This page highlights a number of posts written by our Learning Designers and members of the Learning Technology team that are particularly pertinent to learning and teaching development, either through exploring what we mean by design for learning, the flipped classroom and CAIeROs or good practice around assessment and feedback.  Have a look through - and if this leaves you wanting more, why not search the LearnTech Blog for yourself?

Design for Learning Case Studies

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Getting ‘Waterside ready’

The move to Waterside can seem as if it isn’t really that long away, given all that you may feel you have to do in between now and then. Wondering where to start can also seem daunting and the mountain of work that you see ahead of you can be so huge that you can’t even see the summit, let alone work out a route to the top. 

Click here to continue reading this case study. 

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Getting started with Quality Blended Learning

As Learning Designers, my colleagues Rob, Julie and myself are always looking for ways to help staff with the transition to Waterside and in (re-)designing their modules and programmes to take account of new ways of learning and teaching. To this end, there are a number of posts here on the flipped classroom, or on demystifying the CAIeRO for example, that aim to take away some of the apprehensions that we know exist.

Click here to continue reading this case study. 

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Programme Design: steps towards an appreciative inquiry approach

At recent events, including last week’s Learning and Teaching conference, the Learning Design team have been trying out some new activities to help teaching staff think about how they design for learning. You may have seen some of these new tools and activities described in earlier posts in this category, or had the chance to have a go at using them in development events. In this post I’d like to look at the bigger picture of how these might fit together with some of the other services we offer.

Click here to continue reading this case study.



Assessment and Feedback

Assessment maps support blended learning

Leading Public Health Practice (NURM009) includes learning and teaching activities that are predominantly facilitated via online learning. It was felt that a clear strategy was needed whereby students would be able to identify clearly how the activities and associated feedback can contribute to their summative assignment.

Click here to read more of this case study. 

Concept maps support learning for Social and Community Development students

We use ‘concept maps’ as an assessment tool within the Volunteering module (SWK1003). Students visualise the sub-concepts that make up a main concept. They can draw this out using whatever form or tool they want. It requires minimal grammatical competence but needs to show good conceptual understanding. The results were outstanding.

This case study is taken from the Institute of Learning and Teaching’s 2015 publication ‘Outside the Box Assessment and Feedback Practices’, available from the University’s Assessment and Feedback portal.

Patchwork Text Assessment

In 2003, Richard Winter wrote a piece for the Guardian in which he listed some problems than can occur when essays are the primary tool used to assess what, and how much, students have learned. Winter claimed that the essays students write often show evidence only of surface learning, rather than deep learning, and that the use of essays for assessment was partly to blame for this.

Click here to read more of this blog article. 


CAIeRO - Programme and Module Redesign Workshops 

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Exploring creative design through CAIeROs (a personal reflection)

Personally I love the CAIeRO (module redesign) process. It’s creative, innovative and definitely challenging at times, but most of all it’s fun. My favorite part of the day is story boarding the module – aligning Learning Outcomes with (new) assessments and then looking at how learners are to engage with appropriate content in order to deepen their learning and apply their knowledge and understanding.

Click here to read the blog. 
 

Demystifying the CAIeRO

CAIeRO stands for “Creating Aligned Interactive educational Resource Opportunities”. If you’re wondering, yes, there is a theme here. The acronym was chosen (although not by me) to align with the Northampton Integrated Learning Environment (NILE).

So what does that actually mean? Think of it as a Course Design Retreat – a full CAIeRO is two days away from the phone and the email, to build or re-design taught modules, with support from a range of specialist staff.

Click here for the full case study of CAIeRO

 

Talking Blended Learning with Sue Everett

Having redesigned her Leading Public Health Practice module from being fully face-to-face, to blended, Sue Everett in the School of Health, reflects on the skills she developed in the process and how she has moved from being a ‘technophobe’ to the ‘go to’ girl for technology in her office!

Click here to watch the video.