Designing learning activities

This morning you will design and storyboard two activities in each of the first 4 modules – an early induction activity and a more advanced one –to meet specified learning outcomes. You will have the opportunity to discuss it with critical friends.

Some preliminary considerations

Cues for first arrivals

… and reminders for later on

Salmon’s 5 stage model

http://www.e-tivities.com/5stage.asp

Example of an E-tivity

Asynchronous workingInteracting with others without being in the same place and the same time requires a change in perspective as you have found already. In these nest few messages and corresponding e-tivities, see if you can develop strategies for using your own time. People may be online for just a short period or may only arrive occasionally; they may linger there, or not come at all; and they spend all day there. A regular stage of activity pacing entices people into your online world and encourages them to pop in often to see what is going on. Each person develops a kind of rhythm of his or her own. E-tivity 2.4Purpose: to contribute to an enticing stage of activity.Task: send a postcard to E-tivity 2.4 saying something of interest that is going on in your part of the world. Keep it brief, no more than you would write on a postcard. You may something about your favourite food — what you see from your window — something you have discovered recently on the Internet. Respond: look through other people’s contributions (come back on another visit if necessary). Spot someone who has something in common with you and someone who has a difference and comment on both.

site structure‘look’ and ‘feel’

Storyboarding design

Storyboarding

Flow chart

Matrix

online or f2f

tutor activities

learner activities

resources feedback

Littlejohn & Pegler (2007) Planning for Blended Learning. London, Routledge, LTSN Engineering

JISC Effective Practice Planner

Table/flowchartSelf-assessment in Engineering

Example from Ron Oliver/AUTC project,

http://www.learningdesigns.uow.edu.au/index.html

Plan for your design

Your plan should describe the sequence of tasks be undertaken (by students and

tutors! the intended learning outcomes the content referenced the tools required the feedback that will be provided the evidence (assessment) to be produced