The Design Process
In developing this learning experience, I created a graphical depiction of the experience which demonstrates how it grew out of the course design process, and a description of the required resources. The original version of the learning experience was made available to the cohort of students for EEL 502 via the subject wiki.
Unfortunately, no feedback was received via the wiki, and consequently, I engaged in conversation with two colleagues who are also undertaking EEL502. With these colleagues I discusses the accessibility of the descriptions of tasks, and the existence of assumed shared knowledge.
We also discussed the tasks that would be needed to prepare for this learning experience, and how it could lead to further reflection in future tasks. Consequently, the framework of the learning experience now includes:
These changes, together with changes resulting from my ongoing reflection on the literature and course content, have resulted in the version of the learning experience found here.
My written feedback on another student's learning experience can be found here.
As part of the new Master of Speech Pathology, this learning experience is subject to timelines of that course. A timeline of the major components of the subject development is included below. This timeline is constantly being reviewed as the designed process and current outcomes are evaluated.
In developing this learning experience, I created a graphical depiction of the experience which demonstrates how it grew out of the course design process, and a description of the required resources. The original version of the learning experience was made available to the cohort of students for EEL 502 via the subject wiki.
Unfortunately, no feedback was received via the wiki, and consequently, I engaged in conversation with two colleagues who are also undertaking EEL502. With these colleagues I discusses the accessibility of the descriptions of tasks, and the existence of assumed shared knowledge.
We also discussed the tasks that would be needed to prepare for this learning experience, and how it could lead to further reflection in future tasks. Consequently, the framework of the learning experience now includes:
- a more student-focused explanation of tasks that supports students to reflect on their own experiences/knowledge, creating a more constructivist approach to the learning
- an online library tutorial available in the previous weeks to allow students to develop skills in access a variety of types of resources.
- a followup activity in which students will apply the marking rubric from an upcoming assignment to their group task
These changes, together with changes resulting from my ongoing reflection on the literature and course content, have resulted in the version of the learning experience found here.
My written feedback on another student's learning experience can be found here.
As part of the new Master of Speech Pathology, this learning experience is subject to timelines of that course. A timeline of the major components of the subject development is included below. This timeline is constantly being reviewed as the designed process and current outcomes are evaluated.