Hi everyone,
I have attempted to cluster the learning pathways derived from existing courses
in the OERu network and contributions from the open crowd sourcing initiative.
Please note - this is a 1st attempt to cluster prospective learning outcomes
for the LiDA course which will be used as a discussion document for our first
online meeting.
THE PROCESS
I assembled a list of "prospective" learning pathways which were derived from:
1) TESU's PLA300 course
2) USQ's E-literacy for contemporary society
3) Contributions from the open community using a Crowdsourcing approach
Using a Kanban board, I worked on clustering the identified learning pathways
into coherent groups aiming to identify 4 micro-courses for the LiDA course.
Each micro course is targeting 40 notional learning hours.
THE RESULT
My first attempt has generated 5 micro-courses. However, this is not
necessarily a challenge because we can consider an "elective" approach
depending on the partner where learners will request assessment services for
transcript credit. The working titles for the 5 micro courses for the LiDA
course are:
1) Open education and digital skills for learning on the Internet
2) Digital citizenship
3) Digital scholarship and collaborative learning online
4) Media literacy and digital practices in HE and the workplace
5) Self-directed and untethered learning
I noticed that the TESU course is focused on preparing learners for
self-directed learning using open access resources to earn a qualification
through free study on the Internet. This is well aligned with activity at TESU,
but I suspect that this approach will not be widely adopted by OERu partners at
this time (a good thing for TESU because this generates a point of difference
in the market ;-))
My aim is to maximise reuse potential across the OERu network. So I opted to
generate 5 micro courses so that TESU could develop the "self-directed
learning" micro-course and reuse two of the other micros. (Micros 1, 3 and 5
show considerable overlap with the original PLA300 course). In Australia and
New Zealand, we need 4 micro courses and I suspect that we would use (Micros 1,
2, 3 & 4) which show considerable overlap with the USQ course.
WHAT NEXT
For now, I invite you to look at the tentative division on the Kanban board:
https://plan.oeru.org/b/YZCc6CY3cf9Q4RZQn/lida-curriculum-story-board#
Please let us know what you think by reply to this email list.
In the next fortnight, I am planning to schedule an online web meeting to
confirm the division of the micro-courses which will be used for the programme
approval at Otago Polytechnic. Otago Polytechnic has confirmed that they will
offer transcript credit for the LiDA course at the 1st year Bachelors-level.
Of course, the OERu encourages all partners to consider offering assessment
services for the LiDA course for transcript credit.
I have attempted to cluster the learning pathways derived from existing courses
in the OERu network and contributions from the open crowd sourcing initiative.
Please note - this is a 1st attempt to cluster prospective learning outcomes
for the LiDA course which will be used as a discussion document for our first
online meeting.
THE PROCESS
I assembled a list of "prospective" learning pathways which were derived from:
1) TESU's PLA300 course
2) USQ's E-literacy for contemporary society
3) Contributions from the open community using a Crowdsourcing approach
Using a Kanban board, I worked on clustering the identified learning pathways
into coherent groups aiming to identify 4 micro-courses for the LiDA course.
Each micro course is targeting 40 notional learning hours.
THE RESULT
My first attempt has generated 5 micro-courses. However, this is not
necessarily a challenge because we can consider an "elective" approach
depending on the partner where learners will request assessment services for
transcript credit. The working titles for the 5 micro courses for the LiDA
course are:
1) Open education and digital skills for learning on the Internet
2) Digital citizenship
3) Digital scholarship and collaborative learning online
4) Media literacy and digital practices in HE and the workplace
5) Self-directed and untethered learning
I noticed that the TESU course is focused on preparing learners for
self-directed learning using open access resources to earn a qualification
through free study on the Internet. This is well aligned with activity at TESU,
but I suspect that this approach will not be widely adopted by OERu partners at
this time (a good thing for TESU because this generates a point of difference
in the market ;-))
My aim is to maximise reuse potential across the OERu network. So I opted to
generate 5 micro courses so that TESU could develop the "self-directed
learning" micro-course and reuse two of the other micros. (Micros 1, 3 and 5
show considerable overlap with the original PLA300 course). In Australia and
New Zealand, we need 4 micro courses and I suspect that we would use (Micros 1,
2, 3 & 4) which show considerable overlap with the USQ course.
WHAT NEXT
For now, I invite you to look at the tentative division on the Kanban board:
https://plan.oeru.org/b/YZCc6CY3cf9Q4RZQn/lida-curriculum-story-board#
Please let us know what you think by reply to this email list.
In the next fortnight, I am planning to schedule an online web meeting to
confirm the division of the micro-courses which will be used for the programme
approval at Otago Polytechnic. Otago Polytechnic has confirmed that they will
offer transcript credit for the LiDA course at the 1st year Bachelors-level.
Of course, the OERu encourages all partners to consider offering assessment
services for the LiDA course for transcript credit.