Starting with refreshing the learning objectives, the module was redesigned using the SAMR model (Puentedura, 2012) to increase formative assessment and redefine the coursework so as to develop students’ digital skills. The final exam was also redesigned for online delivery.
The team was delighted to receive a University teaching award for the module, with students praising the way multimedia resources built on lecture content in “innovative ways” that “fit seamlessly” with lecture materials. Other teaching staff are now adopting these resources and techniques into their modules.
The role of a Learning Designer in this work (and interactions with various teams) will be illustrated, as well as expanding the role to encompass whole project evaluation, as outlined by Seeto and Herrington (2006).
Puentedura, R.R. (2012). The SAMR model: Background and exemplars. Retrieved May 2017 from http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf
Seeto, D and Herrington, J A (2006). Design-based research and the learning designer. In L Markauskaite, P Goodyear, & P Reimann, eds. Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Sydney University Press, pp. 741–745.