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BRIGHTER, BOLDER, BETTER? Perennial Course Design Dilemma

BRIGHTER, BOLDER, BETTER? Perennial Course Design Dilemma. Uniformity will get you if you don’t watch out!!. Beware! Education Traps for New Players. Pressing Concerns in the ALN Landscape. Asynchronous Learning Networks (anywhere, anytime But do it our way) Accessing new ‘markets’

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BRIGHTER, BOLDER, BETTER? Perennial Course Design Dilemma

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  1. BRIGHTER, BOLDER, BETTER?Perennial Course Design Dilemma Uniformity will get you if you don’t watch out!!

  2. Beware! Education Traps for New Players

  3. Pressing Concerns in the ALN Landscape • Asynchronous Learning Networks (anywhere, anytime But do it our way) • Accessing new ‘markets’ • Cost effectiveness and efficiency (‘equity policy and market imperatives’) • Content-Quality (“enrich and update”) • “You can’t have two, without the third”

  4. Content - Quality: Critical Dimensions • Explicit Objectives • Affective Learning • Texan Targets [Exhibit 1]

  5. Counterproductive Tendencies: in ALN Delivery • IT isn’t EDU • ALN Quizzes: Make work or Educate? • Efficiency Aims- downsizing, technology substitution • Effort(less) People • Quality Costs, but Bad Quality Tarnishes! • Anathemagenic Activities

  6. Time to Assess the ALN Situation • Up, sideways or down the slippery slope? • Access Politics- Entry Practices? • Accountability: End without Meaning • Quality Assurance: Essential but in danger • Assessment Framework- WHO, HOW, NOW

  7. Developing an ALN Course Assessment Model- Stage 1 • Start with Definitions and Exemplars • Three Web-based Teaching examples • Cecil(C), Real World Physics(RWP), and Mike’s Bikes(MB) [Exhibit 2]

  8. Stage 2- Identifying Critical Quality Criteria • Parameters: Ethical, Contract, Process, Content, Monitor • Using the Quality-Content Model to evaluation exemplar situations • Results from the appraisal of (C), (RWP), and (MB) • Note: You can’t judge a book by its cover!

  9. Sustaining Learning Quality • Priority 1- Recognize Peer Assessment role in maintaining Quality of Content • Priority 2- Develop and agree on an ALN Course Assessment Model (ACAM). • Priority 3- Find ways to ensure ACAM use becomes standard practice. • IF YOU VALUE LEARNING, STAND UP AND START ASSESSING!!

  10. Overriding Priority- PEAK LEARNING EXPERIENCE • Uniformity will rule if you don’t watch out! • What can YOU do? • : Design courses that are “so valuable that they make [student] life worthwhile by their occasional occurrence”.

  11. The PLE of all PLEs

  12. Clearing House Role for Ausweb-IDENTIFY EXEMPLARY PLEs • .

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