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Decision flow for Module Planner v9.4

JISC D4L project A User-oriented Planner for Learning Analysis and Design. Decision flow for Module Planner v9.4. Support. Define title, level, term, credit hours, contact hours, No. of students, No. of weeks. Module Outline. Enter Module Aims, Topics, LOs, TMs, FAMs, SAMs as simple lists.

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Decision flow for Module Planner v9.4

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  1. JISC D4L project A User-oriented Planner for Learning Analysis and Design Decision flow for Module Planner v9.4

  2. Support Define title, level, term, credit hours, contact hours, No. of students, No. of weeks Module Outline Enter Module Aims, Topics, LOs, TMs, FAMs, SAMs as simple lists Go to any stage at any point Inputs Required decisions Inspect coherence Link Topics and LOs Inspect coherence Optional decisions Link LOs and TMs Inspect coherence Link LOs and FAMs Results of decisions Inspect coherence across all inputs Link Module Aims to Topics Advice Exemplars Publish to students and staff Case studies Local data Descriptions Support

  3. Support Display Teaching Methods Module Resources Inputs Define maximum group sizes Required decisions Estimate preparation time needed Optional decisions Define reuse of materials Estimate presention time needed Results of decisions Distribute learner’s time over TMs Go to any stage at any point Define ratio of cognitive activities by TM Inspect resultant student workload Inspect resultant staff workload Inspect resultant student experience Estimate definitions of staff time Assign staff workload to senior and support staff Inspect plan for resource deployment Publish to students and staff

  4. Support Display weeks and Topics with LOs, TMs, AMs attached Module Calendar Inputs Go to any stage at any point Realign Topics by Week Required decisions Display TM hours by Week, Cum and Target totals, Weekly workloads available Inspect viability Optional decisions Redistribute TMs by week Inspect Totals, viability Results of decisions Inspect student workloads by week Inspect staff workloads by week Advice Exemplars Publish to students and staff Case studies Local data Descriptions Recalculate database values for TM totals, staff time, and TM links to Topics, LOs, and AMs Support

  5. Module Outline step 2 Module Resources Calendar Session Design Module Outline Basic data Time students spend studying without lecturer involvement Code: Title: Select Module or insert new title Certificate Level: Credit hours: Contact hours: Non-Contact hours: Credit hours = Contact hours + Non-Contact hours Term: Link to standard definition Overall Module Aims Number of students: Number of weeks: 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. Save as Continue

  6. + + Module Outline Topics and LOs Module Resources Calendar Session Design Module Outline step 1 Title: Title brought forward 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’. Topics Learning Outcomes LO Topic LO Topic LO Topic LO Topic Topic LO Topic LO Topic Topic • 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? 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. Save as Continue

  7. Module Outline LOs and TMs Module Resources Calendar Session Design Module Outline step 1 Title: Title brought forward Add Teaching Methods Link Learning Outcomes to Teaching Methods by… If you revise any wording this will be saved when you click on ‘Save as’. Learning Outcomes Teaching Methods Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5 Teaching Method 1 Teaching Method 2 Teaching Method 3 Teaching Method 4 • 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? 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. Save as Continue

  8. Module Outline LOs and AMs Module Resources Calendar Session Design Module Outline step 1 Title: Title brought forward Add Formative and Summative Assessment Methods Link Learning Outcomes to Assessment Methods by… If you revise any wording this will be saved when you click on ‘Save as’. Learning Outcomes F Assessment Methods S Assessment Methods Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5 F Assessment Method 1 F Assessment Method 2 F Assessment Method 3 S Assessment Method 1 S Assessment Method 2 • 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? 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. 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. Save as Continue

  9. Module Outline Check Module Resources Calendar Session Design Module Outline step 1 Title: Title brought forward 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’. Module Aims Topics Teaching Methods Learning Outcomes F Assessment Methods Module Aims 1 Module Aims 2 Module Aims 3 Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 … Teaching Method 1 Teaching Method 2 Teaching Method3 Teaching Method 4 Teaching Method 5 Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5 Assessment Method 1 Assessment Method 2 Assessment Method 3 • 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? 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. Save as Continue

  10. Module Outline step 2 Module Resources Calendar Session Design Module Outline step 1 Select Teaching Methods Define maximum group size Estimate preparation time Define reuse of materials 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 Continue

