1. Designing learning activities This morning you will design and storyboard two activities in each of the first 4 modules – an early induction activity and a more advanced one –to meet specified learning outcomes. You will have the opportunity to discuss it with critical friends.

2. Some preliminary considerations Cues for first arrivals … and reminders for later on

3. Salmons 5 stage model http://www.e-tivities.com/5stage.asp

4. Example of an E-tivity Asynchronous working Interacting with others without being in the same place and the same time requires a change in perspective as you have found already. In these nest few messages and corresponding e-tivities, see if you can develop strategies for using your own time. People may be online for just a short period or may only arrive occasionally; they may linger there, or not come at all; and they spend all day there. A regular stage of activity pacing entices people into your online world and encourages them to pop in often to see what is going on. Each person develops a kind of rhythm of his or her own. E-tivity 2.4 Purpose: to contribute to an enticing stage of activity. Task: send a postcard to E-tivity 2.4 saying something of interest that is going on in your part of the world. Keep it brief, no more than you would write on a postcard. You may something about your favourite food what you see from your window something you have discovered recently on the Internet. Respond: look through other peoples contributions (come back on another visit if necessary). Spot someone who has something in common with you and someone who has a difference and comment on both.

5. site structure look and feel Storyboarding design Storyboarding

6. Flow chart

7. Matrix online or f2f tutor activities learner activities resources feedback Littlejohn & Pegler (2007) Planning for Blended Learning. London, Routledge, LTSN Engineering

8. JISC Effective Practice Planner

9. Table/flowchart Self-assessment in Engineering Example from Ron Oliver/AUTC project, http://www.learningdesigns.uow.edu.au/index.html

10. Plan for your design Your plan should describe the sequence of tasks be undertaken (by students and tutors! the intended learning outcomes the content referenced the tools required the feedback that will be provided the evidence (assessment) to be produced