Designing Engaging Learning Opportunities Workshop aligned to UKPSF A1-A2, K1-K4, V1 The third element in a constructively aligned course design and stage six of the 8-SLDF is the learning activities that allow students to prepare for the assessment of their learning outcomes.
Developing a Meaningful Assessment Strategy (5/8-SLDF)
Student expectations are serious constraints on imaginative assessment processes. Students are taught through their educational experience that ‘final grades matter’ so it is natural that they become fixated on the final assessment. A transparent design that closely reflects the ILOs
Developing Effective Learning Outcomes 4/8-SLDF
Courses available here Workshop available aligned to UKPSF A1, A4, A5, K2, K3, K6, V1-V4 This post is a shortened version of a new resource posted about designing effective ILOs available here. ILOs are the detailed explanations, written in language
Media Choices Informing Design: 3/8-SLDF
There are five key considerations we should take into account as we either work with media in our learning and teaching process or design learning using media. The relative importance of each of these depends on the level, context
From Walled Garden to Open Jungle (33′ 30″)
This 33-minute presentation is from a session delivered to an internal audience of colleagues on my final day at BPP University as part of Digital Literacy Day (16 Feb 2018). Set-up as a demonstration, sharing QRs, Padlet, Twitter. After six years
Learning Design for Professional or Discipline Contexts 2/8-SLDF
Workshop aligned to UKPSF A5, K1-K3, V4 Tertiary providers are increasingly expected to deliver ‘work-ready’ graduates. This is a challenge when we must acknowledge that many graduates will begin a career that does not exist today. Identifying the competency frameworks
Student Profiles – 1/8-Stage Learning Design Framework
Our learning programmes are designed to reflect our institutional specialisms and priorities, to play to our strengths. Sometimes we risk forgetting that they will be taken by real people with different dispositions, orientations and perspectives. For this reason, the first stage of