Postgraduate Certificate in

Academic Practice

Module 3 Online Handbook –

Designing Flexible Learning
Environments

2008 – 2009
Dr Panos Vlachopoulos
Contents Page No

1 Hello 3

1.1 Welcome 3

2 Introduction to Module 3 3-5

2.1 Introduction 3
2.2 Aims and Learning Outcomes 4
2.2.1 Aims 4
2.2.2 Learning Outcomes 4
2.3 Indicative Module Content 4
2.3.1 Indicative Syllabus 5
2.4 Approach 5
2.5 Activities 5-6
2.5.1 Learning Tasks and Activities 5
2.5.2 Problem-based Groupwork 5
2.5.3 Peer Review 5
2.5.4 Learning Logs 6
2.6 Reading 6

3 Assessment of Module 3 6-8

3.1 Assignment - Flexible Learning Project 6-8

4 Appendices 9

4.1 Appendix I - Example of Formative Peer Review Form

 1. Hello

1.1 Welcome
Welcome to Module 3 'Designing Flexible Learning Environments'. This module looks at
accessing, evaluating and using a range of flexible learning resources. The module will enable you
to explore the possibilities of incorporating learning technology into blended and distance learning
and teaching, using a variety of appropriate tools within and - possibly - outwith the institution’s
Virtual Learning Environment VISION. It offers the opportunity to critically evaluate these
approaches in the light of pedagogic theory, the context you work in, and the needs of your
students.
Dr Panos Vlachopoulos
Module Leader

p.vlachopoulos@hw.ac.uk

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 2. Introduction to Module 3

2.1 Introduction

Module 3 offers the opportunity to explore learning technologies and adding flexibility into their
module delivery, therefore taking a look beyond learning and teaching in the classroom.
Participants will explore blended and distance learning, and get the chance to discover means to
transform their teaching with e.g. online collaborative tasks, computer aided assessment, reflective
learning.

This module offers the unique chance to experience the use of learning technologies from the
students’ point of view. In addition, the assignment is designed to encourage participants to create
a practical piece of work, which can be incorporated into teaching, ready for use with students.

2.2 Aims and Learning Outcomes

2.2.1 Aims
To enable participants to design and implement Flexible Learning (blended/distance) into their
teaching and learning.

2.2.2 Learning Outcomes

In this module participants will:

1. Demonstrate a critical understanding of the theories and principles of the design,

implementation and evaluation of online learning, teaching and assessment practices.

2. Critically evaluate evidence drawn from existing research and scholarship into the use of
technology in learning and teaching

3. Demonstrate the ability to effectively design blended/distance learning opportunities and

implement Flexible Learning into your teaching, informed by educational theory and
practice.

4. Implement a range of techniques and strategies to facilitate communication, collaboration

and professional networking.

2.3 Indicative Module Content

Planning for context: embedding flexibility into learning and teaching by incorporating suitable
learning technologies within the context of available resources, University policy, theoretical
frameworks, and student needs.

Flexible learning: evaluation, development and implementation of resources using the most
suitable tools amongst University online learning facilities and external resources.

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2.3.1 Indicative Syllabus

• Concepts of blended and distance learning, review and discussion

• evaluation of learning theories and e-learning models
• opportunities and challenges in using online technologies for blended and distance learning
• integrating students into online learning spaces and producing interactive learning materials
by using a range of methods, tools and approaches for blended and distance learning
• evaluation of learning technologies: VLE, established, and innovative learning tools and
technologies
• online collaboration, group work, reflection, commentary
• computer aided assessment: summative and formative opportunities and challenges

2.4 Approach
This module will take the form of a series of online work tasks, considering the best approaches to
incorporating online learning and teaching opportunities to enhance flexibility. The emphasis will be
on ‘fitness for purpose’ and learner centred approaches, so that participants will engage in the
question of which resources are appropriate for their students, informed by theories of learning and
teaching. This leads to a practical project in which participants will plan, design, evaluate and
incorporate flexible learning into their module, evaluated in the rationale.

