Designing and developing great courses together - Jisc Digifest 2016
•Transferir como PPTX, PDF•
1 gostou•5,423 visualizações
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success. By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Destaque (15)
Semelhante a Designing and developing great courses together - Jisc Digifest 2016
Semelhante a Designing and developing great courses together - Jisc Digifest 2016 (20)
Mais de Jisc
Mais de Jisc (20)
Último
Último (20)
Designing and developing great courses together - Jisc Digifest 2016
- 1. Designing & Developing Great Courses Together Helen Lapwood, Pearson Lead Instructional Designer Jo Corwood, Pearson Course Development Sales Specialist Helping institutions to create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design.
- 2. Objectives »By participating in the session, you will: › pinpoint great learning design › understand Pearson’s collaborative approach › see a live example › identify design rationale › share takeaways with colleagues 03/03/2016 Designing & Developing Great Courses Together
- 3. Great Learning Design 03/03/2016 Designing & Developing Great Courses Together Policy Research Expectations Evaluation Accreditation Instructional Alignment Personal Evidence of Learning Accessibility Cognition Compatible Feedback Objectives Motivation Social Endorsement Delivery Mode Resource Variety Relevant Impact Four Universal Considerations1 1Bergin, Dr. Jeff 2013. Using Evidence-based Learning Design and Evaluation to Improve Outcomes in Online Higher Education. Pearson.
- 5. Social
- 9. Relevant
- 11. Learner View Lecturer View Institutional Leader View Review Results 28% more learners earned highest mark in Colorado State institution’s Criminology course after Pearson developed it with the institution based on learning design principles. Evidence of Learning Impact
- 12. SharedInstitution Pearson Academic expertise Subject matter expertise Course structure Sign-off Production process Faculty training Course feedback Efficacy review Multimedia development VLE integration Learner outcome analytics Technical support Content sourcing Quality assurance testingInstructional design Instructional design Multimedia development VLE integration Quality assurance testing Learner outcome analytics Technical support Faculty training Academic expertise Subject matter expertise Sign-off Course launch Course feedback Course structure Production process Content sourcing Efficacy review Pearson’s Collaborative Approach 03/03/2016 Designing & Developing Great Courses Together
- 13. Pearson’s Course Development Team 03/03/2016 Designing & Developing Great Courses Together
- 14. 03/03/2016 Designing & Developing Great Courses Together Your subject expertise, ideas and existing content form the foundation for the five-step development process Signoff: • Curriculum & Assessment Strategy • Programme Requirements Document • Blueprints • Technical Specifications • Screenshots Signoff: • Storyboards (Beta and Gold) • Multimedia Files • VLE Brief Signoff: • Screens (Beta and Gold) Signoff: • Learner Outcome Evaluation • Update/Revision Participate: • Answer Questions • Provide Outline • Respond to Curriculum Review • Confirm Content Suggestions Working Together
- 15. Flexible Outcomes focused Multi- platform Scalable ConsultativeExperience Core Values 03/03/2016 Designing & Developing Great Courses Together
- 16. Live Example 03/03/2016 Designing & Developing Great Courses Together
- 17. Designing & Developing Great Courses Together Before After = 200 learning hours 03/03/2016 Rationale Design Rationale
- 18. “After we worked with Pearson what we noticed is there is a much clearer structure and navigation for the learner to go through. Our course leader on the MSc in Events Management, which has been delivered online before, did actually say that working with Pearson allowed us to raise our game significantly.” -Edmund Hewson, Director Distance Learning, Leeds Beckett University 03/03/2016 Designing & Developing Great Courses Together
- 19. 5 minutes End Designing & Developing Great Courses Together03/03/2016 Takeaways »Think about new ideas you have »Partner with your neighbour to discuss »Share one takeaway with the group
- 20. jisc.ac.uk Questions? To start a conversation, please contact: Jo Corwood, Course Development Sales Specialist jo.corwood@pearson.com 03/03/2016 Designing & Developing Great Courses Together
- 21. 03/03/2016 Designing & Developing Great Courses Together
Notas do Editor
- (Jo) Hi everyone and thanks for coming to our session on Designing and Developing Great Courses Together. My name is Jo Corwood and Helen and I are a part of Pearson’s Course Development team which helps institutions create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. To the team, I bring eight(?) years of experience creating custom print and digital solutions for UK institutions as a Learning Solutions Manager. ELABORATE ON PERSONAL INTRODUCTION… (Helen) Thanks, Jo. Yes, my name is Helen Lapwood and I’m the team’s Lead Instructional Designer. I also have eight(?) years of experience working in education. More specifically, I’ve been an instructional designer at BPP and worked my way up to Head Teacher at a secondary school in London. ELABORATE ON PERSONAL INTRODUCTION…
