- This topic has 15 replies, 5 voices, and was last updated 8 years, 9 months ago by
.
-
Hi Jolanda, thanks for prodding. We are now getting started with Activity 5. Both team mates, SS and PB have advised about how we wish to organise our course. May we take our cue from the attached document which maps our Course -at a glance. It includes our agreed upon leaner profile, course outcomes and preferred pedagogical approach.
I have also attached our Activity 5 Template, in which we are to: 1. Predict our course pedagogical profile presentation and 2. Predict course/module hours. Does this represent a fair distribution of notional hours per category of activity? Hi Jolanda, indeed the template for the Activity Profile is a great planning tool. The other day Dr SS and I commented on how we will benefit from such tools as we plan to facilitate a similar workshop during the week of 23-28 June, 2014. Thanks for your earlier comment too, Jolanda on providing a picture of our course at a glance. I have now attached to this post a Work in Progress Draft of our Course at a Glance. Team mates, does this picture depict all that we have agreed upon since activities 1 to 4?
Thanks PB for your feedback- in which you rightly indicate that we now need to begin to combine the outputs of all the completed activities. The picture is now becoming clearer. See the attached collated document of our Course-at-a-Glance. SS has given us the go-ahead to proceed to our Storyboard
Hi SS, you are the expert at making a distinction between assessment tasks and activities. Team, please see link to our work in progress Storyboard (not sure if it is accessible): http://linoit.com/users/Thula/canvases/inbox
Dear Team
Try this other link: http://linoit.com/groups/BCC%20Storyboard/canvases/BCC%20Storyboard. Hi Jolanda, thanks for good question.
Our first task was to develop a storyboard in which the learning outcomes are aligned with the assessment events, topics (contents) and e-tivities. We referred to Biggs’ (1999) argument that there is need for constructive alignment in the choice of learning outcomes, the teaching method and assessment task. To come up with our assessment rubric, we are guided by the level of understanding required as stated in our learning outcome. As a result, our assessment task will test whether the students have acquired the outcome. For example- The outcome for Assessment Event 1: Expose to new concepts, change theories towards a socio-ecological model and facts. We also made use of Conole et al’s (2004) mini learning activities to come up with the e-tivities. Team: How helpful is a generic discussion rubric like the one attached to this post?
You must be logged in to reply to this topic.