Decision flow for Module Planner v9.4

Decision flow for Module Planner v9.4

JISC D4L projectA User-oriented Planner for Learning

Analysis and Design

Module Outline

Link Module Aims to Topics

Define title, level, term, credit hours, contact hours, No. of students, No. of weeks

Publish to students and staff

Enter Module Aims, Topics, LOs, TMs, FAMs, SAMs as simple lists

Inputs

Required decisions

Results of decisions

Link Topics and LOs

Link LOs and TMs

Link LOs and FAMs

Go to any stage at any point

Optional decisions

Inspect coherence

Advice

Exemplars

Case studies

Local data

Descriptions

Support

Inspect coherence

Inspect coherence

Inspect coherence across all inputs

Support

Inspect resultant staff workload

Module Resources

Distribute learner’s time over TMs


Define maximum group sizesInputs

Required decisions


Assign staff workload to senior and support staff

Estimate preparation time needed

Define reuse of materials

Estimate presention time needed

Define ratio of cognitive activities by TM

Estimate definitions of staff time

Inspect plan for resource deployment


Optional decisions

Inspect resultant student workload

Inspect resultant student experience

Support

Display Teaching Methods

Module Calendar

Inspect staff workloads by week

Display weeks and Topics with LOs, TMs, AMs attached


Realign Topics by Week

Inputs

Required decisions


Redistribute TMs by week

Inspect student workloads by week


Optional decisions

Inspect viability

Advice

Exemplars

Case studies

Local data

Descriptions

Support

Inspect Totals, viability

Support

Recalculate database values for TM totals, staff time, and TM links to Topics, LOs, and AMs

Display TM hours by Week, Cum and Target totals, Weekly workloads available

Code: Time students spend studying without lecturer involvement

This information will be carried through the Module Plan.You can return to change the information at any stage.Data is saved automatically under the Module title. If you wish to create version numbers and a brief descriptor, use the ‘Save as’ option.

Module Outline Basic data

Module Resources

CalendarSession Design

Title:

Level: Credit hours: Contact hours: Non-Contact hours:

Credit hours = Contact hours + Non-Contact hours

Term:

Overall Module Aims

Number of students:

Number of weeks:

Certificate

Select Module or insert new title

Save as

Module Outline step 2

Continue

Link to standard definition



Module Resources


Title:

Topics

Title brought forward

Save as

Module Outline Topics and LOs

Continue

+

Learning Outcomes

+

Topic

Topic

Topic

Topic

Topic

Topic

Topic

Topic

LO

LO

LO

LO

LO

LO

Add Topics. Add Learing Outcomes.Link the Topics and Learning Outcomes by…If you revise any wording this will be saved when you click on ‘Save as’.

This enables you to check the completeness of the two lists - is each Topic adequately covered by its associated Learning Outcomes?- is each Learning Outcome adequately addresse by its associated Topics?


Module Resources


Title: Title brought forward

Save as

Module Outline LOs and TMs

Continue

Learning Outcomes

Teaching Methods

Learning Outcome 1 Learning Outcome 2Learning Outcome 3Learning Outcome 4Learning Outcome 5

Teaching Method 1Teaching Method 2Teaching Method 3Teaching Method 4

Add Teaching MethodsLink Learning Outcomes to Teaching Methods by…If you revise any wording this will be saved when you click on ‘Save as’.

This enables you to check the completeness of the two lists - is each Learning Outcomes adequately covered by its associated Teaching Methods?- is each Teaching Method linked to all appropriate Learning Outcomes?


Same time, same place:

Class session (lecture, demonstration)

Small group session (tutorial, seminar)

Structured group work

Collaborative project work

Field trip

Workshop

…

Same time, online:

Class session (streamed video)

Small group session supervised



Virtual field trip

Virtual workshop

…

Asynchronous, online

Class session (video download)

Small group session supervised



Virtual field trip

Virtual workshop

…

Individual

Individual use of narrative resource for reading, listening, watching

Individual use of interactive, collaborative, adaptive or productive medium


Module Resources



Save as

Module Outline LOs and AMs

Continue

Learning Outcomes

F Assessment Methods

Learning Outcome 1 Learning Outcome 2Learning Outcome 3Learning Outcome 4Learning Outcome 5

F Assessment Method 1F Assessment Method 2F Assessment Method 3

These refer to formative assessment only, i.e. they are part of the learning process and learners receive feedback to help them improve their performance.

