Augmented OLKG

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Augmented OLKG by Mind Map: Augmented OLKG


1.1. Pedagogy

1.1.1. Theories of learning and teaching What is learning? What do we learn? Learning as a process of cognitive construction Learning as a conversation The structure of knowledge Individual differences

1.1.2. What is resource-based learning? Definitions of resource-based learning Dimensions of resource-based learning Pros and cons of resource-based learning

1.1.3. What's special about online learning?

1.2. Course Design

1.2.1. 1. Needs Analysis Who are the learners? What is the context? What is the requirement? What is the business case?

1.2.2. 2. Aims and Learning Outcomes Are the aims and learning outcomes clearly stated?

1.2.3. 3. Course structure Does the course have? A clearly structured and sequenced course 'shell' Flexible learning routes that allow for a learner's preferences Flexible learning routes adapting to a learner's progress Aids for bookmarking Clearly signalled exit procedures Are access and navigation supported by? Clear and consistent signposting of: Clear and consistent use of:

1.2.4. 4. Course Content Is the course content? Relevant for the Course Aim Relevant for learners' contexts, interests and personal goals Addressing Personal and Professional Capabilities Aimed at the right level Accurate Up-to-date Does the course have? An appropriate overall workload Overall coherence and comprehensibility (knowledge and task analysis) Assimilable chunks for self-study Clearly specified and appropriate study times Appropriate use of terminology Text at an appropriate level of readability A good and relevant use of resources A bibliography of readings and/or list of references A glossary of terms Copyright permissions clearly stated

1.2.5. 5. Learning Design Do units and lessons have a clear indication of learning outcomes? Do lessons use activities and formative assessment to support effective learning? Are activities? Relevant Timed Interesting and elaborating Reinforcing Accompanied by formative feedback Supportive of self-assessment Are different media used appropriately and effectively to? Explain Enrich Motivate Using resources Is there an effective and appropriate use of resources? Are they clearly referenced? Do links work with no problems? Using collaborative learning Are discussion fora used effectively? Are there clear instructions? Is support adequate and appropriate?

1.2.6. 6. Supporting Students and Tutors Are there effective student induction procedures? Is there a Study Guide? Does the Study Guide contain information about? Tutor contact Course content Course structure Course calendar Course prequisites Assessment requirements Award(s) to be gained Example lesson with activities How to study IT requirements IT skills prerequisites IT skills support materials Using a VLE Using assessment tools Using communications tools Access to own records Using calendars Using bulletin boards and discussion fora Accessing helpdesk and IT support Supporting Tutors Are there effective tutor induction procedures? Is there a tutor guide? Are there systems for mentoring? Are there systems for monitoring?

1.2.7. 7. Assessment Strategies Are assessments appropriate and fair? Are their type and criteria clearly explained? Objective assessment Subjective assessment Is there clear information about how, when and where?

1.2.8. 8. Course Development Is there explicit planning? Are there approval processes? Is team work a central feature?

1.2.9. 9. Implementation Have accessibility issues been addressed? Are IT support and help systems available?

1.2.10. 10. Evaluation Does the module have an evaluation strategy?

1.3. Web Publishing

1.3.1. Style guides for instructional materials

1.3.2. Style sheets for HTML and PDF docs

1.3.3. Accessibility

1.3.4. Copyright

1.3.5. Plagiarism

1.4. Further Competencies for Learning Design Professionals

1.4.1. Apply subject matter research skills

1.4.2. Write technical specifications

1.4.3. Apply human-computer interaction (HCI) principles to interactive screen design

1.4.4. Engage effectively with subject matter experts (SMEs), technical authors, media developers and other project staff

1.4.5. Write style guides for SMEs and technical authors

1.4.6. Apply editorial skills

1.4.7. Carry out pilot tests

1.4.8. Know and apply relevant ethical principles and codes of practice

1.4.9. Develop professional knowledge and skills as a reflective practitioner

1.5. References and resources

1.5.1. References

1.5.2. Useful links and resources Computer-Assisted Assessment (CAA) Computer-Mediated Communication (CMC) Learning Technologies, General Managed Learning Environments (MLEs) Virtual Learning Environments (VLEs)

1.6. Glossary