- (Jo) We anticipated an audience of institutional leaders, lecturers, and learning technologists. Given the rise in blended and online learning, we centred our speaking proposal on Designing and Developing Great Courses Together because when working closely with your peers, we hear the woes of institutions navigating the steep learning curve of developing courses alone. We work together with institutions to achieve their course development goals so we were excited to set out the following objectives: -pinpoint great learning design -understand Pearson’s collaborative approach -see a live example -identify design rationale -share takeaways with colleagues We’ve saved time for questions at the end and have planned multiple opportunities for participation, but we welcome your questions anytime.
- (Helen) When people think about great learning design, it’s easy to jump straight to the learning design principles many of you know so well…objectives, scaffolding, sequencing, self-regulation, readability, collaboration, etc. At Pearson, we have a team of learning designers with PhDs who research learning design and have come up with 45 design principles! Depending on the needs of the institution we are working with, we strategically select which learning design principles to prioritise, a few of which may stand out to you in this table (objectives, motivation, relevant, feedback, etc). But there are more things to consider than just learning design principles when designing a learning experience. In fact, our colleague, Dr. Jeff Bergin, wrote a paper entitled, Using Evidence-based Learning Design and Evaluation to Improve Outcomes in Online Higher Education (we have takeaway copies), which detailed four universal considerations that are important to consider when designing any learning experience. -Policy: does the course help leaders meet policy requirements with ease? -Research: does the course incorporate what research has proven is best for learners and teachers? -Expectations: does the course meet the learners’ and institution’s expectations? -Evaluation: does the course pass external evaluations? Since we process visuals better than text, I’m going to point to each of these 16 factors using eight screens we developed for a UK institution. After I describe each of the eight screens, 1-3 blue dots will appear on the screen and I’ll ask you which of the 16 principles are covered by those dots. Anytime we show examples of our courses I feel the need to caveat that this isn’t the only thing we can do, rather this is what one institution needed us to do. Thus, if we have chance to work with your institution, we will follow the same process but arrive at a different outcome. In this example, the institution’s strategy was to deliver synchronous, online learning to post-graduate learners across globe who wanted practical learning to be able to lead a mobile and global workplace. I’d objectively say that the strength of the delivery structure is the rich content while the potential weakness is the limited learner and teacher connection due to reduced contact hours, although we leveraged technology to compensate. Within policy, the institution needed us to consider their accreditation requirements, accessibility requirements, programme objectives, and delivery mode specification (in this case, online). Within research, based on the institution’s priorities, we ascertained that it would be very important for us to apply what we had learned about instructional alignment (backwards planning), cognition (white space), motivation, and resource variety. Within expectations, the institution made it clear that learners’ and lecturers’ were expecting a personalised and social experience with content that was relevant to their field and compatible with their devices. Within evaluation, the institution needed us to build a course that could evidence learning, glean feedback from students, meet external requirements to maintain the programme’s endorsements, and show the impact the course was making on learners’ lives. On one side of the paper in front of you, you see one table that resembles this slide. Please use this as an answer bank so you can volunteer answers as well as check off the boxes when you see or hear the above considerations in the screens I’m about to show you… [BRING CANDY IF YOU WANT TO]
- (Jo) Here is the programme home page. It offers a warm welcome for learners studying anywhere, at anytime, on any device. It’s aesthetically pleasing user interface has only three spaces for easy navigation and lots of white space to limit cognitive overload. [CLICK] So what considerations did we make here? [CLICK] 1. Compatible because it’s mobile-friendly 2. Cognition because of the strategic white space 3. Delivery mode because it was designed for online learning
- (Helen) In the Networking space, learners are invited to meet instructors and learners. They first introduce themselves by uploading a video so their personalities can jump off the page. [CLICK] So what consideration did we make here? [CLICK] 4. Social because of learner-learner and learner-instructor interaction
