Rethinking Content Development
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This document discusses rethinking content development in education. It questions whether courses can be taught without predefined content and if content is more about the learning process than the final product. It suggests gathering content by browsing resources, deciding what to use, creating materials, and assembling them into a coherent body, with most thinking going into the early stages. Alternative types of quiz questions are proposed that require real-world tasks over simple recall. Employability skills like communication, teamwork and problem solving are highlighted as important outcomes. The document advocates considering what questions learners need to address to achieve goals. It stresses that developing quality elearning requires more time and questions where competent elearning practitioners can be found.
Rethinking Content Development
- 1. RETHINKING CONTENTDEVELOPMENT(All that glitters is not gold)Michael CoghlanDecember 2010
- 4. CAN YOU TEACH A COURSE WITHOUT ANY CONTENT?
- 5. CONTENT or PROCESS?V
- 7. CAN YOU TEACH A COURSE WHERE YOU CO-CREATE THE CONTENT AS YOU GO?
- 8. The Best Way to Learn How To Do Something is to Teach It!
- 9. And other user-generated content?WHAT ABOUT YOUTUBE?Lecturer: “I’m amazed at the extent of videos relating directly to the topics I teach in Painting...it would be easy to use them in the classroom as a lot of our old teaching videos are on cassette and are now poor quality & outdated. “
- 10. Gathering Content InvolvesBrowsing possible resourcesDeciding which resources to useCreating resourcesDeciding where and how to use themAssembling resources into a coherent body of contentTHENYou work on how they look
- 11. Gathering Content InvolvesBrowsing possible resourcesDeciding which resources to useCreating resourcesDeciding where and how to use themAssembling resources into a coherent body of contentTHENYou work on how they lookWhere does most of the thinking take place?
- 12. Gathering Content InvolvesBrowsing possible resourcesDeciding which resources to useCreating resourcesDeciding where and how to use themAssembling resources into a coherent body of contentTHENYou work on how it looksMost of the thinking takes place here
- 14. Skills of the VET Teacher/TrainerCallan and Clayton: E-assessment and the AQTF: Bridging the divide between practitioners and auditorsMany VET staff don't have a proper understanding of ASSESSMENT, let alone e-assessment!
- 15. 90% of e-assessment is done via quizzes!!QUIZZESCathy Moore:Quizzes often test whether or not you remember or understand what you read in the last 10 minutes
- 16. Open Content
- 17. Creative Commons Licensingfrom Jeffrey Beall at http://www.flickr.com/photos/denverjeffrey/301014978/
- 18. GILF
- 19. DOES FLASHY SPARKLING SOPHISTICATED LOOKINGCONTENT EQUAL GOOD LEARNING DESIGN?(All that glitters is not gold)Michael CoghlanDecember 2010
- 21. Teamwork
- 22. Problem Solving
- 25. Self-management
- 26. Learning
- 28. QUIZZES
- 29. Alternative Type Quiz Questions Might......... ask you to get up from the computer to:Check an OH and S issue in a workshop and report back on itTake a photo that satisfies set criteria, tag it, and upload it to a database (identifying plants in Horticulture)Speak to a fellow student about the best way to solve a problem (Dealing with Difficult Customers; Hospitality)Research (Net, library, people) the various ways people have addressed a similar problem in the past (parents with dementia; Aged Care)
- 30. Alternative Type Quiz Questions might...... ask you to get up from the computer to:Telephone 2 suppliers and evaluate their products/services and explain why you chose one supplier over the other (Building, Plumbing)Leave the quiz and look for suitable YouTube videos that could be used for instruction; describe, tag, and bookmark. (any subject)
- 32. Teamwork
- 33. Problem Solving
- 36. Self-management
- 37. Learning
- 38. TechnologyWHAT ARE THE QUESTIONS THAT NEED ASKING/ANSWERING?
- 39. SCENARIO 400 gigalitres of water per year have to be put back into the Murray River if it is to be a healthy, sustainable system. This will have social and economic impacts on all towns along the river. How do we do this? What questions does each town need to address in order to achieve this goal?
- 40. “The whole world has become curricularised.” (Pachler)Image courtesy of Nancy White
- 41. YES IT ALL TAKES MORE TIME
- 42. Courtesy of Greg Whitby
- 43. Courtesy of Greg Whitby
- 45. Teamwork
- 46. Problem Solving
- 49. Self-management
- 50. Learning
- 51. TechnologyWhere are the competent eLearning Practitioners?Mitchell and Ward: A report on the National Survey of Vocational Education and Training (VET) Practitioner (January, 2010)
- 52. Elearning seen as part of an advanced skill set; less than 10% of VET lecturers see themselves in this categoryTHANK YOUMichael Coghlanmichaelc@chariot.net.auThese slides on the web at http://www.slideshare.net/michaelc/