course design sts perspectives

Students’ needs and course design

• Clear understanding of what they will achieve on the course

• Full and effective interaction Appropriateness of the course

(syllabus) Potential outcomes Expectations on the course

an overall statement of goalsthe course certificationsyllabus and time scalesusers’ technology skills before starting the course types of activities students might be involved in (chats/group work/ assignments etc.)terminology vocabulary lists or links that might be necessary

• Make it easy and clear•Avoid participants being overwhelmed•Define learning outcomes clearly• Create easy to operate navigation manual •Make participants feel comfortable without re-learning due to changes in design

• Ensure content is well organised and provides logical progression

• Layout is consistent and looks the same• Provide a home page with a `welcome`

section• Provide a contents list which corresponds

to the headings/terminology used within the tasks and resources

• Ensure that students know what to do when logged on

• Have clear links to resources and materials

• Try to make it look appealing

• Get to know each other and develop positive interactions

Use ice breakers and warmers Communicate online at a social as

well as pedagogical level Mind netiquette rules Talk to tutors in case of confusion

or any issues on the interaction Work and talk more than ‘lurk’

• Clear and concise instructions• Participants’ awareness of what to do

before, during and at the end of the task

• The outcomes of the task and assessment should be consistent with the overall aims

• Links set to supporting documents or resources

• attractive and various tasks suitable for different learning styles that will keep participants engaged

Participants need to know:

if tasks are compulsory or optional when and where to post answers sufficient prompts to stay on track the assessment criteria and grading

system

Includes: a variety of interaction types • Communication; Student -Student; Tutor

-Student Flexibility/ clarity maintenance Encourages a group dynamic Exposes learners to a variety of roles Allows learners to use a variety of tools

and `ownership` of the learning process Maintains motivation

Static : course overviews/ lists of resources/ terminology

checklist already on the site largely provided by the tutors to the participants

Dynamic: guided exchanges to be undertaken during the

course and enabling communication among tutors and participants.

• synchronous or asynchronous e.g. online journals, online field trips, weekly discussions, online guest speakers, group assignments and projects

Participants need the opportunity for feedback during and after the course so there should be:

Clearly defined ways for them to contact tutors privately

System to reflect/flag up their own progress or feelings e.g. journals

A complaints procedure for unresolved issues

A feedback form/score card at the end of the course