Sunday, 28 February 2016

Course Design using OULDI

The assignment I'm working on this week is to use the OULDI course design cards to begin planning the course I will use as my assessment later in the course.


The course I'm planning to design is for our primary school teaching staff to support delivery of the computing programme of study, and programming in particular. I've done a number of face to face sessions, for which I've made resources I can recycle, and I'm interested in developing our use of personal learning networks, online conferencing (using Appear.in).

For the assignment I've been asked to simply sort the cards into:
  • Key Feature of course
  • Minor Feature
  • Not a Feature
The video shows some deeper activities - but in truth you'd need a group working together to get the most out of them.

So here's mine....


It's a lot of cards - and far too many so far on the "Key" column...

The definite No cards break into some subgroups.

Some are cards that just aren't relevant to my course idea and context - they may be relevant if someone outside our organisation used the course, but I'm not designing it for them!
  • Political
  • International
  • Day Schools
  • Residential
  • Accessible
  • Reused or found
  • Printed (although anyone will be able to print material if they want!)
  • Exam Assessment
  • Practice Placement
Others are discarded for more specific reasons:

  • It isn't Theory Based - this is a practical course and it has to feel like it is focused on practical outcomes every moment - theory (mostly constructivist) will underpin it of course.
  • It can't be blended although I'd love it to be, because it wouldn't be an affordable model.
  • Enquiry based sounds attractive, but is too extended and long term for this situation - I may try and leave trails for people who want to pursue that...
  • Computer Market Assessment is meaningless as there won't be specific answers to test people on.
  • Step by Step Instruction flies in the face of what the course needs - the build capacity to act independently and a 'fill in the dots' approach to teaching programming would perhaps be good for one or two lessons, but not to genuinely foster good teaching.


The Minors were harder to select, several I could argue if I were in a group should be key (and several key ones were borderline).

  • Portfolio because a good outcome would be a sample of work produced - but if someone did the course and had none, I'd not be worried.
  • Peer Assessment, Debate because I think it would be an idea way to support students, but I doubt it will work practically with the size and spread of people so cannot make it a key feature.
  • Continuous Assessment because it has to be continuous, but assessment itself isn't central to the work.
  • Innovative for the team& the student because it's good to be modelling online learning for colleagues, but that isn't what we're doing it for.
  • Sustainable because it needs to be, but it isn't the reason.
  • Student generated content because lesson plans and materials made can be invaluable, but again that's not the purpose.
  • Student choice because it is desirable, but will be limited by the resources available.
  • Research based to emphasise the need for independence, but accept the limited time available.
Finally the Key Ones - too many - I want to ensure I build into the course design:
  • Mentoring in Workplace and Practice Based because there are teachers who are confident in this area who will make ideal coaches and helpers - and hopefully the course will give delegates the impetus to make use of that.
  • Conversation because... well because without it why call it a course! Clarification, motivation, peer support...
  • Online& Individual  because that is what is affordable and practical - personalised in the sense of offering choices and advice and trusting the student to find their way.
  • Problem Based & Collaborative with Peer Support because I want much of the programme to be about building that personal agency, that independence of thought and I think working through challenging problems will build confidence and independence.
  • Group Tutorials and One to One or One to Few Tutorials because I think occasional online meetings will bring the course alive. I find on this course the relative isolation means I don't necessarily have my ideas pushed much - I face a problem, I do my best to solve it, I move on - group tutorials would help push me. I fear the group tutorials will turn into one to ones...
  • Active Discovery on a Guided Pathway with Autonomy and Scaffolded because I'd argue it's essential to that problem based approach, and also to make finding and sharing resources an intrinsic part of the course and get away from "this is the set of materials I must use" trap - but that needs to be structured and guided.
  • Self-Assessment Tutor Assessment & Feed Forward Assessment because I think it's the only meaningful and practical method for this situation. If I could only pick one it would be Self.
  • Reflective Log or Blog because if I'm designing something constructively and COI based... reflection and a means of sharing is essential.
  • Applied Concepts and Authentic Learning because people will need to take these ideas and use them for lessons for it to be valid - and learning to program without learning to teach programming is a failure.
  • Social & Professional Community * because I see the social network aspect and ongoing support as essential (and a desirable outcome in it's own right for the program, again building that 'Personal Presence' in the COI
I don't think completing the exercise has necessarily helped me plan the course much - but the test will be further down the line, and if I had done this in a group I dare say I'd have done it better and gained more from it.

* I'm calling this the Professional Social Network for want of a better term.

It isn't as diverse as a PLE but it has a high degree of autonomy within the framework set by the organisation controlling the directory of users and the content.

It looks and feels like a social network, but the grouping is one that is brought together by professional association.

UPDATE

Here are my two course Personas - Mandy and Mark.

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