Footpath with "Passion led us here" painted above where two people stand.

The Secrets to Studying Online?

It is officially T-1 week! This time next week I’ll officially be starting study towards a Master of Evaluation at the University of Melbourne.

It’s an incredibly exciting and nervous time. Exciting because I’ve been thinking about some form of graduate study for a few years now, as I consider what my next career step will be. Nervous, because I haven’t done any sustained formal university-level study in almost 10 years – and undergraduate when you’re fresh out of high school and have no idea what you’re doing is quite different!

At the same time, there’ll be students starting in the first few topics of our new Bachelor of Healthy Ageing – a brand new fully online degree that I’m leading the educational design on.

As I wrote the preparation and orientation material for these topics, I realised I was drawing on my own experience as an apprehensive and anxious almost student and some of the best practice advice out there.

In this post, I want to share some of the tips for starting off the study journey right. I adapted these from a video I wrote for our incoming Bachelor of Healthy Ageing students. Read More »

Building Assessment for the Digital Future

Recent conversations with colleagues at AdelaideX have us wondering what assessment will look like in the future. When I think about that, the questions that come to mind are:

  • What isn’t working now about how we assess learners? and
  • What might assessment that leverages the potential of technology to more efficiently and effectively assess at scale look like?
h-heyerlein-199082
Part technology, part alien, but human underneath…?

The latter is the more intriguing and attractive question, isn’t it? The first few ideas that came to my mind were:

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My kind of scaffold – part 2

Part 2 of the series of posts wherein I share the process I’ve used to try build a “different” scaffold for compliance-based courses.

Building wall of mismatching windows. By Edgaras Maselskis, via Unsplash. CC0
In a previous post, I spoke about how I used a combination of butchered action-mapping and Bloom’s taxonomy to create course objectives with actionable verbs and that provided more direct mapping to activities. Here, I want to share the course design and activity design approach, and why I think this goes beyond what many (especially in corporate/compliance training) believe constitutes ‘eLearning’ – the “Next” button.

One of the common pitfalls of a Learning Management System (Moodle, Blackboard Learn, Canvas) is that they don’t necessarily support the creation of learning ‘content’ that is typically expected in corporate environments. Instead, the majority of them support discrete activities that are collated together to form a learning experience rather than a coherent and simple flow*. Another common downfall arising out of using LMS’s is that, despite the built-in activities common in LMS’s, all too often they’re used to house individual resources (pdf files, URLs, word documents, videos) and then an in-built quiz to assess the learning. Having worked on both the vendor and the user sides of the LMS/edtech world, I would purport that the root of this both in the technology and the typical user – but that’s a conversation for another day.Read More »