Notes for guiding funding applications
- 1 Notes for guiding funding applications
- 1.1 Project rationale / problem statement. Why does this project need to happen?
- 1.2 Which of the following organisational objectives are met by this project?
- 1.3 Ensures the whole programme is developed for blended learning
- 1.4 Improves delivery efficiency and financial performance
- 1.5 Ensures all OP curriculum expectations are integrated into programme design
- 1.6 Integrates experiential learning
- 1.7 Information relating to experiential learning
- 1.8 Ensures more sustainable workloads for staff
- 1.9 Ensures quality educational performance that meets OP expectations.
Notes for guiding funding applications
There are notes about criteria for each of the goals which can be used when working on the application. EDC will also assist with the needs assessment process.
Project rationale / problem statement. Why does this project need to happen?
Provide the background to and rationale for the project, including any links to requirements from Programme Reviews. This project should have clearly defined objectives - describe the expected project outcomes. What will the new version look like? This should be linked to the school business plan.
Which of the following organisational objectives are met by this project?
Comment on how the project meets the following goals for programme development?
Ensures the whole programme is developed for blended learning
Definition: Blended learning is a facilitated learning environment designed to meet the diversity of learners' needs and strategic directions of the organisation. This may include a mix of face-to-face, online, synchronous, asynchronous, multi-media and experiential activities.
Which aspects of your content and resources, activities, communication and assessments do you need to change for blended learning? For example, the mix of face-to-face and online learning, lectures, tutorials etc. How is the online environment to be organised, e.g. Moodle metacourse, Moodle courses, wikiEducator etc. What staff development support is needed?
- Staff development courses – Flexible Learning, Constructing Courses, Facilitating Online, etc – NB. even for staff with previous teaching qual.
- Staff development workshops to develop capability - assessment, teaching and learning strategies, technologies
- Face to face tutorials rather than lecture format
- Course outlines and basic information easily available
- Online learning resources in a user-friendly format
- Interactivity at all levels, not just resource repository
- Formative assessment frequent and closely related to the learning
- A homesite for communication for each course - Moodle, wikiEducator etc.
- Moodle metacourse for each programme or year - may be an option for programme announcements.
- Range of media for all learning styles
- Attention to accessibility – file size, file formats e.g., mp3 for audio, or mp4, ogg for video, connection speed etc.
- Online synchronous communication e.g. Elluminate
- Resources closely related to work-readiness
Improves delivery efficiency and financial performance
- More opportunities for self-directed and group-directed learning
- More experiential learning activities including project or scenario-based work where possible
- More use of collaborative teaching methods, e.g., open education resources, sharing teaching and learning strategies.
- Watch out for new costs e.g. mobile phone use for texting students.
- Resources fit for purpose,e.g. video formats.
Ensures all OP curriculum expectations are integrated into programme design
Core capabilities are met, including:
- digital information literacy
- Maori Strategic Framework -
- blended and flexible learning
- literacy and numeracy
- staff have a teaching qualification which includes blended learning, design & delivery
Documents on Intranet at: 1.MSF - http://insite.op.ac.nz/Polytechnic%20Documents/Maori%20Strategic%20Framework%20Final.pdf 2.09 A148 core capabilities - http://insite.op.ac.nz/Polytechnic%20Documents/09%20A148%20core%20capabilties.docx
Literacy Is able to listen and read with understanding and is able to communicate effectively both verbally and in writing. Numeracy Is able to use mathematical and numerical knowledge to meet the demands of study and work . Creative Thinking Is able to analyse, evaluate and make informed judgements in study and work practice. Is able to think creatively in relation to study and work practice. Problem Solving Is able to identify and analyse problems and develop solutions to them. Information Access Is able to research, access and analyse information from a variety of sources (including current information sources, repositories and modes). Ethically and Socially Responsible Has an awareness of ethical standards and responsible practice which apply to their industry or profession and can demonstrate the importance of working within them. Autonomous Learning Is able to develop as a learner and take responsibility for own learning. Operating in Teams Contributes to and functions effectively within work teams, leading by example. Safe Practices Is able to demonstrate safe working practices and operates safely within the working environment Sustainable Practice Has an awareness of sustainability issues that incorporates sustainable practice Treaty of Waitangi Has a level of understanding as an individual and collectively under the requirements of the MoU with kā Papatipu Rūnaka Ki Ara-te-Uru Personal Effectiveness Leading Others - is able to lead small teams of others. Future Focused - understands the need for skills that equip the individual for future developments. Adaptable to Change - is aware of current developments and adapts and responds to change. Goal setting - is able to set personal goals. Time management - self manages time to meet goals.
Integrates experiential learning
Definition of experiential learning: Experiential learning is a process where learners use reflection to make sense of their experiences. These experiences which may be specially designed or simulated in the 'classroom', or taken from practice, the workplace, or their lives. Experiential learning works best when it is facilitated by the educator who scaffolds learners' reflections.
Activities are included to provide experiential learning opportunities, e.g., problem-based, scenario-based, project-based.
Information relating to experiential learning
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Ensures more sustainable workloads for staff
- Assessment practices more efficient e.g. video assessment of practical skills
- Integrated assessments rather than separate unit standards
- Tutorials recorded
- Peer interactions and learner-generated resources used
- Searching for resources already available
- Use of OERs - collaboration in developing and sharing of resources
- Promote community of practice to share teaching experiences, knowledge and resources
Ensures quality educational performance that meets OP expectations.
Definition: effective learner experience - engagement, retention, success - achievement and work ready, satisfaction, demonstrating capabilities of graduate profile.
- All of the above without loss of existing quality - how is this measured? --Bronwynh 23:04, 14 September 2010 (UTC)
- Build in evaluative processes - needs analysis, usability testing, formative evaluation in development phase and when piloting new approach, summative evaluation - effectiveness, impact (, maintenance
- Improved learner experience towards constructivist and away from delivery
- Pastoral care vital to ensure retention, especially in early part of course
- Careful use of technology to ensure equitable access and support to develop capability. (can overwhelm students, especially where teacher is enthusiastic)
- Special attention required – literacy and numeracy, Maori and Pasifika, disabiltiy, international, etc
- Strong liaison with Student Services and Learning Centre (need to use flexible approaches to support students).