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communication-skills-module-kiu-aug-5.docx - Module...

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Module Development FundTemplate for developing modulesNOTES ABOUT THE USE OF THIS FORM:This form is designed to be completed on a computer.Cells in the table below will expand to accommodate anyamount of text … but we suggest that you keep the narrative as succinct as possible!Please keep the use of formatting to a minimum.Importing formatted text onto a virtual learning platformpresents challenges!This form assumes that the “unit of learning” is a module.The module, in turn, would be included in a “course”(which is not referred to here).Each module will have a series of components which have been called “units” –they may be called something different in your design (like “weeks”, or “sections”) and you are free to change theterminology.In the section about the authors of and contributors to the course, we have provided space for 5 co-authors (orco-contributors).If there were more than six people on the team, please add additional rows to the table.Please ensure that you use student-friendly language.So the intended learning outcomes will be framed usingthe word “you”, and not “the student”.(This may be at odds with what you understand to be “academic”language.The aim, in online and blended learning, is to use language that includes the student to the greatestextent possible.)Please note that module-level outcomes should be “overarching” outcomes onto which the unit-level outcomesmap.You should have a few (maybe 4) module-level outcomes, and a very few (two or three at the most) unit-level outcomes for each unit.The unit-level template should be copied so that there is a copy of the template for EACH unit/week/section.Thus, if there are 15 units/weeks/sections in a module, you will copy the template 14 times and complete eachcopy for one unit/week/section.In the unit-level template, there is a space for a detailed description of student and teacher engagement with theunit.Here we would expect to see a “blow-by-blow” account of how the unit “hangs together”.What happensfirst?And then?What resources would students need to access for each part of the unit’s work?Where wouldthey find these?Where is collaboration expected to happen?How is it scaffolded?And so on?What happens inclass?What happens online?How do these elements build on each other?How long should students spend oneach part of the unit?This is NOT a list of things that students (or teachers) do.It is adetailed descriptionof the process.We have used a generic set of headings in the template.You are free to change the headings to suit theparticular unit, but you arenotfree to ignore any of the required information.Be sure, when completing the unit-level template to contextualise the content … by which we mean that contentneeds to be grounded in real life – even mathematical equations need to be demonstrably linked to real life!Astudent needs to know why they are engaging with the content.

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