Learning and teaching design
Projects that explore methodological innovations that can be applied across a wide variety of different subject domains.
Long-standing traditional practices such as lectures, laboratory sessions, seminars and even the nature of spaces in which they are conducted are changing. Interactions increasingly take place online in text based forums, live videoconferences or virtual reality environments.
New methods such as role-play and simulations are increasingly popular and new skills sets around the use of new digital technologies are growing in importance.
The projects in this section explore methodological innovations that can be applied across a wide variety of different subject domains. The kinds of questions they address are:
- What do we know about how learners interact with each other?
- What kinds of support do students need to develop their skills as independent learners?
- What kinds of support do faculty members need to develop effective teaching?
Learning and teaching design projects
About the project
Our aim is to design and pilot alternatives to the traditional discussion forum in online and distance education courses. The project proposes to develop alternative forms of discursive spaces, based on dialogic learning theory and the literature specific to distance and online education, and using contemporary technologies and software.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
- Dr Christina Howell-Richardson (CDE Fellow)
- Dr Gwyneth Hughes  (CDE Fellow)
- Dr Matt Phillpott (CDE Fellow)
- Dr Anita Skinner (CDE Fellow)
- Dr Donna Smith (CDE Fellow)
- Neil Mosley (CDE Fellow)
Time frame
October 2022 - December 2023
Outputs and resources
The aim is to enhance sustained exploratory discourse and group enquiry in online distance learning. The design of alternative spaces for group discussion and collaborative enquiry will be integrated within the CODE professional development courses; and most specifically within the Postgraduate Certificate of Learning in Teaching in Higher Education which is both an international and transnational course. The aim is to enhance sustained exploratory discourse and group enquiry in online distance learning.
Planned Outputs – January – December 2023
Presentation at RIDE Conference 2023
Presentation/talk at the Supporting Student Success conference
CODE Workshop to disseminate and gain feedback on the project findings
Publication in peer reviewed journal
About the project
This project builds on a previous project to develop a self-paced online module, PDF guide, and instructor toolkit, which helps students to develop their ideas and study processes for writing a dissertation or final project as part of their Masters degree study.
In the initial project (2019-2021) we developed six H5P modules and PDF guides with an instructor toolkit for each, which is now available as an OER resource online. In this project, we will develop an additional module, guide, and toolkit materials and conduct an online survey of students across UK Higher Education. The survey is particularly important, as it will provide a snapshot of students' concerns and challenges concerning the dissertation project, and offer us an opportunity to tailor the new module to these needs and any training provision gap.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE)
Project team
Dr Matthew Phillpott (CODE Fellow)
Dr Clare Sansom (CODE Fellow)
Dr David Baume (CODE Fellow)
Professor Stephen Brown (CODE Fellow)
Angels Puig Arce (Student CODE Fellow)
Lucy Skoulding (Student CODE Fellow)
Timeframe
January 2022-September 2023
Outputs and resources
- Survey report with analysis of results
- 1 x OER module (H5P) with downloadable file
- 1 x OER PDF guide
- 1 x set of instructor toolkit materials
- Participation in the Supporting Student Success World Café in January 2023
- Presentation at a CODE event
About the project
The aim of this project is to provide guidance on writing and using learning outcomes in àËÅöÊÓƵ programmes. Current programme and module learning outcomes are not always constructively aligned with learning activities and assessment. One reason for this is thought to be lack of clarity concerning the nature of learning outcomes themselves.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
Dr David Baume (CODE Fellow)
Dr Elizabeth Burns (CODE Fellow, Reader in Philosophy of Religion, and Programme Director, àËÅöÊÓƵ Divinity Programmes)
Time frame
October 2022 - March 2023
Outputs and resources
Guidance notes on writing good learning outcomes for àËÅöÊÓƵ programmes.
Presentation at a CODE event
About the project
This project aimed to examine the impact on campus-based teaching for those who had been involved in MOOC production and presentation.
We interviewed nine academics from six universities and organisations who were involved either in the production or delivery of MOOCs (as MOOC directors of production or academic leads or in learner support) through the àËÅöÊÓƵ supported partnership with Coursera.
Principal findings
Involvement with MOOCs has indeed had indirect and unintended outcomes on mainstream teaching practice:
- By accelerating innovation with digital practices in both distance and campus-based programmes.
- Transferring good practice gained from participation in MOOCs to other aspects of participants’ practice, career or professional role.
Evidence of impact included:
- Supporting engagement with a wider range of learners.
- Stimulating reflection on learning, teaching and assessment practice.
- Reviewing professional priorities in learning and teaching.
Funding
The project was funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
- Stylianos Hatzipanagos (CODE Fellow)
- Alan Tait (CODE Fellow)
Time frame
Spring 2017 – Autumn 2018
This project is now completed.
Outputs and resources
About the project
The aim of the project is to enhance students’ active, empowered, reflective and critical engagement with their online studies through the use of a wide range of appropriate online learning activities. This will be achieved through the production of illustrated information and guidance for module authors.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
Dr David Baume (CODE Fellow)
Dr Patricia McKellar (CODE Fellow)
Tinashe Mushayamunda (Student Research Fellow)
Time frame
October 2019 - September 2020
Outputs and resources
None yet. The project is analysing àËÅöÊÓƵ online courses to identify learning activities in use, and relate these to learning outcomes and to what is known about what supports learning. The work will be informed by the Student Learning Hours and Student Learning Strategies Project.The later stages of talking with programme leaders and getting feedback on a draft of the Guide has been deferred to the autumn term, due to Covid-19 impact on colleagues' priorities.
About the project
At the Centre for Online and Distance Education (CODE), àËÅöÊÓƵ, we are not just expanding reading lists; we're transforming our Online Distance Learning (ODL) curriculum to challenge colonial biases and champion diverse perspectives. Dr. Mwaanga and the Postgraduate Certificate in International Sport Management (PGCert ISM) team are at the forefront, introducing changes like diversifying the teaching team, integrating decolonial critique in assessments, using local case studies, and adopting Ubuntu pedagogy to promote inclusivity.
To assess the impact of these efforts, CODE, under Dr. Mwaanga’s leadership, has initiated an action research project. This survey aims to evaluate the decolonization measures' effectiveness within the PGCert ISM program, guiding our future curriculum enhancements.
Stay tuned as we continue our journey towards a truly inclusive and decolonized educational experience in International Sport Management.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
Dr. Oscar Mwaanga (CODE Fellow) and Georgi Ivanov (Academic Coordinator - Postgraduate Certificate in International Sport Management
Time frame
April 2024 - June 2024
Outputs and resources
The project deliverables include a project report, a conference presentation, and journal publications.
Get in touch to learn more
If you want to learn more about our projects or how CODE can support you, drop us a line.