Talk:Learning and Teaching in Practice/StudyDesk
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Contents
| Thread title | Replies | Last modified |
|---|---|---|
| Summary instead of portfolio assessment | 0 | 21:24, 2 June 2013 |
| Portfolio activities | 0 | 20:23, 1 June 2013 |
| Decisions we need to make | 0 | 09:27, 28 May 2013 |
| Comment on the diagram and study desk | 0 | 11:09, 27 May 2013 |
| Schedule | 0 | 17:30, 21 May 2013 |
| Course schedule navigation | 0 | 16:00, 6 May 2013 |
I am thinking that the instructions for the Summary could replace the portfolio assessment.
Feel free to add a link to any relevant resources you think might be helpful!
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Paul I am thinking that we should have the portfolio activities on the pages where they are relevant but also collate them for each module onto a Portfolio assessment page. This will be linked on the study desk.
I was trying to map the portfolio assessments for each module and it was too hard to get a general statement to put in the drop down on the study desk. The reason will be clear when you see what they have to do to prepare their assessment portfolio. The following list is from the Course Outline.
Compile a portfolio (collection of evidence, narrative and reflective discussion supported by literature) to demonstrate your learning. In compiling your portfolio include these items for each module.
1. Evidence: material that you collect or create when doing the activities or from other experiences – needs to be authentic, current, sufficient and relevant to the learning outcomes, and easily located.
2. Narrative: a well-structured and coherent story used to explain your choice of evidence and how it relates to the learning outcomes of the module, and to your practice;
3. Reflective discussion: reflection on your evidence, using several examples, about what you have learned. Include how and why this learning is relevant to your work and has impacted upon your practice (that is, has changed it and influenced decisions and possible future actions).
4. Supporting literature: use and integrate a broad range of educational literature and other forms of information throughout the narrative and reflective discussion to support your perspectives (APA referencing is required).
We also need to give them freedom in the evidence they generate or collect, and the narratives, reflective discussion and supporting literature. The portfolio activities are just a guide so I don't want to be prescriptive.
1. Conceptual diagram
- Do you like it?
- Do we want this heading: The practice of learning and teaching
- Or this heading: The praxis of teaching. Or something else?
2. Study desk
- How does this look?
- Do you like the drop down for the portfolio assessment?
- Do the study hours look reasonable?
Helen
- we need portfolio activities for the topics you are teaching - see what Paul has done in Educational design - and
- an end point statement about the portfolio assessment for the study desk.
Hillary and Helen
Paul is working on the Course Guide and Getting started modules. We want them to have two weeks to set up their online presence.
Question for everyone
I am thinking we will get everyone to keep a blog for general information and reflections, plus google sites for files and other evidence they want to compile, and they can develop this as the final assessment portfolio. What do you think? Too much choice will confuse.
Hi Paul Wow! This looks great. The drop down arrow for the portfolio evidence is fab. I love it! I will run it by Hillary and Helen as well.
- I think the study desk should be slightly wider and diagram slightly smaller.
To prevent a long long table can we have Getting started and modules 1-5 below diagram and modules 6-10 on the right? I think it would look better.
Should we have Portfolio assessment instead of possible Portfolio evidence? Again I will check with the others.
For the conceptual diagram I have a few suggestions.
- Do we want Praxis or Practice?
- Need to add - learning and teaching - this gives the emphasis our organisation prefers, e.g., Learning and Teaching Strategic Framework.
- Instead of deliver - have Facilitate - again a preference of the organisation.
Paul I have adjusted the overview and hours for each topic. We are looking at modules 1-5 taking a lot less time than the rest of the modules. We are thinking that modules 1-5 would comprise a 15 credit course. Hillary wants to split them into two courses next year, and I agree.
- Modules 1 - 5 now have a total of 150 hrs (15 creds) with 105 hours spent on the topics, activities including prep of the assessment portfolio - the rest of the hours (45) self-directed. Is an unknown at the moment until we have the first run through.
- Modules 6 - 10 - estimate 240 hrs to spend on the topics, activities and assessment - leaves 60 hrs to play with - self-directed.
We will probably have to add a link to e-tivities/portfolio assessments in the schedule- on Friday we can discuss how we organise this.
Hillary and I feel that we need some of the other stuff that was originally on the Study desk on the page. For example, a conceptual overview diagram - are you able to do this? it could show some of the key concepts to be covered such as learning design, teaching practice, assessment, learning theories etc. We need to link to Moodle and to the GDTE Resources page ? there or on the navigation bar.--Bronwyn Hegarty 04:30, 21 May 2013 (UTC)
Can we think about using this kind of set up for study desk. http://wikieducator.org/Desktop_publishing/Course_Schedule
