Programme & Module Design/Development
The BLU provides Programme & Module Design consultancy to staff, departments and teams looking to design (or redesign), develop and implement a blended learning approach for their programmes and modules.
In partnership with academic departments and dedicated programme design teams the BLU has gained experience and expertise in designing and developing several existing blended learning implementations at a programmatic level:
Leadership in Inclusion in the Early Years (LINC programme) – Joint delivery between MIC (Lead), Maynooth University, and Early Childhood Ireland.
BA in Early Childhood Practice – Joint delivery between MIC and IT Tralee.
MA in Applied Linguistics – MIC.
Integration of a blended approach varies from case to case and context to context. Simply put, there is no ‘one size fits all’ or ‘silver bullet’ approach that will work all the time for each single programme and module. Habitually, people tend to focus on using what is familiar to them in order to accomplish certain tasks, regardless of whether it’s the best fit for the project. Abraham Maslow suitably summed up this “Law of the Instrument” as follows:
“I suppose it is tempting, if the only tool you have is the hammer, to treat everything as if it were a nail.”
With this in mind the BLU, in partnership with the staff involved, strives to adapt and tailor the design of each respective programme & module accordingly, ensuring that the most appropriate and effective blend for each is the one that is arrived at.
The BLU adheres to many distinct theories of learning – from Cognitivist to Social Constructivist – and Instructional Design models – from Dick and Carey’s Systems Approach Model to Gagné’s 9 Events of Instruction to Bloom’s Taxonomy of Learning – depending on the relevancy of each theory and model to the proposed learning context and the requirements of each specific programme and module team that we consult with. When designing, developing and implementing blended or online learning solutions, the BLU further tries to adhere to the 7 Principles of Universal Design as outlined by the National Disability Authority’s Centre for Excellence in Universal Design.
The BLU operates a phased approach to programme and module design/development. The interaction below provides a general overview of each phase in the process including some associated components of each.
Reflection on Current Practices and Curriculum Planning
Components
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Initial Project Meetings
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Determine Module Design teams
- Project Plan each Teaching and Learning element
– Live, Online Synchronous, Online Asynchronous, Activities, Feedback, Assessment -
Fill out Module Design Template
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Identify Key Dates – Assessment Deadlines, etc.
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Decide upon Educational Technology delivery tools
Professional Development
Components
Professional Development Workshops on:
- Moodle LMS
– Learn to use the LMS tools to support your pedagogical intentions
- Instructional Design
– Appropriate Theories and Models
– Lesson Structure
– Learning Objectives
– Academic Integrity
- Asynchronous
– Benefits/Limitations of
– Educational Technology tool training
- Synchronous
– Benefits/Limitations of
– Educational Technology tool training
- eModeration
– Pedagogical model to help moderate students within discussion fora
Programme/Module Development
Components
- Template creation
– Asynchronous Lesson Template creation
– Document Template creation
- Online Programme/Module Structure on LMS:
– Landing Page (Administrative and Technical Support area)
– Module Pages (Academic areas)
– Associated Units, Lessons, Activities, Assessments, etc.
- Asynchronous Lesson Development
– Style Guide creation (Educational Technologist/Instructional Designer)
– Asynchronous Lesson Development (Content Developer)
– Process of lesson review between Content Developer and Educational Technologist/Instructional Designer to ensure adherence to style guide
Support to Faculty and Students
Components
- Faculty/ Content Developers:
– Review and Publish of Asynchronous material
– Assessment support (Quizzes, Turnitin etc.)
– Online Synchronous interaction support
- Students:
– Orientation to Online Learning
– Student handbook
– Online Synchronous interaction support
The BLU empowers participating staff to be able to take in charge the blended/online development, therefore the need for BLU members to provide ongoing longterm support to a programme or module should be minimal.
Continuous Evaluation & Review
Components
The BLU carefully evaluates its process of Programme and Module Design/Development while it is underway. Consideration is given to anything that may need to be adapted and necessary adjustments are made to any components or elements during the process.
Fundamentally, designing and integrating a blended learning approach into programmes & modules is about taking a step back firstly to analyse and survey current practices; identifying what your core principles and objectives are; reflecting of any areas you feel could be improved upon from a teaching and learning perspective; and genuinely rethinking how to best design teaching & learning experiences that your students can derive the most benefit from.
To find out more about this please contact the BLU by email (blu@mic.ul.ie) with “Programme & Module Design and Development” in the subject field.