Add Formative and Summative Assessment MethodsLink Learning Outcomes to Assessment Methods by…If you revise any wording this will be saved when you click on ‘Save as’.

This enables you to check the completeness of the two lists - is each Learning Outcomes adequately tested by its associated Assessment Methods?- is each Assessment Method linked to all appropriate Learning Outcomes?- are the formative AMs sufficient preparation for the summative AMs?


S Assessment Methods S Assessment Method 1S Assessment Method 2


Module Resources



Save as

Module Outline Check

Continue

Teaching Methods

F Assessment Methods Teaching Method 1

Teaching Method 2Teaching Method 3Teaching Method 4Teaching Method 5

Assessment Method 1Assessment Method 2Assessment Method 3

Link each Module Aim to its associated Topic(s), LO(s) and AM(s) by…If you revise any wording this will be saved when you click on ‘Save as’.

This enables you to check the coherence of the Module design overall:

- is each Module Aim adequately addressed by the Topics, Learning Outcomes and Assessment Methods?


Module Aims

Module Aims 1 Module Aims 2Module Aims 3

Topics Topic 1 Topic 2Topic 3Topic 4Topic 5…

Learning Outcomes Learning Outcome 1 Learning Outcome 2Learning Outcome 3Learning Outcome 4Learning Outcome 5


Module Resources



Continue

Select Teaching Methods

Define maximum group size

Estimate preparation time


Estimate presentation time

Distribute learner’s time over TMs

Define ratio of cognitive activities

The following slides go through the stages of Module Resource planning, then return to Calendar planning

Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use

Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . Online synchronous audio conferencing . Tutor-marked assignment . . . . . . . . . . . Computer-marked assignment . . . . . . . .

Additional teaching methods

Other?. . . . .

Printed teaching materials for self study, generated by the academic: books, course notes, workbook, supplements, etc. designed for learners to attend to, rather than 'investigate'. Not the same as ‘primary’ material already existing, which counts as ‘set reading’. They may include suggestions for activities or exercises for students to do without supervision. Examples

This selection will be carried through the Module Plan.You can return to make a new selection, or write in an additional method at any point.

Continue

Revise according to TM list in Module Outline??






Distribute learner time over TMs


Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . Fieldwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study guides . . . . . . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . . . . . . Computer-based tools . . . . . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . . . . . .Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .

Hours

20102010105030203030105010

300

300

Cumulative total

Target Credit hours

Teaching Methods - Distribute learner’s timeYou can decide here how you want to assign the total student learning time for the Module across the different teaching methods. Your cumulative total should match the Credit hours total defined for the Module.Rollover to see definition and links to examples

Continue








Teaching Methods - Define your maximum group sizeOptional - Calculations of staff time needed for the Module will use the default estimates


Edit the maximum student group size to suit your context

20010201010

n/an/an/an/a30

6n/an/a

The maximum group size you assign to a teaching method affects the learner’s experience, as smaller groups require more active involvement from each student. It also affects the number of staff required.The default figures shown are typical, and can act as a guide, but may not be optimal for every context.

Continue








hour lecturehour tutorialhour seminarhour workshophour fieldwork exercisestudy guide it takes students hour(s) to studyreading it takes students hour(s) to readtool it takes students hour(s) to studyweb resource it takes students hour(s) to studyonline conference students take hour(s) to usehour audio conferenceassignment it takes students hour(s) to produceassignment it takes students hour(s) to work through

1

1

2

1

31

Teaching Methods - Estimate time required for preparation Optional - Calculations of staff time needed for the Module will use the default estimates.Rollover to see definitions and links to examples


1

Edit the estimates of preparation time to suit your context.Prep time (hrs): for a:

.5

4

0

48

1

1

1

1

1

51

.53

.5

0

1

01

The ratio between preparation time and learner study time affects the total staff time needed for the Module, which will be calculated from these figures.Zeros mean ‘negligible’ preparation time.The default figures shown are drawn from staff data, and can act as a guide, but will vary for different contexts.Preparation time can be reduced by reusing existing materials in the next stage.