- (Jo) The Develop screen is where learners personalise their learning! They can reflect and give feedback, explore their personalities as leaders with psychometric assessments, track their activity and achievement, and set personal goals as part of a professional development plan which they can revisit with their 1:1 business coach. Two pieces of research our team found informed the institution’s decision to keep this design suggestion: -Gallup Business Journal cites long-term learner success is linked to learners emotional connection to lecturers -Open University did an experiment with and without mentors and found that modules with mentors had 5% greater retention [CLICK] So what considerations did we make here? [CLICK] 5. Feedback because of learners’ opportunities to share about their course experience 6. Personal because everything in the Develop space is specific to the individual, not the class
- (Helen) Before we look at the last of the three spaces, “Learn”, it’s important to look under the hood at the work that went into making it. Pearson firmly believes in backwards planning: -QAA standards are embedded in and cross-checked with course outcomes -Pearson’s web-based authoring tool aligns course outcomes with objectives, assessments, lessons, and topics -Said alignment is powerful proof to earn and/or maintain external accreditation [CLICK] So what considerations did we make here? [CLICK] 7. Objectives because we be refine those from the institution’s course handbook and have those drive the course design 8. Instructional alignment because we create content and activities that are aligned to those objectives 9. Endorsement because this methodical and aligned process provides helpful evidence for external endorsements Halfway there!
- (Jo) Still under the hood…next the learning designers strategise the appropriate set of learning activities for the institution’s learners to accomplish the outcomes and learn the content’s objectives within the given the module’s delivery structure. Based on research, Pearson has estimates for the length of time learners spend on certain learning activities. We apply the appropriate estimates to the proposed solution in order to calculate the module’s learning hours to ensure demand on learners’ time is consistent between lessons and to ensure the institution is offering enough learning hours to meet accreditation requirements for the module’s given number of credits. [CLICK] So what considerations did we make here? [CLICK] 10. Resource variety because the module has a number of different learning assets 11. Accreditation because nominal learning hours is one requirement of internal and/or external accreditation so we estimate time on task for each learning asset in order to calculate total learning hours
- (Helen) This planning transforms into many “Learn” screens, one of which, “Briefing” is shown here. To help students learn about globalisation and trade, they are given a group exercise where they play the role of a board member on a multinational firm who must recommend whether the company does or does not expand into a new territory. The instructor may choose to edit the content during the project in order to make the project even more life-like with unexpected updates in global circumstances just like the news does in real life. After “briefing”, students are gradually released into the activity with “Background” so they share the same base level of research, “Resources” so they have multimedia assets to learn about globalisation and trade in a variety of ways, and “Assignment” to hold them accountable to applying their learning in an authentic way. [CLICK] So what considerations did we make here? [CLICK] 12. Relevant because of the activity life-like scenario closing mirroring a real task learners would face in their business jobs
- (Jo) We are now in the “Resource” section of the activity. One of the nine resources offered to learners is this key concept interactive. It is a ten-minute learning experience comprised of six slides with this slide showing three topical perspectives via video which come with transcripts. On that note, it’s also worth mentioning that all text is searchable, all colours were selected for ideal contrast. In addition to being able to reach any learner, we also were conscious of how to motivate all learners. Ways we designed that for include setting clear expectations of how much time is required to complete this learning activity and how far students have progressed with a slide counter. [CLICK] So what considerations did we make here? [CLICK] 13. Accessibility because of the transcripts, searchable text, colours, and online delivery 14. Motivation because of the transparent time expectations and progress indicators
- (Helen) In order to see learners’ progress in achieving the agreed learner outcomes, we leverage the learning platform’s relevant reports as well as write java script in course pages to lift students’ anonymised activity and achievement data (as contractually agreed by the institution). This allows us to present appropriate data to learners, lecturers, and institutional leaders. By analysing these metrics, we can conclude course impact. [CLICK] So what considerations did we make here? [CLICK] 15. Evidence of learning because we track metrics on learner outcomes and visualise the data so we can communicate and evaluate learner and course success with the institution 16. Impact because we concluded course results were higher after Pearson worked with the institution to develop the course Did we check all of the boxes meaningfully? Thanks for your participation.
