessment design.
Once finished with the Assessment Worksheet, then complete the Assessment Schedule by using the template provided.
Create a course map for your course using the template provided. Use one page per week/session so you can build a timeline of activities and events.
Note: you will be refining this map over the next few activities, so it's not essential to get this perfect at this stage.
You will need a pen and four colours of post-it notes (the small size is fine).
Download and print out multiple copies of the template (one per week/session)
Number each each page with the corresponding week/session and lay them out on the floor or other large surface
Place the post-it notes on the map templates using one colour per aspect, i.e. assessment, activities, resources and support, as well as filling in the 'topic' for each week (it is often best to start by placing the assessments in order of due date first as these are so important and then fill the other aspects in). The type of information you will write on the post-its are:
Start with Assessment: the names of the assessment tasks (according to your Assessment Schedule), due dates and when to alert students
Activities: activity name/type (task, exercise, reading, video), links to assessment
Resources: what resources will support the activities and assessments
Support: what considerations for supporting students are needed, e.g. assessment reminder, technology training, opportunities to embed literacy and numeracy
Use the results from your Course Map activity to fill out the module breakdown template below.
You will notice that it contains similar fields to the course map, however there is a field added to allow you to spark discussion or reflection as well.
The reason we want to transfer our course map information to this word document table is to be able to now save changes to the map digitally. This also allows us to share it easily if you are designing the course in a group. A collaborative tool like Office 365 or Google Docs is perfect for this work.
We will be adding to the Module Breakdown in the next activities.
Read this excerpt from the Carpe Diem Workbook. It is a chapter on 'E-tivities'. E-tivities are activities that are designed especially for the online environment. This excerpt contains a number of considerations for creating e-tivities as well as a few example designs.
Read through the document below. It uses the wellness model of Te Whare Tapa Wha as a framework for designing support for your learners. For each of the four cornerstones it asks seveal guiding questions. You don't have to answer all of them, but it is a useful guide to make sure you are keeping your learners' user experience to the fore.
As you're reading and reflecting on the questions you may come up with ideas. Write them into your Module Breakdown document in the appropriate places.