Blended Learning - Week 4 Curriculum and Assessment Design

The whole point of blended learning is to use digital technologies to enable every learner to achieve their learning potential. Technology helps to achieve this aim with a large number of diverse learners.

Curriculum Design

The iterative process of designing blended learning is the same as traditional:
deciding on the learning outcomes - the curriculum content - your learner's needs - your pedagogic approach - the assessment methods

Technology makes a real difference where there is a real difference to be made so you should start with what you really need:
1) decide which part of your curriculum you want to improve most
2) consider which of the technologies will really help.

DADDIE approach helps to put the use of technologies into a clear structure
Define outcomes that is to be delivered by the course
Analyse learners' abilities and needs, possible reactions
Design the course with the use of technologies to make the learning process engaging for the learners
Develop resources, activities and tests and create your e-learning course
Implement that in the setting - your classroom or the student self-learning in their own space and time
Evaluate the course if it's effective

Teacher uses VLE to build the storyline of the course, or the session, making it feel to the learner like a journey of exploration where they have some control over what they do and when. At the point where the students can clearly demonstrate what they've learned we need the tools for showing what they've learned such as Mahara.

Useful links to help with curriculum design
Jisc Repository: http://repository.jisc.ac.uk/
Excellence Gateway: http://www.excellencegateway.org.uk/

Assessment Design
Designing the assessment first is a very good way of defining what the intended outcomes actually are.
Two types of Assessment:
formative assessment-- or assessment for learning
summative assessment-- or assessment for credit.

The use of assessment tools
- submission software as Turnitin in Moodle give an opportunity to provide an audio feedback and enables students tothe teacher to maske sure that the work is submitted on time and this is the student's own work (authentic)
- e-portfolio tools (Mahara) allow to produce something of long-lasting value to the learners' own employment prospects

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