2.5 Activities

2.5.1. Learning Tasks and Activities

The learning activities will be carried out from week to week, and because of progression, it is
recommended to follow the activities in chronological order. The activities range from individual
work such as blog entries and reflection, to Groupwork, such as discussion board collaboration,
and wiki work. All learning materials are accessible via VISION and all tasks are to be completed
online on VISION.

This module has a module leader and a facilitator, and it is expected that each participant engages
in the activities and carries all of them out, according to their task descriptors.

2.5.2 Problem-based Groupwork

This session challenges with real life scenarios and each group has to find realistic solutions for
their scenario. Each solution will be presented and the class votes for the most innovative solution
- unless there are only winners. This session gives the opportunity to put into practice what has
been discovered and discussed in the core and optional workshops so far, and what has been
explored in the theory, such as the wiki work for the assignment.

2.5.3 Peer Review

The peer review session offers the opportunity to be reviewed and to review an aspect of the
assignment. This may be the practical project or the rationale, or any of the other parts. While last
year most participants chose to have the practical project reviewed, some opted for the rational
and received encouraging and constructive feedback. This session was voted by last year’s
participants as being indispensable, and it is your chance to fill in your formative peer review form
(part of the assignment) there and then.

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2.5.4 Learning Logs
We strongly recommend that you keep a learning log throughout your PGCAP studies, but also
throughout your academic career. A learning log is a place where you critically reflect on
experiences that you have had. A reflective approach will be valuable in helping you to develop
insights and move forward in your professional activities. Your learning log entries should ask
questions about why something went well/badly; what you have learnt from the experience; and
how would you improve on the experience the next time. For this module, I set up the blogging
function on VISION, so that you may engage with an electronic learning log.

Your learning log is personal to you and only visible to the module leader– but you will find it useful
when completing your assignments.

Furthermore, we will be looking at the potential of reflective logs for use with students, which can
be a strong tool to design out plagiarism and follow a student’s learning process (“windows into the
learners’ minds”) to name but two aspects. Thus it will be beneficial for you to familiarise yourself
with the learning log, from a student’s perspective.

2.6 Reading

Due to the nature of this module, all reading for Module 3 is available online, and is distributed via
links in the VISION module.

3. Assessment of Module 3
Please see the Assessment Guidelines section of the course handbook for general assessment
information.

Assessment of this module will involve a series of practical activities, which relate to the Learning
Outcomes of the course, and the Learning Outcomes of the module. Assessment will be based on
an ungraded Pass/ Refer system.

Module 3 will be assessed by a series of tasks which relate what you have learned on the course
to the reflective practice which you carry out as part of your job. Each assignment should,
therefore, be firmly rooted in your teaching and learning practice.

The Assignments for this module are:

Assignment 3.1 – Practical project: Implementation of Flexible Learning

Assignment 3.2 – Rationale: Evaluation of Practical Project
Assignment 3.3 – Collaborative Wiki group project: Learning Theories & e-Learning Models
Compendium
Assignment 3.4 – Peer Feedback: Formative Review

Assignment 3 consists of four parts, one leading to and building upon the other, to form a coherent
whole. With the module being assessed by 100% coursework, two of the components will take
place throughout the module, with contributions required during the course of the module.

The four parts are as follows:

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3.1 Practical Project: Implementation of Flexible Learning
Select a module from those that you teach or will teach. Evaluate the current delivery of the
module and consider how the use of learning technology (e.g. VLE) could add an element of
flexible learning and enhance module teaching, learning and assessment activities from the point
of view of student learning. (The evaluation will be formally done in the essay) Design the Flexible
Learning project for blended or distance learning.

You can submit ideas to the module leader for this part of the assignment for formative feedback
and discussion at any time until 01.12.08

Submission date: Monday 22 December 2008, extension offered to 9 January 2009

This component is individual work

3.2 Rationale: Evaluation of Practical Project

Write a rationale for the approach and the methods used in the light of educational literature.
Formal evaluation of the current delivery of the module and the consideration of how the use of
learning technology (e.g. VLE) could add an element of flexible learning and thus enhance module
teaching, learning and assessment activities from the point of view of student learning.

