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CITE 2014 - From Chaos to Consistency

CITE 2014 - From Chaos to Consistency

This session invited participants to explore the chaotic nature of ‘cottage industry’ course development activity, which brings inconsistency to online learning experiences. This presentation show how we developed a framework of unity to the instructional design model while maintaining flexibility for individual academic requirements. Attendees were presented with the change model, pre- and post-course designs, and a description of the program level instructional design model. We shared our "Instruction manual" for online content development. The session was themed around the building of a Jigsaw puzzle, a direct analogy to the development of an online programme. During the session, attendees were asked to build a jigsaw puzzle!!- See more at: http://www.pearsonlearningsolutions.com/events/cite-2014/program/wednesday.html#sthash.HzN1ZXg1.dpuf


Simon Thomson

April 02, 2014


  1. http://www.flickr.com/photos/anandham - used under a Creative Commons license. From Chaos

    to Calm Consistency Simon Thomson - @digisim Head of E-Learning Leeds Metropolitan University http://www.flickr.com/photos/mrbenn/763774948/
  2. Working Through the Resistance Involvement

  3. Moving to integration Guidance & Support

  4. Managing the Change Staff Development

  5. The Learning Puzzle Finding the pieces.

  6. Online Learning: Our Aims • High Quality • Accessible •

    Engaging • Consistent • Flexible • Rewarding • Sustainable
  7. But ……Individual Pieces do not make a Jigsaw. “Cottage Industry”

  8. Cottage Industry?

  9. The chaotic approach to puzzle building.


  11. No  to  inconsistent  layout  &  navigation.

  12. No  to  inconsistent  layout  &  navigation.

  13. Building the Puzzle Gathering the Pieces

  14. We need a plan. Before we start content creation.

  15. Pre Content Development Before we start content creation.

  16. Content Development Development & Approval

  17. Support & Delivery Training, Deployment & Review

  18. The Instructions

  19. Sorting the Pieces What? Who? How? & Where?

  20. None
  21. None
  22. None
  23. None
  24. None
  25. None
  26. The teams work to some principles.

  27. The teams work to some principles.

  28. The teams work to some principles.

  29. The teams work to some principles.

  30. The teams work to some principles.

  31. Might not always work out how you expect it to.

  32. But there’s always a helping hand available.

  33. None
  34. None
  35. When it all comes together. online.leedsmet.ac.uk

  36. YES  to  consistency  of  layout. Agreed Navigation Agreed Content Layout

  37. Yes  to  consistency  of  layout. Agreed Content Layout Agreed Navigation

    at all levels.
  38. What Students are saying when we get it right .

    “I have found the quizzes and questions at the end of each presentation very useful. The discussions and activities have also supported my developmental learning.” “The weekly activities have been really good to ensure I keep on track, so I would really recommend this approach.” “The pace of the course and the speedy tutor support has been fantastic! The resources are great and the whole site is easy to navigate through and use.” “Just like to say that i think you've done great job with the whole course so far... fantastic support and guidance from my tutor(s) and paced just right so that it's not too overwhelming. I was really worried about completing the course with a very demanding full time job and home commitments but it's really going well and I'm enjoying it!! Thank you!!”
  39. “Everything should be made as simple as possible, but no

    simpler.” - Albert Einstein (Paraphrased Quote) It can scarcely be denied that the supreme goal of all theory is to make the irreducible basic elements as simple and as few as possible without having to surrender the adequate representation of a single datum of experience. ! "On the Method of Theoretical Physics" The Herbert Spencer Lecture, delivered at Oxford (10 June 1933); also published in Philosophy of Science, Vol. 1, No. 2 (April 1934), pp. 163-169., p. 165. [thanks to Dr. Techie @ www.wordorigins.org and JSTOR]