- (Jo) As you may have picked up when we were talking about the four considerations, our ideas started from listening to the institution’s requirements, expectations, and ideas. This collaboration extends from the needs analysis into all roles and responsibilities of the course development project. Our experience partnering with the 80+ institutions enables us to identify the roles and responsibilities necessary for a course development project but we are flexible in who does what. That means, we leverage whatever strengths and resources the institution is willing to allocate to the course development project and then fill in all necessary gaps. [CLICK] Most often, we find that the roles and responsibilities shake out as follows… But again, these can move from side to side depending on the institution’s in-house capabilities.
- (Jo) The reason our service is so flexible is because we have the cross-functional team required to have expertise in each area of the course development project, each of whom are able to work with their counterparts on the institution’s key stakeholder side as/when necessary. So what you see here is a high-level overview of our team and their streamlined interactions with the institution’s key stakeholders. As the Course Development Sales Specialist, I’m the institution’s main course development contact. I work with Business Development Managers spread throughout the UK to first make the relationship with the an interested institution and then discuss their course development interests. If the institution is keen to explore working with us, I involve our Course Design Consultant who is the Pearson-facing lead on the opportunity and who works directly with the institution’s key stakeholders to listen to their needs and ideas in order to enable the Pearson team to have all the information they need to create an aligned solution. We have all the in-house expertise needed to design and develop great courses, which is why you see the team fan out from here into technology, digital production, learning design, editorial, and customer experience. Helen’s Learning Design Team considers relevant learner personas to the institution’s target audience as well as the programme’s objectives and institution’s values to create the optimal learner experience. One a one-to-one basis, our instructional designers work with subject matter experts for each module to map institution, third party, or Pearson content to module objectives and agreed module activities. The Editorial Team works with the subject matter experts (institution or Pearson-appointed) to script raw content into agreed module storyboards, copy editing and proofreading all storyboards and screens, and even checking and clearing rights and permissions. The Digital Production Team then has the storyboards they need to produce screens with robust elearning materials such as interactive lesson presentations, simulations, animations, videos, audio files, eTexts, graphics, images, assignments, and assessments. Meanwhile, the Technology Team is building the course shell in the institution’s learning platform so the layout, functionality, and parameters are ready for the Digital Production Team’s multimedia assets. The Technical Solutions Manager works directly with the institution to integrate the course into the institution’s learning platform. Also working directly with the institution is the Customer Experience Team, which includes Educational Consultants who train faculty on course creation principles as well as course delivery preparation, Technical Support who answer learners’ and staff’s questions via chat, email, and phone, and Customer Intelligence Analysts who evaluate the course’s data analytics in order to write a Learner Outcomes Evaluation report and make data-informed recommendations on course refinements. The main unifying force between our cross-functional team is learning design. Everyone in the team has designed learning so we share a common language and expectations when it comes to ensuring courses have great learning design. You can be confident that every course we develop is firmly grounded in research-based, tried and tested learning design principles because this learning design expertise extends far beyond our UK-based team to Pearson globally. We have hundreds of instructional designers who share resources and research that add to our historical foundation of best practices and cutting edge experiments in learning. As we learn we add to our core set of principles. Speaking of core learning design, the well-known ADDIE model is what we follow when working together with institutions so let’s come onto that now.
