Module 2, Session 2: Assignment (MU)

[CPC Admin]

#4108

Module 2: Session 2 (Maseno University Team Forum)

Assignment

After watching the recorded PowerPoint presentation and video and familiarizing yourself with various concepts related to “teaching for quality learning at university” kindly discuss with your team members the following:

1. In what way may the foreseen summer school or educational course differ from a regular course in terms of duration, distribution and frequency of course sessions, diversity and potential motivation of participants, delivery methods and other factors you can think off?
2. How may such diverging factors influence course design?
3. To what extent does the foreseen course support research?
4. Define the intended learning outcomes for the foreseen course and describe the learning activities and the assessment methods that you plan to develop.

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[Peter Kiprotich]

#4518

In what way may the foreseen summer school or educational course differ from a regular course in terms of duration, distribution and frequency of course sessions, diversity and potential motivation of participants, delivery methods and other factors you can think off?
Duration of summer course will be one week (5 days) with 5 topics structured online course.
Regular course(s) have ten weeks of teaching and ten topics. Distribution of sessions for Summer course will be 5 topics. The content will be detailed in each topic than regular course topics hence motivation such as badges will be use to encourage learners to complete within short timeframe. The session will be blended facilitated sessions.
How may such diverging factors influence course design?
We have to reflect further about the summer course so that we understand how it will shape our proposed design
At what level is summer course best offered? Is it best offered as a seminar or a lecture course, an online course?

How many hours per day/a week will be required?
Is this summer course a undergraduate requirement or a masters
Will this summer course require additional labs or studios?
Do the content, goals, or structure of the summer course require a specific type of room (seminar, lecture, lab?), limited enrolment, specific prerequisites, or skills?
Will the summer course have a Learner Assistant? If so, what role will they play (marking, leading discussions?)
What is the delivery mode for the course (face-to-face, blended, online synchronous or asynchronous)
Are we going to use eCampus LMS?

How can we use the Moodle learning management to support student learning?
To what extent does the foreseen course support research?
??
Define the intended learning outcomes for the foreseen course and describe the learning activities and the assessment methods that you plan to develop.
We need to narrow down to the specific courses we would mount to enable us describe learning activities. Nonetheless, the summer course will borrow a lot form our existing online course(s). The topic will be laid out as follows:
Topic Overview:
Learning Outcomes:
Learning activities: Reading articles; Watching videos; gamified activities, interactive maps. Activity interaction will be done via discussion forum or wiki. Some activities can be completed collaborative.
Content Presentation: Recorded videos/Voice over PPT/PDF/DOC/PPT or invited speakers
Synchronous sessions: Via Zoom or BBB
Assessment: QUIZ, rated discussion forum, upload assignment, Reflection blogs, collaborative group work via Wiki

[Lilian Omondi]

#4549

In what way may the foreseen summer school or educational course differ from a regular course in terms of duration, distribution and frequency of course sessions, diversity and potential motivation of participants, delivery methods and other factors you can think off?

In our case it is very likely that the course will be much shorter in duration as compared to a regular semester’s course. In this case 1 or 2 weeks. This would of course make it more intense (as Fikret put it also in the last module). This would therefore require daily interactions with the participants in one way or another.The diversity of the participants will depend on the course(s) on offer at the time, i.e. is is a course focused on teaching a new skill or creating more in-depth knowledge etc. The motivation of participants is likely to be extrinsic with a few intrinsically motivated individuals. This means the element of course assessment has to be well thought out. Utilization of innovative teaching methods, both online and face-to-face is key in keeping the participants engaged. Using practicals and field excursions could be of great help.

How may such diverging factors influence course design?
1. The target audience/participants
2. The intended duration of the course
3. The mode and methods of delivery
4. The course assessment

To what extent does the foreseen course support research?
The exchange of ideas involving practitioners, governmental institutions and academia should in one way or another spur or support research activities. E.g. by establishing gaps that research activities may plug or finding ways to make more use of existing research findings.

Define the intended learning outcomes for the foreseen course and describe the learning activities and the assessment methods that you plan to develop.
We can have further discussion as a team and come up with these as we go along.

[George Mark Onyango]

#4550

1. In what way may the foreseen summer school or educational course differ from a regular course in terms of duration, distribution and frequency of course sessions, diversity and potential motivation of participants, delivery methods and other factors you can think off?

This will be best developed as a one week course (five days of conatct/8 hours per day). Because of the short duration and intensity there will be need for team facilitation bringing in specialised skills during the sessions from both academia and practice. Awarding a certificate would be a motivator especially with the University Logo and top management endorsement. Delivery methods will vary to ensure different perspectives of learning and testing but also to reinforce the knowledge imparted. Team work and practical activities would help keep the learners motivated

2 How may such diverging factors influence course design?

The course design should allow for introduction of new knowledge through lectures, activities and assessment. The Evaluation needs to be inbuilt to link it with with feedback mechanism for continuous improvement. Since such courses will have diverse participants in terms of age, experience and background, the initial sessions should focus on scoping to determine the level of pitching of the course delivery.

3 To what extent does the foreseen course support research?

It would be important to remember that as we develop the course we appreciate that research occurs in three domains: academia, policy players and private sector. The intensity and focus is what differs and that should be taken advantage of during the course design and implementation. So when we say the course supports research what is stated above should be our guide.

4 Define the intended learning outcomes for the foreseen course and describe the learning activities and the assessment methods that you plan to develop.

Learning Outcomes: Learners will have mastered the skills and demonstrate capacity to apply the skills
Learning Activities: Buzz Groups, Use of PLA Tools for various assignments
Assessment Method: Presentations in groups and plenary

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