Students are at the heart of our approach to learning design. We focus on helping our module authoring teams make evidence-based decisions, and insights from students form an important part of that evidence. This is the reasoning behind our curriculum design student panel (CDSP), which was highly commended in the ALT Learning Technologist of the … [Read more…]
In this series of posts, we’ve been looking at student workload mapping. This final post looks at the other neat things we can do once we’ve mapped out a module.
Our example student, Alex, has had their workload smoothed out in the previous posts. Now that we’re sure the volume of learning and teaching for this module is manageable we can start checking that it fits in with the wider context of their studies, and that the studies themselves are suitably varied and engaging. We’re able to do this with our existing mapping data through Concurrency and Activity mapping.
In this series of posts, we’re looking at student workload mapping. This second post explains how we monitor workload during module design, and where we might make recommendations to authors. Overall workload for a module is agreed right at the beginning of learning design, with set times to aim for based on the level of study, … [Read more…]
In this series of three posts, we’ll be looking at student workload mapping. This first post explains why planning is so important from a student perspective – and some of the thinking behind it. Alex is studying a 60 credit Level 1 module. Curriculum guidance suggest this should involve around 20 hours of study per week, … [Read more…]
Over the last year I’ve been reflecting on how much the success of our work depends on effective partnerships with a range of people – within and external to the Open University. As Learning Designers, it’s inherent in our role that we work collaboratively with curriculum teams to elicit and capture ideas for module creation. … [Read more…]