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Feedback loops: reflecting on five years of feedback from the curriculum design student panel
If you’ve ever felt frustrated by a product that doesn’t seem to work for you, you’ll understand the importance of building opportunities for feedback into a design process. It’s certainly an essential part of our learning design process: alongside various organisation-wide evaluation initiatives whose insights we access as part of our work, the learning design team runs the curriculum design student panel, which provides opportunities for students […]
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Active learning: making learning engaging
We’ve probably all sat through enough ‘death by PowerPoint’ slide decks to know what happens when we’re presented with information but don’t have the chance to engage with it. In the best-case scenario, we simply don’t learn anything. But often we leave the meeting or class worse off – with unanswered questions, frustration and reduced […]
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Workload mapping part 3: concurrency and activity makeup
In this series of posts, we’ve been looking at student workload mapping. This final post looks at the other neat things we can do once we’ve mapped out a module. Our example student, Alex, has had their workload smoothed out in the previous posts. Now that we’re sure the volume of learning and teaching for this module is manageable we can start checking that it fits in with the wider context of their studies, and that the studies themselves are suitably varied and engaging. We’re able to do this with our existing mapping data through Concurrency and Activity mapping.
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Workload mapping part 2: mapping in learning design
In this series of posts, we’re looking at student workload mapping. This second post explains how we monitor workload during module design, and where we might make recommendations to authors. Overall workload for a module is agreed right at the beginning of learning design, with set times to aim for based on the level of study, […]