Welcome!
In slow time this page can be replaced by the welcome message from the course director.
In the early sections I have introduced some annotations and commentary in this shade of green.
Tim / John - This is intended to provide some indication of my thinking about potential content and the overall 'look and feel' of online resources that can be provided at level 4.
I think that it is worth devoting a considerable amount of collaborative effort to this first module, with an eye on how the overall approach might be adapted to suit the other modules at this level.
I am also very aware of the need to give thought to appropriate methods of assessment; as I have just observed, the module document requires at 1,500 word assignment with references, bibliography, etc. Might we need to rethink our approach for some of the points covered in the University validated document?
I am also very conscious of the need to have something which is fit for purpose as a basis for discussion at the beginning of February in Chester.
My approach at present:
In slow time this page can be replaced by the welcome message from the course director.
In the early sections I have introduced some annotations and commentary in this shade of green.
Tim / John - This is intended to provide some indication of my thinking about potential content and the overall 'look and feel' of online resources that can be provided at level 4.
I think that it is worth devoting a considerable amount of collaborative effort to this first module, with an eye on how the overall approach might be adapted to suit the other modules at this level.
I am also very aware of the need to give thought to appropriate methods of assessment; as I have just observed, the module document requires at 1,500 word assignment with references, bibliography, etc. Might we need to rethink our approach for some of the points covered in the University validated document?
I am also very conscious of the need to have something which is fit for purpose as a basis for discussion at the beginning of February in Chester.
My approach at present:
- A couple of sections, with a few slides as presentation, that can provide up context and structure for the topics and elements included, week by week
- Some inputs - Generally, Short reading passages, short video clips, (potentially) audio files from radio programmes, etc.
- I still have to create some true/false, multiple-choice and similar quizzes and tests that can be linked to the grade book.
- A couple of activities for students to do that will provide a paragraph or two in which they are able to demonstrate some knowledge and understanding of what they will have been reading, studying or thinking about during the week. (These could perhaps be compiled and re-edited at the end of the module into a portfolio which would comply with the module description's requirement for a 1,500 word assignment? But I am aware that this does not fit with our plan to have 'no touch' or 'low touch' tutor involvement and there will be issues about assessment. We can discuss?)
- An unassessed OVER TO YOU section in which they are given the opportunity to identify ways in which they can transfer some of the things that they will have been dealing with during the week to the particular working environment in which they themselves operate.