- (Jo) In practice, your subject expertise, ideas, and existing outline or course are the foundation for the five step design and development process highlighted here. Let’s detail each step: -In Analyse, Pearson’s consultation elicits feedback by hearing from institution leaders, listening to lecturers, working with learning technologists, and asking learners (from the institution or Pearson’s learner Advisory Board). -The culmination of these conversations is a unique solution which Pearson proposes and the institution feeds back on before jointly agreeing the optimum course solution. -During course development, participation continues with user acceptance testing and any development services the institution chooses to contribute. -To prepare for launch, we can do the technical integration and/or support the institution in doing so as well as construct a custom training and support plan so staff feel empowered. -After course launch, collaboration continues with learner outcomes evaluations which factor in stakeholder satisfaction and learner success to evaluate course effectiveness and inform course revision. The institution can be as involved as they so choose in these steps given their resources and expertise. At minimum, the institution plays a key role for reviewing work before it progresses to the next stage. [CLICK] So now that you have a clearer picture of the work that needs to get done at each stage, we want to highlight the institution’s review stages at each step of the process. We adjust depending on what level of involvement interests you but this is our recommended model to ensure satisfaction.
- (Jo) Having seen our approach to great learning design and to working together, I hope you are picking up on our core values. To make sure we have the right priorities, we did a round of customer research by engaging in 30-minute interviews with PVCs, deans, learning technologists, and lecturers about their priorities and course development process. From that customer research came the six foundational core values of our collaborative approach: Flexible - Our service can be broken down in such a way that we can fill in the gaps in your institutional resources, helping with everything from individual asset creation to end to end development of a course. Scalable – Our ability to scale enables us to develop multiple courses timed for the same launch date. In the past, institutions have requested we develop anywhere from 2-12 modules simultaneously. Outcomes focused – We ask you which learner outcomes you want to achieve and keep that in our focus while making design suggestions. After the course has run a term, we track metrics for each learner outcomes so you can evaluation course success. Multi-platform – We develop in any VLE. We have developed courses in Blackboard, Moodle, Canvas, Desire2Learn, Sakai, and several custom platforms. Experience – We have worked with 80+ higher education institutions, for example: Birmingham City institution, Leeds Beckett institution, George Washington institution, Cornell institution, Babson institution, Taibah institution, Higher Colleges of Technology, Monash institution and Griffith institution. Consultative – We respect that the ultimate decision power lies with the institution and make it our mission to empower those decisions by contributing our design and educational technology expertise to making bespoke suggestions.
- (Helen) I’d now like to more fluidly show you great learning design by demonstrating a live course example. Communication Course - https://ariel.intrepidagile.com/ un, pw: Guestuser11, Pearson! Demo #1
- (Helen) Now that you’ve seen a finished version, let’s take a step back and identify the design rationale we applied to get us from what an institution had before to what it had after we worked together. On the other side of your paper are two module diagrams that resemble this slide. These are real examples of an institution’s MBA module “Before” and “After” we worked together to design and develop a great course. We are asking you to do is think about the 16 considerations we made in order to get to the “after” version. So your task is to look at the after and identify where the 16 considerations fed into the design. I’ll give you an example, we created a video introduction instead of a written introduction because the institution wanted the course to be personal and accessible. [Lead timed activity] Thanks for your participation! Now, Jo will explain what happens between “before” and “after” to enable these course improvements.
- (Jo) Bringing that level of attention and expertise to our design rationale is the reason one of our UK partners said this about working with us.
- (Jo) As we all well know, reflection can really help crystallise learning. We build that into our courses so learners have that opportunity. And we’ve built it into our session so you have that opportunity! Please take one minute to think about any new ideas you have after engaging in this presentation. Next, take two minutes to discuss those ideas with one of your neighbours. Finally, we’ll take two minutes to listen to volunteers share their takeaways to the whole group.
- (Jo) As promised, we’ve saved time for questions. What may we answer for the group? We’ll be around for the rest of the day so please find us if you’d like to discuss a question individually. Please take an invitation for our upcoming webinars to learn more. And please email me if you’d like to start a conversation about how we could design and develop great courses together! Thank you for your participation!
- This animated illustration explains the ADDIE process we use to work with institutions to design and develop great courses together. [CLICK] Hyperlinks to YouTube