You can submit a draft to the module leader of this part of the assignment for formative feedback
and discussion at any time until 01.12.08

Recommended length: 1000-3000 words. The word count is indicative.

Submission date: Monday 22 December 2008, extension offered to 9 January 2009

This component is individual work

3.3 Collaborative Wiki group project:

Learning Theories & e-Learning Models Compendium
Work collaboratively on the wiki group project, creating a compendium of knowledge of the
theoretical framework that underlies flexible learning in blended and distance education. The wiki is
located within the VLE module, and its content should feed into the Rationale.

Submission date: Monday 22 December 2008

An online facilitator will be giving constructive formative feedback on the wiki task throughout the
module
This component is collaborative work

3.4 Peer Feedback: Formative Review

Give constructive peer feedback to an assigned Module 3 participant, using the formative peer
review form. The constructive feedback is designed to enable the reviewee in improving the aspect
of their assignment they wished to have reviewed, prior to submission.

Submission date: Wednesday 17 December 2008

This component is collaborative work

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Assessment Criteria for Assignment 3: Assignments 3.1 - 3.4
3.1 Practical project:
Implementation of flexible
learning
3.2 Rationale:
Evaluation of practical project
3.3 Collaborative Wiki group
project: Learning theories & e-
learning models compendium
3.4 Peer feedback:
Formative review
Please remember that all of the parts of the assignment - both groupwork and individual work -
have to be completed. Missing parts will result in referral.
Pass
Integration of a flexible
learning element into the
curriculum using learning
technology (e.g. VLE
module). The element is not
an add-on, but fully
incorporated. Well designed,
so that form and content, as
well as choice of technology,
tools, processes, and media
are appropriate and engaging
for the targeted learners.
Good understanding of a
wide range of learning
theories and ability to apply
these in critical evaluation of
the design of the practical
project, evidencing and
implementing knowledge of
current educational theory
and practice. Evidence of
evaluation of current learning
opportunities compared with
flexible learning
opportunities.
Sustained engagement with
the collaborative wiki,
substantially contributing
useful content.
Constructive feedback is
supportive but critical where
appropriate. Some specific
suggestions for improvement
are given. The feedback is
insightful, with detailed
tangible suggestions for
improvement.
8
Refer
Limited/no integration and
little/no development of
flexible learning element
using learning technology.
The element is an add-on,
not incorporated. Poorly
designed, with form and
content, choice of
technology, tools, processes,
and media being
inappropriate and not
engaging for the target group.
Limited evaluation, masked
by description. The reference
to learning theory is minimal
and/or application provides
little insight. Showing
no/limited evidence of
knowledge of educational
theory and practice.
Limited/no engagement with
the collaborative wiki,
contributing no or limited
content.
The review provides no help
to the reviewee. Feedback is
demoralising, or unfair, or
perhaps uncritical. No
suggestions for improvement
are given.
 Example of Formative Peer Review Form APPENDIX 1

POSTGRADUATE CERTIFICATE IN ACADEMIC PRACTICE

PEER FEEDBACK FORM - DESIGNING FLEXIBLE LEARNING
ENVIRONMENTS
To ensure that everyone can reap the benefits of formative assessment of their work prior to
submission, part of the assignment for Module 3 is the peer review in which you critique the work
of another participant. During session 3.7 (Wednesday 10 December 2008) you will assess the
work of a fellow participant and write a review to help improve their assignment. You are required
to submit this review both to your review partner and to the module leader as part of your own
assignment by Wednesday 17 December 08.

Please remember that the work you are assessing is probably not yet finished. Ask the person you
are reviewing which aspect of the assignment they want reviewed (it could be the practical part,
rationale or wiki work). You can use the form below for guidance on the sorts of feedback which
might be helpful. Bear in mind to provide constructive, honest feedback with insightful, detailed
tangible suggestions for improvement.

Name of reviewee

Name of reviewer

Section of
assignment which
you evaluated

What is good about

the assignment so
far? Why?

What needs to be
improved and why?

Any suggestions for

how this could be
done?

Any additions that the

reviewee could
make?

Reviewee’s response