Design principles for Masters of Education
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The document discusses optimizing the student experience in a Masters of Education program through flexible and blended learning. It proposes examining relationships between flexible learning opportunities to improve student engagement and learning outcomes regardless of study mode. Key aspects discussed include providing flexibility in time, place, mode of study, teaching approaches, and forms of assessment. The use of learning-oriented assessment and e-portfolios is emphasized to provide forward-looking feedback. Design principles focus on strategic interactions throughout the course and emphasis on interactive, student-generated content.
Design principles for Masters of Education
- 1. CO-DESIGNING THE MASTERS OF EDUCATION TO OPTIMISE THE STUDENT EXPERIENCE Professor Mike Keppell Director, The Flexible Learning Institute 1 Monday, 20 September 2010 1
- 2. OVERVIEW Blended and flexible learning Good practice guidelines Place & mode Interactions Learning-oriented assessment E-portfolio 2 Monday, 20 September 2010 2
- 3. FLEXIBLE LEARNING Flexible learning provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off- campus), mode of study (print-based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching. 3 Monday, 20 September 2010 3
- 4. BLENDED AND FLEXIBLE LEARNING “Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study. 4 Monday, 20 September 2010 4
- 5. What sort of opportunities should we provide? 5 Monday, 20 September 2010 5
- 6. PLACE AND MODE OF STUDY Place (physical, virtual, on-campus, off-campus) Mode of study (print-based, face-to-face, blended, online) 6 Monday, 20 September 2010 6
- 7. INTEGRATION LEVELS Course Subject Activity Professional Assessment Practice 7 Monday, 20 September 2010 7
- 8. 8 Monday, 20 September 2010 8
- 9. Learning-oriented assessment Student Assessment tasks involvement in Forward-looking as learning tasks assessment feedback processes 9 Monday, 20 September 2010 9
- 10. ONE OF THE GREATEST CHALLENGES IN HIGHER EDUCATION IS TO DESIGN SUMMATIVE ASSESSMENT THAT PERFORMS A FORMATIVE FUNCTION (CARLESS, JOUGHIN, LIU, 2006, P.8) 10 Monday, 20 September 2010 10
- 11. FORWARD-LOOKING FEEDBACK Students need to receive appropriate feedback which they can use to ‘feed forward’ into future work. Feedback should be less final and judgemental (Boud, 1995) Feedback should be more interactive and forward- looking (Carless, 2002) Feedback should be timely and with a potential to be acted upon (Gibbs & Simpson, 2004) 11 Monday, 20 September 2010 11
- 12. PROFESSIONAL PORTFOLIO Why a separate subject? eportfolio throughout course Capstone experience? Suitable for all strands 12 Monday, 20 September 2010 12
- 13. DESIGN PRINCIPLES Design of exemplar - compulsory subject Narrow or wide diversity of modes? Strategic choreographing of interactions throughout course Emphasis on interactive, networked, student-generated content Learning-oriented assessment eportfolio for capstone experience 13 Monday, 20 September 2010 13
- 14. Cooperation 14 Monday, 20 September 2010 14
- 15. Balance 15 Monday, 20 September 2010 15
- 16. Reaction to course 16 Monday, 20 September 2010 16
- 17. 17 Monday, 20 September 2010 17