Design considerations for open online taster course: iteration two

images-6We are “cooking” at UCS on the development of a open online taster course, as a number of teams (course team, elevate and library) gathered to discuss what we collectively understand by this term and what it might look like in reality.

I suggest some of these address some of the concerns raised by Bob’s comments on a previous post (thanks Bob).

The emerging model divides the course into two, as they actually have differing aims, and have a slightly different audience (depending where they are in the application process).

The emerging ideas are …

Open online taster course: These will be hosted in coursesites, and people can self enrol. The aim is to help people make a decision around contacting UCS about the course, and entering the formal application process. Therefore, this is part of a wider integrated strategy. Given the fluidity of enrolment it would be difficult to offer these within a cohort model. Therefore, this will contain two learning activities (each about 2 hours in length) designed around a cognitive constructivist model, therefore, it will be activity (interactive) rich, multimedia rich learning designs but will not require any time specific, social learning activities.

Closed online taster course: The intention of this course is to work with individuals who have started the application process. The aim would be to encourage those individuals to engage in more time specific learning activities. The course team are interested in designing and deploying more social constructivist learning activities where small groups of prospective students would start create assets using wikis, and discussion boards. The benefit of this approach at this stage is it will be easier to support and organise. It also opens up lots of possibilities for more collaboration across the support teams, for instance, the library would be able to help support students on information literacies, and Elevate could start working on the prospective learning literacies.

On reflection, we all thought this breakdown would meet the wider objectives around encouraging and rewarding a team based development model which would transfer across the programme in terms of helping to develop a more cohesive, technology rich approach within their learning, teaching and assessment model. This development will be really useful to present when new courses are being developed pre- validation.

The next stage is to mock up the open online taster course.

Image Source: http://pixabay.com/p-146459/?no_redirect
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