Continue

A physically-located workshop environment could be constructed, as in a classroom, or visited, as on a field trip, or provided, as in a laboratory. The time spent providing equipment or travel is not included here, only the time spent preparing and presenting the teaching, and study time








Teaching Methods - Define reuse of materialsOptional - Calculations of staff time needed for the Module will use the default estimatesRollover to see definition and links to examples


Total student hours

Decide what % of each Teaching Method will reuse materials.% Reused

Default estimates for reuse assume that preparation time can be reduced, on average, to around 20-25% of the time taken to prepare new materials. With reuse, the preparation time is spent on research, selection, evaluation and adaptation, instead of design and development.You can edit reuse estimates and also decide on the approximate % of reuse for each Teaching Method (the default is zero).

Continue

20102010105030203030105010

8090

080

090

1001080

050

0100








Teaching Methods - Estimate time required for presentation Optional - Calculations of staff time needed for the Module will use the default estimatesRollover to see definition and links to examples

Online asynchronous conferencing . . . . . . . .

Tutor-marked assignment . . . . . . . . . . . . . . .

Default estimates for presentation time are calculated from the contact time for the face-to-face Teaching Methods.For most other methods there is no presentation time as they are used by students unsupervised.For these methods, staff time is needed for supervision, though not face-to-face.

Continue

Assumes half an hour per student group study hour, to initiate discussion, read through comments, and generate feedback and commentary on student discussions. Assumes ground rules in place to constrain student input. Effect of CMC group size and number of groups is taken into account elsewhere.

It takes hour(s) to monitor and contribute to a conference for every hour(s) a student should spend working on it

.5

It takes hour(s) to mark an assignment it takes a student hour(s) to produce

.5

1

5

Edit estimates for ‘presentation’ time to suit your context.








Lectures

Tutorials

Seminars

Workshops

Fieldwork

Study guides

Set readings

Computer-based tools

Web-based resources

Online asynchronous conferencing

Online synchronous audio conferencing

Tutor-marked assignment

Computer-marked assignment

Lecture method (staff time in hours)

Max Group sizeMax Group size

Time allocation perTime allocation per

Staff time required isStaff time required is

2020

1 hour1 hour

vv

vv

||||||||||||

Click to add a method to the listClick to add a method to the list

This will appear as a dialog window

Lecture method (Student time in hours)

vv

vv

||||||||||||

vv

vv

||||||||||||

11 forfor

preparationpreparation vv

Show output

Student time requiredStudent time required1

1 forforattention

attention vv

Click to add text Click to add text

Click to add text Click to add text

Lecture method (resources use/reuse)

Time required preparing resourcesTime required preparing resources1

1

% Time saved in reusing resources% Time saved in reusing resources.2

.2

This is an alternative approach to the input, enabling the user to work on one TM at a time to specify its characteristics, then inspect the resulting balance across all TMs.

Staff time required isStaff time required is1

1 forforpresentation

presentation


Max group size

20010201010

n/an/an/an/a30

6n/an/a

Hours

20102010105030203030105010

300

300

1001060

00

90100

10903010

00

010

0303010

05010

0103030

080302020

0000

7080

00

000

4040

00

30000

2020

00

101010

00

10000

5050

Attend(Narrative)

InvestigateInteractive

Discuss(Communicative)

Practice(Adaptive)

Produce(Productive)

Teaching Methods - Define the ratio of cognitive activities for each TMOptional - Calculations of learner experience will use the default estimatesEach Teaching Method affords a probable ratio of time spent on the five different kinds of cognitive activity shown.Rollover to see definition and links to examples

Edit estimates for the ratio of cognitive activities to suit your teaching style

Default ratios of cognitive activity are shown for each of the selected Teaching Methods.The totals for each cognitive activity are calculated from the distribution of hours and group sizes you have assigned. To achieve a different learner experience, change either the assignment of hours to TMs, or the ratios, or the group sizes. Continue

Learner is working actively with materials or resources to find out information, analyse and explore others' ideas, but not focused on generating their own ideas. Not 'experimenting', therefore, which would come under 'practising'.

40 20 10 10 20 - the learning experience

Cumulative total

Target Credit hours








Inspect resultant staff time

Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .

