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UDOL Academic
Framework
Sensitivity: Internal
UDOL Academic Framework
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(Lecture/Instruction)
Well organised
Good explanations
Sound subject knowledge
Motivational content (Genres)
Assessment for learning (formative interactivity)
Adaptive guidance (human or computer generated)
Supported Edutainment
Social
Presence
Cognitive
Presence
Teaching
Presence
Graduate
Presence
Community of Inquiry model (Rourke
et al
, 2001)
Community of Authentic Inquiry Model
(Information and support)
Intimacy = Visual Cues, relationships,
Immediacy = is the psychological
distance people put between
themselves and others.
Humanising
Emotional
(Seminar/Construction)
Cognitive exploration (Cognitive Domain)
Reflective practice (Affective Domain)
Collaborative group work and
Skill development (Psychomotor Domain)
Test and develop application
Assessment of learning (Summative)
effective feedback and feedforward.
Supported Activity & Challenge
(Real world application)
Activities designed from and for the real world
More Knowledgeable Others
Personal, professional &
Work networks
Individual impact
Supported Application
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Social
Presence
Cognitive
Presence
Teaching
Presence
Graduate
Presence
Platform, Learning Design
Application through CoP
Involving MKOs (platform
dependent)
Individual Impact through
cohesive responses/
workplace discourse
Tutor’s Personality & Instruction
expressed through interactive
responses/ setting climate
Formative computer interactivity
Selecting content
Portal, support, information
expressed through affective
responses/ supporting discourse
Library services
Study Skills
Active teacher facilitation &
programme intervention
Formative construction
expressed through cohesive
responses/ peer reflection and
discourse
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Cognitive Development, Collaboration and Community behaviour
(Activity Design incorporating UDOL Academic Framework, Cognitive Process Taxonomies and Group Dynamics handout)
Handout)
Trimester enrolment (new
students joining existing
students) supports scalability
but could negatively affect
group cohesion.
Vaughan, N., & Garrison, D. R.
(2006a). How blended learning can
support a faculty development
community of inquiry. Journal of
Asynchronous Learning Networks,
10(4), 139-152.
Tuckman’s 5 stages of team
development and behaviour may
provide insights. Tuckman argues
that individuals do not move easily
to the preforming stage.
Higher Order Thinking Skills (HOTs)
required relational and extended
abstract group work as demonstrated
in the SOLO taxonomy
Social presence contributes to the
cognitive load of the group.
Dividing learners into sub-relational
groups facilitates collaboration and
community behaviour.
To be effective consider leadership,
motivation and reward theories
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UDOL Academic Framework (all designs)
Anatomy of an online module
Interrogation and adaption of learning
Debate with invited guest
End of unit activities: Roleplay, Debates, webquest, problem solving,
Delphi method, nominal group technique, group co-operative projects,
presentations, self-assessment reflection rubrics, antithetical
questions, scaffolded discussion, brainstorming, homogenous and
heterogeneous grouping
Shared artefacts e.g. Concept maps, multiple information sources,
collaborative reports
Interactivities: Guided hypertext, multiple information sources, case
studies, semantic web, concept maps, sequenced content databases,
case histories with raw data
Formative activities: open ended question activities, self-assessment
rubrics, automated knowledge testing/ quizzes, reflective questions,
role-reversal questions
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Anatomy of online activity design
Now open the Activity Design Workshop pack this includes:
P 1 –3 exemplar unit, learning outcomes and summative assessment (background)
P4 –5 Exemplar end of unit activity 7.4
P6 –10 University student experience requirements and good practice
Activity: Take a look at activity 7.4 and identify components of good practice in activity
design using the supporting materials.
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In this unit we have asked you to think about co-ordinated care. As you progressed
through the unit you have read about team working in co-ordinated care (Brown 2016),
inter-disciplinary care (Nursing and Midwifery Council 2015), Improving supportive
palliative care for adults with cancer (NICE 2004, pp35 –48), patient-controlled care
(Orchard 2010) and patient’s preferred place of death (Department of Health 2008).
Reference - if the activity is related to some previous reading remind the
learner.
Set the scene as realistically as possible, story telling is very powerful and
not just resigned to the content, providing as much information about the
scenario will help learners to explore and make links with the content
better.
Components of online activity design
Activity 7.4a
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Activity approximately 4 hours
Question: How you can work as a team to meet Sally’s needs?
Where possible draw on your experiences from work and ask your colleagues
about their experiences too.
You may want to base this scenario in the country you are working (outside
of the UK) and if this is the case please state the country and provide a brief
description of localised team work arrangements in your justification.
If you identify issues or suggestions through wider reading reference these
correctly within your bullet points.
When commenting on other’s posts you may wish to share your approval,
agreement, or invite further discussion around certain topics.
Digital and literacy skill: Demonstrate accurate and appropriate referencing of the
thoughts and ideas of others.
Digital and literacy skill: Contribute benefits from personal engagement with external
social and subject-related networks to the work of a study group.
Digital and literacy skill: Engage in critical appraisal of others’ contributions in an online
interaction.
Graduate Skill: Integrity
If your course has an international audience invite them to share experiences from their
context, this is a very rich and enlightening approach. This can be done simply by
suggesting that learners view the activity with a lens ‘from your context’, ‘in your role’ and
‘from your perspective
Write a very clear open question, make sure this is a true call to action for both the
learners and yourself as facilitator of the discussions. Navigational design is important
here, explain where the activity will take place including any named threads you
specifically want them to respond to. If your (the facilitator’s) engagement is designed to
be low in an activity, set the learners expectations and explain what they can expect from
you and why the activity was designed that way.
Graduate Skill: Curiosity
Components of online activity design
Sensitivity: Internal
Components of online activity design
Activity approximately 4 hours
Challenge
Take a look at your list of issues and suggestions to raise at a meeting and compare it with
the ones created by your peers, then refine your list to highlight the top 3 to 5 salient
points.
Application
Now, consider these salient points in relation to the case study you are using for your end
of module assignment. Try speaking to an appropriate colleague at work about these
points and how your team might work to improve practice. Then make some notes for
yourself to support your assignment.
Activity 7.4b
Graduate Skills: Enterprising and Adaptable
Dividing the larger group into sub-relational groups is important for
metacognition and group dynamics. There are many ways to create
relational groups depending on their purpose. Teaching Presence is required
to facilitate discourse for the most needy groups, and at early stage group
formation, whereas performing groups may draw more on peer support.
Group size: Optimal 5 –7
Group composition: e.g. new/ returning students; novice/experts;
homogenous/heterogenous, simulated/authentic
Survey relevance:
•Intellectually stimulating
•Challenge to do best work
•Explore ideas and concepts in depth
•Bring information and ideas together
•Apply what is learnt
•The right opportunities to work with other students
•Feel part of a community of staff and students