Uploaded By: Paula Barnard
- DESIGNING E-CURRICULUM...
- Complexity of the OT...
- Original Curriculum Book
- Blended Learning
- Content Management
- E-Curriculum Book
- Lessons Learnt
- Content Lesson 1: Print...
- Content Lesson 2: Template...
- Content Lesson 3: Cast in...
- Content Lesson 4: Quality...
- Design Lesson 1: Colour...
- Design Lesson 2:...
- Design Lesson 3: Three...
- Design Lesson 4: A 3D...
- process management
- Process Management Lesson...
- Slide 19
- e-Curriculum books have...
- Slide 1 - DESIGNING E-CURRICULUM BOOKS FOR UNDERGRADUATE OCCUPATIONAL THERAPY: LESSONS LEARNTApril Papi Mthimkulu, Paula Barnard-Ashton
- Slide 3 - Problem Based Learning (PBL) Problem Based Learning (PBL) Science of Occupation Occupational Performance and Dysfunction Management, Programmes and Research Occupational Therapy OT applied to Physical Conditions OT applied to Psychiatric Conditions Foundation Sciences
- Slide 4 - Printed and bound book- 150 pages Printed and bound book- 150 pages High printing costs 2003 = CD of Word Documents Folder of documents – electronic version of print. Difficult to navigate This continued till 2008
- Slide 5 - Blended learning was introduced 10/2008 Blended learning was introduced 10/2008 Face -2- Face PBL course delivery Virtual Learning Environment / course (Moodle) Supplement Face – 2 – Face learning activity Online Student : Lecturer interaction E-Curriculum Book Guide the Learning Objectives 1st task was to create an e-Curriculum book to suit the millenial learner 2009 = e-Curriculum Book (HTML) Easy to navigate – access to right information Reduced costs / student
- Slide 6 - e-Curriculum Book contains: e-Curriculum Book contains: the university rules and regulations, course unit structure, PBL problem outlines, learner objectives and requirements for fieldwork and assignments Additional content – links, video’s, docs, forms
- Slide 8 - Content Lessons: Content Lessons: Print friendly Template documents Cast in stone Quantity vs. quality in 700MB
- Slide 9 - Experience: Experience: HTML is not easily printable Students could manipulate content Lesson: content that of high importance =.PDF printer icon also = NB! Unable to edit prevent unethical student behaviour
- Slide 10 - Experience: Experience: Students like submitting electronic assignments Lesson: Template documents in .RTF Students can submit electronically ? Concern of inter-student plagiarism
- Slide 11 - Experience: Experience: Disadvantage once the CD’s are burnt the documents are fixed for the year . Lesson: Requires careful planning and proofing, Current, relevant and accurate documents. Virtual Learning Environments (VLEs) support minor updates.
- Slide 12 - Experience: Experience: Disc has a lot of data space that can be used. To be used wisely. Lesson: Prioritisation of content. NB don’t create an information overload dilute knowledge development. Opportunity to include large size files (e.g. video).
- Slide 13 - Experience: Experience: Lecturers and tutors need quick recognition of course year. Lesson: Each curriculum year has a colour. Lecturers have all 4 years on 1 CD = easy recognition
- Slide 14 - Experience: Experience: Students are resistant to change = anxiety Usability is dependant on familiarity Lesson: Minimal changes to the design images and background look users readily observe the annual update, Navigation consistent
- Slide 15 - Experience: Experience: Students and lecturers want to access the right information fast! Not get “lost” in the CD Lesson: We have ensured that there is a 3 click maximum from the menu page to ensure speed and efficiency of navigation
- Slide 16 - Experience: Experience: Print Book limited by linear sequence Lesson: The virtual contexts allows for “3D” content relationships through hyperlinks, multi-directional linking of information Result is contextualised and integrated content knowledge
- Slide 17 - Requires intensive process management demand on an annual basis. Requires intensive process management demand on an annual basis. All lecturers edit and update their teaching and learning content. Updating, proofing, design and production requires strict communication protocols and record keeping for quality assurance.
- Slide 18 - Experience: Experience: Up to 13 content contributors and two developers. Document over-stamping, footnote dates and document name changes X . Collaboration tools such as wiki’s? Poor document review. unfamiliar editing tools. bandwidth issues.
- Slide 19 - Lesson: Lesson: individual .rtf documents per HTML content page. use the track changes function edited documents to the course co-ordinator. The e-Learning developers receive documents from course co-ordinators use the document date-stamp to verify the most current document version. scan for “track change” areas of documents and only convert those portions in the future a content management system should be explored
- Slide 20 - As per other study – poster As per other study – poster Students and lecturers have positively embraced the switch from paper to virtual. a greater sense of course ‘citizenship’ e-Curriculum books provide Students are well informed of learning requirements and objectives. better cross-referencing within the curriculum. e-Curriculum books will continue to develop Incorporate podcast and vodcasts interface between the e-curriculum books and the course VLEs is not yet seamless, but the design “look and feel” is similar.