Sequence Planning
An example of a simple sequence of activities for a ‘blended learning’ course. This would be a Stage 1 types, where the tutor manages and directs quite closed activities.
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Glossary is a searchable resource within the Learning Platform that students create— entries can be scored by the tutor.
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orums are examples of asynchronous communication between students. These can be simple to complex, entries can be scored. Considerable training is required by students and staff to manage forums successfully.
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t the start of a course, students may not know how to write creative and meaningful ‘notes’. Writing frames are a useful way to ‘train’ students in the required methods.
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ultiple Choice Questions (MCQ) can be useful formative assessments devices, especially for checking on basic terminology and concepts. SCORM quizzes are marked automatically and grades entered into the tutor’s mark book. This learning design was created using CompendiumLD, learning design tool developed by the Open University
CaseStudies Progression for e-learning: a model
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6 FormStudy News for teachers—an occasional issue
Issue # 2
Recharge your SoW with blended learning sequences
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Source: http://learning.staffs.ac.uk/bestpracticemodels/
esigning courses or Schemes of Work for e-learning or Blended Learning can be difficult and time consuming. It involves planning progression in learning concepts from the specification, using unfamiliar ICT applications and scaffolding independent learning study skills for students. There are a number of models, templates and tools that can help in this process. In this issue, a graphical ‘mind-map’ type planning tool is illustrated. This is CompendiumLD, a learning design tool developed by the Open University to facilitate shared curriculum design in Higher Education. It can just as well be used in schools. An example generic ‘activity sequence’ can be seen overleaf. Designing SoW to be delivered
cation; opportunities for students to collaborate in a secure structured environment; assessments that can be easily set, monitored and marked by the tutor. Teaching and learning activities can be designed to ‘train’ students in study skills in the early stages of the course, and gradually encourage learner autonomy by the introduction of more studentcentred activities (see diagram below). Research shows that collaborative learning benefits all types of learning, technology provides a in a Blended Learning course (face range of opportunities for accessito face lessons, supported by ble, flexible and engaging activistructured independent study), ties. needs to include some essential For those teachers committed to attributes; resources that are a constructivist approach, there attractive and gain attention; are a number of opportunities activities that are aligned to the here to develop good practice. assessment criteria of the specifi-
Specified tasks
Teacher controlled
Learner managed
Progression
The basic icons of CompendiumLD
Open ended
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