Level - 2D
Teacher Education
The CTL at UL offer Course Design Intensive workshops aimed at helping teaching staff with their curriculum and/or module design. These sessions were originally designed as high-energy, fast-paced, hands-on, face-to-face workshops involving small groups of faculty from similar disciplines who engage and interact with one another throughout the workshop. Participants work together to develop a visual storyboard of a module with sequencing of online and offline learning activities that map directly to the learning outcomes for the module. The workshop was re-designed for the online environment using a virtual meeting space to introduce the design process and breakout rooms to facilitate programme teams, module teams, and individual staff who teach, to collaboratively map and design their curriculum during the rapid move to online teaching. The workshop is based on the ABC Curriculum Design approach (Young & Perović, 2015), using coloured cards that represent six learning types, as proposed by Professor Diana Laurillard based on her Conversational Framework, and associated conventional classroom-based and online activities that support each learning type. A template design of the Learning Types cards allowed participants to easily duplicate and tailor each ‘card’, add detailed descriptions of activities, and include links to resources to create a detailed storyboard of their module or programme. Having an online version of their storyboard means staff who teach have a permanent record of their module design that they can modify and enhance, or collaborate with peers and educational developers synchronously or asynchronously, an opportunity that was not available with the face-to-face workshop. Some participants went on to fully develop their storyboards, adding full descriptions for activities, linking resources and adding content. This was then used as a canvas and the final version was copied across to the VLE, or duplicated and adapted for modules with similar formats. Another benefit from this workshop is that participants share their educational practices during the sessions when they are planning their modules. These reflective practices have led to some changes in teaching approaches and style of delivery. The tool we used is integrated with the Outlook calendar, Teams, and is also available on Android and iOS. It could be used for any events that require organising and/or sequencing such as media planning or scripting, marketing strategies, or organisational planning. It could also be used for charting and setting objectives and goals, such as group projects, or even instructional steps or processes, or sequencing and detailing procedures.
| Title of the OEP | Using an Online planning tool for virtual collaboration |
|---|---|
| Subject | Teacher Education |
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| Software used |
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| Level EQF | Level 0 |
| Metadata | collaboration, module planning, storyboard, workshop |
| Short summary | The CTL at UL offer Course Design Intensive workshops aimed at helping teaching staff with their curriculum and/or module design. These sessions were originally designed as high-energy, fast-paced, hands-on, face-to-face workshops involving small groups of faculty from similar disciplines who engage and interact with one another throughout the workshop. Participants work together to develop a visual storyboard of a module with sequencing of online and offline learning activities that map directly to the learning outcomes for the module. The workshop was re-designed for the online environment using a virtual meeting space to introduce the design process and breakout rooms to facilitate programme teams, module teams, and individual staff who teach, to collaboratively map and design their curriculum during the rapid move to online teaching. The workshop is based on the ABC Curriculum Design approach (Young & Perović, 2015), using coloured cards that represent six learning types, as proposed by Professor Diana Laurillard based on her Conversational Framework, and associated conventional classroom-based and online activities that support each learning type. A template design of the Learning Types cards allowed participants to easily duplicate and tailor each ‘card’, add detailed descriptions of activities, and include links to resources to create a detailed storyboard of their module or programme. Having an online version of their storyboard means staff who teach have a permanent record of their module design that they can modify and enhance, or collaborate with peers and educational developers synchronously or asynchronously, an opportunity that was not available with the face-to-face workshop. Some participants went on to fully develop their storyboards, adding full descriptions for activities, linking resources and adding content. This was then used as a canvas and the final version was copied across to the VLE, or duplicated and adapted for modules with similar formats. Another benefit from this workshop is that participants share their educational practices during the sessions when they are planning their modules. These reflective practices have led to some changes in teaching approaches and style of delivery. The tool we used is integrated with the Outlook calendar, Teams, and is also available on Android and iOS. It could be used for any events that require organising and/or sequencing such as media planning or scripting, marketing strategies, or organisational planning. It could also be used for charting and setting objectives and goals, such as group projects, or even instructional steps or processes, or sequencing and detailing procedures. |
| Name of the HE Institution | University of Limerick |
| City, Country | Limerick, Ireland |
| Name of the department | Computer Science and Information Systems |
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| Name of the HE-teacher(s) |
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| Classroom size | Small (2-25) |
Level - 2D
Business
Level - 3D
Education, Mechanics
Level - 3D
Languages
Level - 3D
Any
