Curriculum first / not Technology Facilitating the design of blended - PowerPoint PPT Presentation

Curriculum first / not Technology Facilitating the design of blended and online units with teaching teams Stephen Linquist and Rachael Phegan

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UNIT CODE: ####### UNIT TITLE: ######## Course Learning Outcomes (CLOs) addressed in this unit: TBA Study Period: Semester 2 Unit Designers: ########## 1 2 3 4 5 6 7 Break 8 9 10 11 12 13 13 th July 20 th July 27 th July 3 rd August 10 th August 17 th August 24 th August 7 th Sept 14 th Sept 21 st Sept 28 th Sept 5 th October 12 th October Week / Date Intended Learning Outcome 1 Intended Learning Outcome 2 Intended Learning Intended Learning Outcome 3 Outcomes Intended Learning Outcome 4 Design - Discussion Forum Quiz (5%) Exam (50%) Quiz (5%) Report Quiz (5%) Quiz (5%) Report (10%) Propose a survey design, Descriptive 2hr, open Modelling Inference II (10%) Inference I (10%) comment on someone else’s Statistics book, Summative task (ANOVA & Descriptive (Hypothesis Inferential design, and reflect on/improve calculator Regression) Statistics testing & CIs) Statistics Assessment yours. permitted Location / Tool Practice Practice Practice Practice Practice Practice Practice Practice Practice Quiz Quiz Quiz Quiz Quiz Quiz Quiz Quiz Quiz Formative Reinforcing Reinforcing Reinforcing Reinforcing Reinforcing Reinforcing Reinforcing Reinforcing Reinforcing concepts concepts concepts concepts concepts concepts concepts concepts concepts Assessment from videos from videos from videos from videos from videos from videos from videos from videos from videos and labs and labs and labs and labs and labs and labs and labs and labs and labs Location / Tool Practice Practice Practice Practice Practice Practice Practice Discussion Report Quiz Quiz Quiz Quiz Report Quiz Quiz Quiz Quiz Quiz Quiz Quiz Inferential Descriptive Inference I Inference II Descriptive Modelling Statistics Auto-graded, Auto-graded, Auto-graded, Auto-graded, Auto-graded, Auto-graded, Statistics task Statistics Auto-graded, Feedback multiple multiple multiple multiple multiple multiple Auto-graded multiple Auto-graded Practice Practice attempts attempts attempts attempts attempts attempts attempts Auto-graded Auto-graded Quiz Quiz permitted permitted permitted permitted permitted permitted permitted Auto- Auto-graded, Location / Tool Regression ANOVA Confidence Descriptive Descriptive Distributions Normal, binomial, Hypothesis Chi-squared testing Intervals tests Statistics Statistics Poisson Computer z- Means, Goodness-of- Formulas, Pivot Tables proportions, distribution, fit, testing Labs absolute vs association differences t-distribution, relative referencing Students have option of using Excel or Open Office Students have option of using SPSS or PSPP Location / Tool 0. Unit Logistics, 1. scaled data, 2. 1. Charkjunk, 1. Sampling 1. Samples & 1. Experimental 1. Inference - 1. Normal 1. Confidence Chi square tests 1. ANOVA 1. Intro to 1. Revision, 2. 1. What is Measuring best practice for distributions, 2. populations, 2. design, 2 control induction vs approximations intervals intro, for: 1. Goodness general idea, 2. regression, 2. Options for statistics good location 3. figures & tables, pdfs & cdfs, 3. Bias & groups, deduction, 2. to binomial and 2. CI examples, of fit, 2. Tests of Examples, 3. Residuals & least future study for, 2.types & Measuring 3. Anscombe’s CLT, 4. Normal confounding placebos, Steps of Poisson, 2. 3. Precision vs association Assumptions, 4. squares, 3.The roles of spread, quartet, 4. distribution, 5. variables, 3. blinding, 3 hypothesis Continuity accuracy, 4. 3. multiple testing general linear variables, 3. 4.measuring Probability Empirical rule & Representative Hawthorne testing, 3. correction, 3. T- Statistical vs communicating issue (data model, 4. Summarizing rank, 5. shape concepts, 5. Law using statistical vs random effect, Interpreting p- tests, 4. practical statistical dredging) Interpretation of Video Lecture categorical data, skew & outliers, of Large tables, 6. samples, 4. experimenter values, 4. Distribution free significance and inference to coefficients, 5. Topics a) proportions & 6. Common Numbers & Binomial Sampling bias, external Choosing null tests, 5. What scope of different Multi-colinearity percentages, b. univariate Gambler's distribution, 7. schemes, 5. validity, 4 and alternative test to use conclusions. audiences and scope of tables 4. Odds graphs, 7. fallacy, 6. Poisson Surveys, 6. replication vs hypothesis, one when, 6. power conclusions ratios & relative bivariate data Independence, distribution, 8. Experiments, 7. pseudo sided vs two- & type 1 and 2 risk, 5. scatterplots and 7. random links between comparative replication, 5. sided tests, 5. errors Simpson’s correlation variables distributions & studies regression to Lots of examples paradox approximations the mean

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The Unit Sequence Template serves four primary purposes: ‐ To make learning design easily visible to persons other than the unit designer, via a physical aligning of the unit elements. ‐ To aid teaching teams in undertaking collaborative unit design and review. ‐ To facilitate and strengthen ongoing curriculum renewal and assurance of learning activities. ‐ To enable academics to conceptualise their learning design in the design of blended units.

Unit Concept and Intended Review Learning Outcomes Conceptualising Teach and and alignment Assess of Unit Elements Build Learning Development of Environment Learning Design Populate Unit Defining the Outline Blend Situating the UST in Curriculum Design

• Threshold Learning Outcomes, Course Learning Outcomes and mapping of LTAS Agenda so far qualifications Next Frontier • collective revision of unit level curriculum by teaching teams Current Context • individual, autonomous approach Available Tools • retrospective by nature, can inform re ‐ design but are not design tools Gap • Learning design is often not visible Learning Design • current focus is on providing academics with pedagogical guidance • low tech, immediate means for academics to simultaneously design and review What is required unit level curriculum • enables academics to articulate their learning design based on principles of Unit sequence template constructive alignment Objective • the immediacy of the tools enable negotiated collaborative curriculum renewal