3010

10

50

30

4080

1205

30101010

3080151080

1508045209010

150 185 215 400

Student contact time

Student study time

Staff prep’n time

Staff pres’n time

Total staff time

Time in hours

Teaching Methods - Inspect the staff time workload resulting from the previous decisionsOptional - Calculations for the Calendar, and for the break-even fee will use these values.Click to expand or contract any column

There are several ways of reducing total staff time:1. Change the amount of reuse of materials2. Select Teaching Methods with more learner activity and/or peer support3. Change estimates of staff preparation and/or presentation time4. Increase the maximum group size allowance

Continue

Option 1 is good, if the materials are good, because it releases staff time.Option 2 is good, if there is still sufficient teacher contact, because it improves the

quality of the learner experience.Option 3 may reduce quality if preparation or presentation time is cut too much.Option 4 is less good because it reduces the quality of the learners’ experience

Assign staff workload

Inspect resultant staff time

Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . .Computer-marked assignment . . . . . . . . . . . .

120 5

30101010

3010

10

1205

30101010

3080151080

1508045209010

185 215 400

Target prep’n time

Target pres’n time

Senior prep’n time

Senior pres’n time

Total senior time

Time in hours

Teaching Methods - Assign the staff workload to senior and support staffOptional - The default assumption is that all teaching is done by senior staff, which affects the break even fee.As you assign time to support staff, the senior staff time reduces accordingly

To calculate the break-even fee for the teaching element of the ModuleEnter the cost per day (these are default values only) for a member of Senior staff £350 Support staff £250

For the data entered so far, the break-even fee is estimated as £200 per student

Continue

Assign staff workload

Support prep’n time

Support pres’n time

Cum prep’n time

215

Total support time

Cum pres’n time

1205

30101010

3080151080

185185 215

The break-even fee can be improved by:1. Reducing the staff cost per day above2. Increasing the use of support staff above3. Reducing student numbers if presentation time is high, or increasing

them more if preparation time is high4. Reducing staff time

This information will enable you to distribute the use of Teaching Methods week by week, as appropriate for the Topics.


Module Resources

Calendar:Schedule Topics

Session Design

Save as


Continue

Week 1 2 3 4 5 6 7 8

Calendar - Distribute the Topics across the weeks of the ModuleOptional - The default assumption is that Topics are evenly distributed.Use the drop down arrow for a topic to see its associated Learning Outcomes and AssessmentMove or resize Topics by draggingDouble click on a Topic if you want to make an additional copy of it.Topics can overlap

Topic 1 Topic 2 Topic 3 Topic 4

Distribute Teaching Methods

Inspect resulting workloads

Learning Outcome 2

Assessment 3

Learning Outcome 4


Module Resources


Session Design

Save as


Continue

Week 1 2 3 4 5 6 7 8

Calendar - Distribute the Teaching Methods across the weeks of the ModuleOptional - The default assumption is that Teaching Methods are evenly distributed, though this will not be optimalAssign hours for each teaching method each week, checking against the target total, and the impact on student workload each week

Topic 1

Topic 2

Topic 3

Topic 4



Lectures . . .. 2 2 2 2 2 2 2 2Tutorials . . . TC . . . . . . . . AC . . . . . . . .TMA . . . . . . 10 10 10CMA . . . . .Weekly Studenttotals 2 2 12 2 12 2 12 2

301030104080

Target total

16000

300

Cum Total

The distribution of Teaching Methods can be adjusted if student workload is too high in some weeks. Alternatively, make students aware of these effects, and check the impact on their other Modules.


Module Resources


Session Design

Save as


Continue

Week 1 2 3 4 5 6 7 8

Calendar - Inspect the resulting staff workloads across the weeks of the ModuleThis information is calculated from the distribution of Teaching Methods, and the previous estimates for staff time.



Lectures . . .. 2 2 2 2 2 2 2 2Tutorials . . . TC . . . . . . . . AC . . . . . . . .TMA . . . . . . 10 10 10CMA . . . . .Weekly Student totals 2 2 12 2 12 2 12 2

Senior staff 30 20 120 30 10 20 40 20 Support staff 40 10 170 50 30 40 40 20

301030104080

Totals

150250

The distribution of Teaching Methods can be adjusted if staff workload is too high in some weeks. But check the impact on student workload as well.


Module Resources



Link to the Session Planner storyboard

Decision flow for Module Planner v9.4

Documents

Transcript of Decision flow for Module Planner v9.4