Contents
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Development of Learning Materials Related Teaching and Learning Guides
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Learning Contents and Environment
Rationale
A Virtual Learning Environment (VLE) is a software system designed to support teaching and learning in an educational setting, as distinct from a Managed Learning Environment (MLE) where the focus is on management. A VLE will normally work over the Internet and provide a collection of tools such as those for assessment (particularly of types that can be marked automatically, such as multiple choice), communication, uploading of content, return of students work, peer assessment, administration of student groups, collecting and organising student grades, questionnaires, tracking tools, and similar. New features in these systems include wikis , blogs and RSS .
While originally created for distance education, VLEs are now most often used to supplement the face-2-face classroom, commonly known as Blended Learning.
These systems usually run on servers , to serve the course to students Multimedia and/or web pages .
In 'Virtually There' a book and DVD pack distributed freely to schools by the Yorkshire and Humber Grid for Learning Foundation (YHGfL) Professor Stephen Heppell writes in the foreword: "Learning is breaking out of the narrow boxes that it was trapped in during the 20th century; teachers' professionalism, reflection and ingenuity are leading learning to places that genuinely excite this new generation of connected young school students - and their teachers too. VLEs are helping to make sure that their learning is not confined to a particular building, or restricted to any single location or moment."
Today's Videos
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Learning Framework
Objectives
Our fundamental objective is that each programme, course and module should deliver excellence in the context of ‘fitness for purpose’ in accordance with the British QAA subject benchmark statements.
Structure
How to use the Material?Syllabus and the Module Specific Teaching Plan in a combined form is an overview of topics covered in a module. Amongst other information they show the data such as the learning outcomes, teaching, assessment and examination policies and the teaching strategies set by the institution offer the module. Module
specific Teaching Plan and Schedules are designed to meet the course
and module specific learning outcomes and objectives
by developing the students' understanding of not
only the subject but also how it integrates into
the 'big picture' of business and management. Learning/Workshops are intended for teacher led discussion topics,
online learning tutorials, seminars or block delivery of the module.
They are also designed for students' self directed
study revision and research. Recommended Texts may be selected or often substituted by the subject tutor, depending on the local availability of relevant text books and other readings. Learner Support material and the Online Libraries are offered to students and teachers free as 'dip-in resources for research and/or any study problem solving, guidance and support. |
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Development of Learning Materials
The current design policies are set out as follows:
Our customised programmes, courses and modules are designed in accordance with the British Quality Assurance Agency for Higher Education Subject Benchmark Statements and the Guidelines for preparing programme specifications
We work to a process framework containing, a set of guidelines. The guidelines take the form of a set of steps for each stage in the process, starting with the specification of requirements through to the presentation of the appropriate material for the learning environment, including:
1. Development of the requirements for the design of courseware to support in-class learning and teaching, open and distance learning where appropriate.
2. Functional and technical specifications for the courseware materials.
3. Instructional design practice which matches the learning experience to the required learning objectives.
4. Inclusion of suggested appropriate forms of formative assessment to assess the progress of the learner.
5. Inclusion of suggested appropriate forms of summative assessment to assess the achievement of the actual learning outcomes against the learning objectives.
6. Exercises to explore the learners’ ability to integrate and use the knowledge and skills levels achieved.
7. Structuring of the courseware into ‘modules’ or similar units within an agreed curriculum.
8. Ways of ensuring effective inputs from subject experts on the conceptualisation and exposition of knowledge.
9. Use of ‘best practice’ in innovation in the use of technology to achieve novel but effective learning experiences.
10. Where appropriate, ways of integrating modules to a form coherent learning programmes that will meet the specified learning objectives.
11. Quality assurance procedures to test the technical precision of the design against the requirements specification.
12. Quality assurance procedures for the operational accuracy of the product against the functional and technical specifications.
13. Quality assurance procedures relating to the pedagogical effectiveness of the delivery and product.
13. Compliance criteria to ensure the courseware material is acceptable in relation to the emerging international standards for interoperability across delivery platforms and for re-use.
Student engagement – what’s it all about?
In June 2009, the OAA held a student engagement workshop to hear directly from higher education providers about the innovative approaches they have taken to engage students in quality assurance and enhancement. Staff from higher education institutions as well as student representatives attended the event to share their own experiences, listen to others, and to take some new ideas back to their institutions.
These films by the OAA were recorded at this event, and the content is entirely the participants’ own views.
Why do we want to engage with students?
Length 3:35
Overcoming challenges
Length 6:25
Benefits and opportunities of student engagement
Length 4:55
The importance of student engagement
Length 7:08
Resources