Beginning the search for learning Objects

Having now designed a module structure and roughed out the content we need to a range of learning objects. As the focus of the project is on design not delivery we intend to minimise amount of LO creation that we have to do. Fortunately our world is packed with resources. Leeds Met’s own repository is starting to fill, thanks to the OER Unicycle project. The S4L (skills for learning) department have a very compressive site, full of those basic yet essential skills we all have to refer back to from time to time.

These are the two resources I have been exploring today, creating a map between resources and module content labels. Writing ideas and notes on how these resources could be incorporated. I have found some interesting diagnostic tools which might compliment the ones the PC3 team have recently experienced during our caching course. Aimed at developing an employment plan at the end of a degree, they are open enough in context to be adapted for initial exercises on self-understanding and action planning.

This is just initial forage, something to wet the appetite. I have many more places, such as Leeds Met XStream VLE, lectures private stashes, Jorum, YouTube and many more to explore. I’m also looking forward to the October program meeting where I will get the chance to network with the rest of the Curriculum Design group and also the Curriculum Delivery group, both are bound to have something for we can utilise. I suspect I will end up with more than we can teach, but choice is always better for students.

Running alongside this resource collection process, will be the development of a detailed module structure and plan. Each of the eight module topics now need to be broken down into content, activities and reflection. Identifying clearly where they link into the development coaching support and speculating on the types of outcomes and issues students may engage with. We also need to identify which technology to use and how it will support particular tasks. Although coaching, reflection and the ePortfolio will lie at the heart of the process, the content and activities need to be designed to integrate with this process and naturally spark of reflection and self-development. Any ideas? 🙂

Workshop on curriculum design and assessment – York

Yesterday I attended a workshop on curriculum design and assessment, organised by JISC through the HEA and held in York. This is an area I have very little practical experience with. As a research my opportunities to get involved in teaching tend to be at the practical delivery and support end rather than course development and design. On the other hand as a researcher I spend a lot of time learning and participating in course so I have had a lot of experience of the end product of curriculum design. Enough about me.
 
There were two particular applications that took my interest at the workshop. The first eReflect (University of Westminster) is an across module/course feedback system. This idea made me think about what information the coaches would need to discuss curriculum choices with their coachees (the learner) and how this could be gathered. The use of competency frameworks will enable skills and ability checks on a high level directing learners to fill in those gaps. But what happens once the module has been chosen, during the process of that module? Will coaching be required to motivate learners having difficulties during this period or even just identifying other areas for development. The use of a tool like eReflect would enable coaches to access the feedback given to learners while participating in a module, and thus ask more meaningful questions. Given my current knowledge of coaching (training is still some months off) I might be think in the wrong direction. The flip side to this is the possibility for the coaches to feedback to tutors, where learners feel this might be a benefit.

The second was an Assessment diary. I’m not sure which project mentioned this (possibly Teesside) , or it might have been someone during questions, but the idea is really neat and I think needs to have some form of implementation within PC3. If we are planning to enable flexibility and negotiation with learning and assement, learners are going to need some good organisational tools to keep track of everything. I suspect that what ever core platform we decided on (probably an ePortfolio) will have this tools embed. But it is worth noting and making sure they do.