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ICTELT Design Mindmap: Blended & Distance Course Design (Hazel Owen)
Download a .pdf from: www.scribd.com/doc/15983958/Mindmap-of-ICT-enhanced-Learn...
Experiences around piloting the model and framework revealed that practitioners were often at a loss as to what a design might ‘look’ like, and discussions tended to be esoteric and scattered. It was suggested therefore that teams draw up a mindmap that identified the main functionality and design of the programme or session they had chosen. However, some teams found this a challenge, so a mindmap 'model' (docs.google.com/View?id=dcqj5jv4_131d2686rhf) was developed. The online mindmap is adaptable, and users are encouraged to change it to suit their purposes.
The range of spaces, activities, tasks and interactions illustrated in the mindmap is extensive. However, rather than expecting that all will be used simultaneously, users are guided to select the items and tools carefully, and to ‘mix and match’ to suit circumstances and to change or omit any elements that are irrelevant or unsuitable. Although the central starting point of the mindmap is labelled ‘course’ it could just as easily be a Community of Practice, a department, or a support unit.
The mindmap has been piloted with virtual community space design (see, for example, Te Hononga Maori Architecture Studio - moodle.unitec.ac.nz/course/view.php?id=136), as well as with other educaiton programmes and activities. Anecdotal feedback to date suggests that teams thought it was a great help to 'see' their design, and visualise all of the disparate but interconnected elements. It was also a great springboard for discussions about the pedagogical reasons for including elements such as, for example, informal, social spaces.
ICTELT Design Mindmap: Blended & Distance Course Design (Hazel Owen)
Download a .pdf from: www.scribd.com/doc/15983958/Mindmap-of-ICT-enhanced-Learn...
Experiences around piloting the model and framework revealed that practitioners were often at a loss as to what a design might ‘look’ like, and discussions tended to be esoteric and scattered. It was suggested therefore that teams draw up a mindmap that identified the main functionality and design of the programme or session they had chosen. However, some teams found this a challenge, so a mindmap 'model' (docs.google.com/View?id=dcqj5jv4_131d2686rhf) was developed. The online mindmap is adaptable, and users are encouraged to change it to suit their purposes.
The range of spaces, activities, tasks and interactions illustrated in the mindmap is extensive. However, rather than expecting that all will be used simultaneously, users are guided to select the items and tools carefully, and to ‘mix and match’ to suit circumstances and to change or omit any elements that are irrelevant or unsuitable. Although the central starting point of the mindmap is labelled ‘course’ it could just as easily be a Community of Practice, a department, or a support unit.
The mindmap has been piloted with virtual community space design (see, for example, Te Hononga Maori Architecture Studio - moodle.unitec.ac.nz/course/view.php?id=136), as well as with other educaiton programmes and activities. Anecdotal feedback to date suggests that teams thought it was a great help to 'see' their design, and visualise all of the disparate but interconnected elements. It was also a great springboard for discussions about the pedagogical reasons for including elements such as, for example, informal, social spaces.