  11. Display Teaching Methods Define maximum group size Estimate preparation time Define ratio of cognitive activities Distribute learner time over TMs Define reuse of materials Estimate presentation time Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Revise according to TM list in Module Outline?? 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 . . . . . . . . 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 Additional teaching methods Other?. . . . . 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

  12. Display Teaching Methods Distribute learner time over TMs Define maximum group size Estimate preparation time Define ratio of cognitive activities Define reuse of materials Estimate presentation time Teaching Methods - Distribute learner’s time You 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 Hours 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 . . . . . . . . . . . . 20 10 20 10 10 50 30 20 30 30 10 50 10 Cumulative total Target Credit hours 300 300 Continue

  13. Display Teaching Methods Define maximum group size Estimate preparation time Define ratio of cognitive activities Distribute learner time over TMs Define reuse of materials Estimate presentation time Teaching Methods - Define your maximum group size Optional - Calculations of staff time needed for the Module will use the default estimates Edit the maximum student group size 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 . . . . . . . . . . . . 200 10 20 10 10 n/a n/a n/a n/a 30 6 n/a n/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

  14. Display Teaching Methods Define maximum group size Estimate preparation time Define ratio of cognitive activities Distribute learner time over TMs Define reuse of materials Estimate presentation time 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 Edit the estimates of preparation time to suit your context. Prep time (hrs): for a: 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 . . . . . . . . . . . . hour lecture hour tutorial hour seminar hour workshop hour fieldwork exercise study guide it takes students hour(s) to study reading it takes students hour(s) to read tool it takes students hour(s) to study web resource it takes students hour(s) to study online conference students take hour(s) to use hour audio conference assignment it takes students hour(s) to produce assignment it takes students hour(s) to work through 1 1 1 .5 1 0 2 4 3 4 1 8 1 .5 3 1 .5 1 0 1 1 1 0 5 1 1 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 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

  15. Display Teaching Methods Define maximum group size Estimate preparation time Define ratio of cognitive activities Distribute learner time over TMs Define reuse of materials Estimate presentation time Teaching Methods - Define reuse of materials Optional - Calculations of staff time needed for the Module will use the default estimates Rollover to see definition and links to examples Decide what % of each Teaching Method will reuse materials. % Reused Total student hours 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 . . . . . . . . . . . . 20 10 20 10 10 50 30 20 30 30 10 50 10 80 90 0 80 0 90 100 10 80 0 50 0 100 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

  16. Display Teaching Methods Define maximum group size Estimate preparation time Define ratio of cognitive activities Distribute learner time over TMs Define reuse of materials Estimate presentation time Teaching Methods - Estimate time required for presentation Optional - Calculations of staff time needed for the Module will use the default estimates Rollover to see definition and links to examples Edit estimates for ‘presentation’ time to suit your context. Online asynchronous conferencing . . . . . . . . Tutor-marked assignment . . . . . . . . . . . . . . . It takes hour(s) to monitor and contribute to a conference for every hour(s) a student should spend working on it .5 1 It takes hour(s) to mark an assignment it takes a student hour(s) to produce 5 .5 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. 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

  17. v v ||| ||| v v v ||| v 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. This will appear as a dialog window Lecture method (staff time in hours) Click to add a method to the list Max Group size 20 1 hour Time allocation per Click to add text Click to add text Staff time required is for preparation 1 v Staff time required is for presentation 1 Lecture method (resources use/reuse) Show output Time required preparing resources 1 % Time saved in reusing resources .2 Lecture method (Student time in hours) Click to add text Click to add text Student time required attention v for 1

  18. Display Teaching Methods Define maximum group size Estimate preparation time Distribute learner time over TMs Define reuse of materials Estimate presentation time Define ratio of cognitive activities Teaching Methods - Define the ratio of cognitive activities for each TM Optional - Calculations of learner experience will use the default estimates Each 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 Max group size Edit estimates for the ratio of cognitive activities to suit your teaching style Hours Practice (Adaptive) Produce (Productive) Attend (Narrative) Investigate Interactive Discuss (Communicative) 0 0 10 10 10 0 0 10 0 0 0 50 50 200 10 20 10 10 n/a n/a n/a n/a 30 6 n/a n/a 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 . . . . . . . . . . . . 20 10 20 10 10 50 30 20 30 30 10 50 10 100 10 60 0 0 90 100 10 90 30 10 0 0 0 10 0 30 30 10 0 50 10 0 10 30 30 0 80 30 20 20 0 0 0 0 70 80 0 0 0 0 0 40 40 0 0 30 0 0 0 20 20 - the learning experience Cumulative total Target Credit hours 10 20 300 40 20 10 300 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. 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'. Continue

