Documentation:Flexible Learning/Orientation to Flexible Learning
This page is intended as a space to share resources for the development of orientation sessions for flexible learning project teams.
We may want to use the discussion page to share ideas, raise questions and flag issues that need follow up.
Should this page become unwieldy, we can implement a subpage structure with DPL (dynamic page list) to aggregate pages and provide more support for navigation.
FL Overview
upload related docs and link here.
Project Specifications
- Goals
- Timelines
- Resources and Constraints
- Reporting
Project Plans
upload related docs and link here. Redesign New design
Templates & Supporting Docs
These could be separate docs or compiled into one depending on scope of proposal:
- Teaching and Learning Plan (in conjunction with Simon's work) - how does this project impact/enhance/improve the overall teaching & learning?
- Program Planning - when more than one course [e.g. CS Cultural Planning]- top level overview of the program, curricular goals
- Project Charter or Project Plan [stakeholders, policy, planning, dimension of change, resources, scheduling, support, measure of success] - development & implementation parameters
- Course Planning Document [like a blueprint] - details of course development [ outcomes, tools, assessment structure, teaching methods, learning interactions, media, delivery platform ]
- Budget [common format]
Examples
- UBC examples
- External examples
- Promising Practices
Session Activities
Social Dimension
- Venue/means for collaboration & shared experience - something like a mini C.O.P.
Possible Process Graphics to Develop
- The impact of flexible learning dimension on modality: e.g. combine Course Delivery Continuum with Tucker & Morris paper: 'By design' to give quick visual representation of what the possible impact might be - this is just an idea sketch.
| Face to Face | Technology enhanced | Blended active | Reduced time | Online | ||
|---|---|---|---|---|---|---|
| Impact level | Dimension | |||||
| Higher impact | Pace of Learning | X | X | |||
| Module start & stop dates | X | X | ||||
| Lower impact | Time when assessment occurs | X | X | X | X | X |
Resources
- Garrison, D. R., & Kanuka, H. (2004). Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105. http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S1096751604000156
- Hernández-Leo, D., et al.. Pattern languages for generating CSCL scripts: from a conceptual model to the design of a real situation. In: Goodyear P.; Retalis, S. (eds.). E-learning, design patterns and pattern languages, Sense Publishers; 2010. p. 49-64. (appendix chapter)
- National Research Council. Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops. Washington, DC: The National Academies Press, 2011.
- Tucker, R. & Morris, G. (2012). By design: negotiating flexible learning in the built environment discipline. Research in Learning Technology, 20: 14404.
- Burge, E., Campbell Gibson, C, and Gibson, T. (2011). Flexible Pedagogy, Flexible Practice: Notes from the Trenches of Distance Education http://www.aupress.ca/index.php/books/120203