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Analytics4Action: emphasis on the ACTION
It is no secret that we live in a world driven by data. The insight gained from analytics underpins success in almost every industry, from strategic consumer research in commercial sales to the in-play behavioural patterns of leading men and women in sports; a great deal of importance is afforded to the reporting of “The…
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OneNote: an eportfolio-type tool to support PDP
By Sue Lowe, Senior Learning Designer What is PDP? The OU Student employability policy states that all students are entitled to be supported in Personal Development Planning (PDP) (Open University, 2011). The OU defines PDP as a framework to support students in their analysis of and development of their own skills, and a means of…
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Flavours of design – what’s in a name?
Our team at The Open University has gone through a rebrand. Where before we had Learning Design (LD) and TEL Design components to our team, we are now all Learning Designers. A small change in terminology, but hopefully a big change in mindset. So why have we done this? First, it better encapsulates what we’re…
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Tips for starting out in learning design
We were asked: “Any advice for a new learner, just getting started in the world of LD?” … so we crowd-sourced answers from the team. Here’s what they said: Olivia said: Find as many opportunities to learn as possible. I’d recommend listening to the Pedagodzilla podcast. Clare said: Get to know as wide a variety of your students as you…
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Ten ways to kick off a successful online meeting
A positive start to your online group will help people feel welcome. It’s also reassuring for the facilitator to know that everyone’s ready and able to contribute. We’ve found that these simple tips can ensure everyone can play a part. Greet people as they join the meeting to help them feel welcome. Have a general…
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Skills development is most effective when…
It is fully embedded in the teaching and learning of (inter)disciplinary content (reflects a contextual and epistemological view of skills) At the same time, it is perceived as meaningful and relevant to students’ current and future lives (transferable, flexible) Students are apprenticed into the conventions, techniques, styles and approaches of their field(s) of study (they…
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Supporting students in collaborative online activities
Collaborative learning activities build students’ critical thinking skills and encourage them to reflect on their learning. However, students can struggle to engage with them if they don’t feel supported. Use these steps to build in support for students before, during and after online collaborative activities. The steps are based on a study by Zheng et…
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Six ways to gather student feedback in learning design
When students have the chance to share their insights, they feel more engaged in their study and more connected to their institution. And of course, they can offer fresh perspectives that will benefit future students. That’s why it’s vital to gather student feedback on your courses – not just through with end-of-course evaluations but also…