- The online conferences are the main way instruction and feedback would occur in this course – probably the single deciding factor in the quality of the course but they are glossed over in the materials and planning shared. Something as detailed as a lesson plan should be created and shared with the students as part of their prep for the session. Agreed. I will work on a much more detailed "script" for the first sessions possibly using the e-tivity templates, although they lack the detail necessary.
- Welcome and introductions and a test of the conferencing technology should be brought forward a week. Agreed. This will in effect be a 'week zero' - a preparation week. This will also create space for checking all delegates can access everything.
- Teachers are being expected to get into the online conference very quickly but it is likely it will be just two or three that do so – planning needs to show how that will be managed. I expect all delegates will find the group OK, I've had no experience of people failing to do that - however yes, there may be a period of silence as nobody posts anything - so more structure is needed - I will go back to the Salmon five stage model for ideas.
- The follow on activities need to be written out more clearly because although they will be explained anyone who misses the session or doesn’t understand has nothing to fall back on Agreed - this will be part of point 1 above - delegates that miss the live session will have access to written explanations in there.
- The course doesn’t allow for teachers to self-study and miss out the online conferences entirely – surely video and screencasts could allow people to do the course on demand? That wasn't the initial brief - the idea is a blended approach that has set time limits to ensure there is a sense of pace and progression and a group dynamic. As an entirely self-access on-demand course it has value for people to dip in and take away resources, but it is a very different project. That said, it would be entirely possible to record the online seminars and make them available alongside the material in an on-demand version.
- Can a tutor led lesson observation and support be built in? As it stands someone could fail quite badly in their lesson and that might not be clear within the review of the course. For example they might say it went well and pick one example where the pupil did good work and the principal will think they’ve moved forward when in fact they haven’t – where is the rigour/ accountability. This is difficult to resource - perhaps some additional resource could be provided for the delegates to ask a colleague within their school to complete the pro-forma.
- We expect teachers to set out clear LO for each session, this course should match that. This will be covered in 1 above.
Saturday, 11 June 2016
Learning Design: Review and Feedback
This is a summary of points raised reviewing the learning design set out in earlier posts: