The Story So Far...
As part of the study of the Learning Design for the 21st Century unit I'm designing a 5-6 week programme for in-service training for primary teachers focusing on programming, and (more importantly) teaching and learning strategies to make teaching the computing programme of study a positive experience for all concerned. I'm basing the content on a number of workshops I've run as face to face sessions but doing the design with the assumption that the course is online consisting of a mix of live workshops, self study online, online discussion and then practical classroom work with (optionally) a colleague from the course acting as a peer coach and assistant.
This post focuses on the....
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The course map provides an overview of the course. Previously I've completed activities around course features and things I do (and don't) want to include - but from this point on, I'm working in terms of quite a specific plan for a course with a beginning, middle and an end.
The Guidance and Support section in Salmon sets out tools the student/ delegate will be able to draw on during the programme
Folder of support material
This is something I have built up now over more than 12 months and consists of ideas for activities, templates, lesson ideas etc.
Google Classroom course
I've decided to use Google Classroom to host and present the course because it is the tool we already use internally, and therefore one that might actually result in real people using it (I won't begin to describe my feelings about Moodle which we also have available, and the other VLE products mentioned in the course notes, whilst interesting, are not something that will be useful for me to pick up on in the future (and very much the opposite of the PLE style approach I wrote about in unit 1). The classroom course will consist of the units all pre-built and released a unit at a time at the start of each week for delegates. Delegates will join by using a custom URL provided to them by email.
Each time the learning design runs a fresh version of the classroom will be cloned, updated to reflect changes and improvements and released to them a week at a time.
Set of general links and resources
Within the private Yammer discussion group (see below) we will maintain a set of links both to general support for IT and teaching and learning, and more general external sites that will be of value.
Appear.In Meeting Room
We will hold weekly live conferences online using Appear.in which we've found to be simple, reliable and suitable for groups of up to 8 people.
Dedicated Yammer group
We use Yammer as our private "professional social network" for staff. A private group for each cohort will provide the online community, whilst a larger group will give delegates access to enthusiasts from across our Trust as well as colleagues who completed the course previously.
The Content and Experience section in blue consists of
Five blocks of study activities
I write five but even now I suspect that to break the design down into reasonably even sized chunks, and to preserve a sense of progression and pace, I will finish with a design with more units, each intended to consist of a week of time, one hour of group work online and two or more hours or independent work.
A set of draft learning outcomes they will customise
We will share an initial set of outcomes, but early in the programme delegates will be asked to customise it to their own professional development needs and the context of their own class and academy.
This is all the content and activities that will be published via Google Classroom.
In mauve we have Reflection in which we have
Personal reflective blog
Each delegate will be provided with a blank blog, set up to share only with the tutor and other delegates (but with the instructions on how to invite others or make it public). This will be the main method by which delegates share the outcomes of their work and give each other feedback.
Group Google Docs folder for planning and resources
We will use Google Docs for collaborative work (planning for 3 lesson activity) where some feedback and response will happen within the work itself.
Several times we will ask delegates to assess their work and their progress against their objectives and expectations.
Response to ...
Delegates will be asked to respond to feedback from other delegates, and indeed from their pupils.
Pupil Feedback from lessons
We will all use a common approach to gather feedback from pupils which will not only help evaluate the design but also allow us greater insight into the attitudes and expectations of students to this area of study.
Finally in green we have ways students will Communicate and Collaborate.
Weekly online group tutorials
To ensure the course retains a "shape" and has that all important flow and sense of mutual support, we will meet online each week for one hour. The tutor will lead with content and examples but as the course goes on more and more delegates will be invited to lead sections.
Ongoing asynchronous forum on Yammer
The forum will be the focus for several tasks where we will direct delegates to communicate through it, but also be available for informal and delegate-led discussion.
Telephone (optional tutor), Email (optional tutor)
Telephone and email support remain available for when other media aren't enough.
Each delegates blog and the comments will provide a dialogue around the course content.
Collaboration on planning documents
In pairs delegates will work on detailed planning for some lessons, working either live or asynchronously as they wish.
Access to in-class support from peers.
It should generally be possible to have a delegate from the same or nearby academy visit one of the three lessons at the end of the course, however if that isn't possible we can use colleagues in academies with a teaching and learning brief or ex-delegates as a friendly, supportive presence.