  19. Inspect resultant staff time Assign staff workload Teaching Methods - Inspect the staff time workload resulting from the previous decisions Optional - Calculations for the Calendar, and for the break-even fee will use these values. Click to expand or contract any column Time in hours Student contact time Student study time Staff prep’n time Staff pres’n time Total staff time Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . . Computer-marked assignment . . . . . . . . . . . . 30 10 10 30 40 80 120 5 30 10 10 10 30 80 15 10 80 150 80 45 20 90 10 50 150 185 215 400 • There are several ways of reducing total staff time: 1. Change the amount of reuse of materials 2. Select Teaching Methods with more learner activity and/or peer support 3. Change estimates of staff preparation and/or presentation time 4. Increase the maximum group size allowance 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 Continue

  20. Inspect resultant staff time Assign staff workload Teaching Methods - Assign the staff workload to senior and support staff Optional - 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 Time in hours Target prep’n time Target pres’n time Senior prep’n time Senior pres’n time Total senior time Support prep’n time Support pres’n time Total support time Cum pres’n time Cum prep’n time 120 5 30 10 10 10 30 10 10 120 5 30 10 10 10 30 80 15 10 80 150 80 45 20 90 10 Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online asynchronous conferencing . . . . . . . . Online synchronous audio conferencing . . . . Tutor-marked assignment . . . . . . . . . . . . . . . Computer-marked assignment . . . . . . . . . . . . 120 5 30 10 10 10 30 80 15 10 80 185 215 185 215 400 185 215 To calculate the break-even fee for the teaching element of the Module Enter 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 • The break-even fee can be improved by: • Reducing the staff cost per day above • Increasing the use of support staff above • Reducing student numbers if presentation time is high, or increasing them more if preparation time is high • Reducing staff time Continue

  21. Module Outline step 2 Module Resources Calendar:Schedule Topics Distribute Teaching Methods Inspect resulting workloads Session Design Module Outline step 1 Calendar - Distribute the Topics across the weeks of the Module Optional - The default assumption is that Topics are evenly distributed. Use the drop down arrow for a topic to see its associated Learning Outcomes and Assessment Move or resize Topics by dragging Double click on a Topic if you want to make an additional copy of it. Topics can overlap Week 1 2 3 4 5 6 7 8 Topic 1 Topic 3 Topic 4 Topic 2 Learning Outcome 2 Learning Outcome 4 Assessment 3 This information will enable you to distribute the use of Teaching Methods week by week, as appropriate for the Topics. Save as Continue

  22. Module Outline step 2 Module Resources Calendar:Schedule Topics Distribute Teaching Methods Inspect resulting workloads Session Design Module Outline step 1 Calendar - Distribute the Teaching Methods across the weeks of the Module Optional - The default assumption is that Teaching Methods are evenly distributed, though this will not be optimal Assign hours for each teaching method each week, checking against the target total, and the impact on student workload each week Week 1 2 3 4 5 6 7 8 Topic 1 Topic 3 Topic 2 Topic 4 Cum Total Target total 16 0 0 0 30 0 Lectures . . .. 2 2 2 2 2 2 2 2 Tutorials . . . TC . . . . . . . . AC . . . . . . . . TMA . . . . . . 10 10 10 CMA . . . . . Weekly Student totals 2 2 12 2 12 2 12 2 30 10 30 10 40 80 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. Save as Continue

  23. Module Outline step 2 Module Resources Calendar:Schedule Topics Distribute Teaching Methods Inspect resulting workloads Session Design Module Outline step 1 Calendar - Inspect the resulting staff workloads across the weeks of the Module This information is calculated from the distribution of Teaching Methods, and the previous estimates for staff time. Week 1 2 3 4 5 6 7 8 Totals 30 10 30 10 40 80 Lectures . . .. 2 2 2 2 2 2 2 2 Tutorials . . . TC . . . . . . . . AC . . . . . . . . TMA . . . . . . 10 10 10 CMA . . . . . Weekly Student totals 2 2 12 2 12 2 12 2 Senior staff 30 20 120 30 10 20 40 20 Support staff40 10 170 50 30 40 40 20 150 250 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. Save as Continue

  24. Module Outline step 2 Module Resources Calendar Session Design Module Outline step 1 Link to the Session Planner storyboard

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