2. Equipping academics to design fit for purpose Distance Learning curricula through experiential learning using and OER Barbara Wilford and Gillian Janes Teesside University

3. Session Overview Background to the project Overview of the OER module Reviewing the unit materials Plenary

4. Philosophy underpinning the module Pedagogy not technology drives the design Learning by doing Modelling the way Designing for realistic delivery but effective learning Relevant outputs for participants: – usable product as a result of the learning process – preparedness for the module approval process – experience as a DL student

5. Overview of the DL module The module consists of 4 units: Unit 1: Thinking strategically about DL Unit 2: Focus on students Unit 3: Flexible learning in a digitally rich world Unit 4: Inclusive and sustainable learning

6. Notionally each unit consists of: Diagnostics/reflection - 1hr Engagement with unit content/reading - 5hrs Peer/tutor interaction - 5hrs Interaction with others outside the module - 2hrs Formative assessment - 2hrs

7. Overall structure of each learning unit: Aims and outcomes Introduction to the topic and indicative content Reflection on prior experiences Directed reading tasks Interacting with others activities Formative assessment work

8. Balancing local purpose with transferability

9. Design featureTeessideOER Format/mediaVLE – Blackboard Module workbook Multiple VLE compatibility Module workbook UsesPgCE option module Stand alone module CPD activity Any or all of these plus others Could be adapted to UG level Participant accessCohort delivery Could be adapted for roll on/roll off Cohort delivery Could be adapted for roll on/roll off AdaptabilityActivities require application of learning to personal context by participants Content/resourcesAvailable locallyGenerally readily available

10. Activity In small groups review the unit youve been given Be ready to feedback the headlines of your discussion based on the following questions: – What was your overall impression? – Could you use/adapt this for your context? – Would it achieve the aim it sets out to achieve - if no why and what needs to change?

11. Thank you for participating…. B.Wilford@tees.ac.uk G.Janes@tees.ac.uk