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- boundaries
team working (colleagues other stakeholders)
professional bodies
HEA

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- evidence
-- from literature
-- from others around us
-- from ourselves

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More in depth looking at actual interactivities

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More in depth looking at actual interactivities

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- who are your learners
-

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- set some context
- why is it important?

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- International trends in HE
- Government policy and drivers
- TEF, NSS

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Activity - enacting the design - lesson plans / story boards

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Activity - enacting the design - lesson plans / story boards

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- Approach
-- reflection
-- use of learning journal
-- weekly activities contributing to
-- mixed experiences
-- evaluative
-- our values
assessment
- assignment brief
UK PSF reminder

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- Dev con
- Validation

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3.1 Constructive alignment / coherent design

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3.1 Constructive alignment / coherent design

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- what exists
- how to incorporate

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- R: http://www.itdl.org/journal/jan_04/article02.htm

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2.3 Digi Cap, Employability, Internationalisation + inclusive curriculum

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2.3 Digi Cap, Employability, Internationalisation + inclusive curriculum

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- introduction

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- feedback/forward
- OF learning
- FOR learning
- AS learning
- Plagiarism
-- design of assessment

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Balance high leaqrning payoff with effective + effecient practice + resource restraints

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Balance high leaqrning payoff with effective + effecient practice + resource restraints

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- teaching as action research (link assignment)

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F2F, blended, online, distance, work/practice based

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- workload