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
What is resource-based learning?, Definitions of resource-based learning, Dimensions of resource-based learning, Pros and cons of resource-based learning
What's special about online learning?
1. Needs Analysis, Who are the learners?, What is the context?, What is the requirement?, What is the business case?
2. Aims and Learning Outcomes, Are the aims and learning outcomes clearly stated?
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:, Where I am, where may I go, What action or behaviour is expected, Clear and consistent use of:, Page layout and typography, Menus and dialogue forms, Navigation aids (buttons, maps etc)?
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
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?
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?
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?
8. Course Development, Is there explicit planning?, Are there approval processes?, Is team work a central feature?
9. Implementation, Have accessibility issues been addressed?, Are IT support and help systems available?
10. Evaluation, Does the module have an evaluation strategy?
Style guides for instructional materials
Style sheets for HTML and PDF docs
Apply subject matter research skills
Write technical specifications
Apply human-computer interaction (HCI) principles to interactive screen design
Engage effectively with subject matter experts (SMEs), technical authors, media developers and other project staff
Write style guides for SMEs and technical authors
Apply editorial skills
Carry out pilot tests
Know and apply relevant ethical principles and codes of practice
Develop professional knowledge and skills as a reflective practitioner
Useful links and resources, Computer-Assisted Assessment (CAA), Computer-Mediated Communication (CMC), Learning Technologies, General, Managed Learning Environments (MLEs), Virtual Learning Environments (VLEs)