DL handbook

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This is a holding page for a future distance learning handbook. It should attempt to meet the following aims:

  • Provide guidance to academics tasked with establishing an elearning or distance learning course or module;
  • Provide guidance for content developers;
  • Describe appropriate pathways, processes, procedures and checklists related to the creation of elearning and distance learning materials.


Contents

[edit] Draft structure

The distance learning handbook aims to document all practical aspects of creating and running distance and elearning modules or courses at Northumbria. The handbook should, in part, describe the distance learning content production process. Check out a previous (and never finished) attempt at defining the process : Distance Learning Content Creation Process.

The aim of the handbook is to:

  • Be a practical guide for academics who tutor a distance learning or elearning module;
  • Be a practical guide for course leaders who have to set up a distance learning or elearning programme;
  • Give the pedagogical insights into the practical aspects of setting up and running a distance learning or elearning programme.


[edit] Business case

Perform a full business case analysis to see if it is worthwhile to move a course to a distance or elearning mode

[edit] Regulations

    • UNN Regulations
      • Map of the process for validation indicating what needs to be done when and attempting to provide a fairly detailed timeline
      • Validation regulations
    • QAA guidelines
      • Background information relating to QAA guidance with links to relevant documents

[edit] Practicalities of setting up a course

    • Use extracts from the “Planning your course on Bb” materials
    • List contacts and examples

[edit] Building the distance learning course

    • Project Management issues
      • Timescales
      • Costings (including return on investment)
      • Staffing - including admin and support
      • Deliverables issues
      • Student Support
      • IPR / copyright and performance rights
      • Staff development
      • Plan student induction
      • Student support
      • Costing
      • Standards
      • Examples

[edit] Staff and students

    • Identifying appropriate pedagogies and LT strategies
    • Identifying staff development needs
    • Sources of staff development
    • Identifying student development/induction needs
    • Sources of student development/induction
    • Collection of staff/student development materials, web-sites, etc.
    • Examples of good practice
    • UK HE perspectives

[edit] Technical issues

    • Content delivery
    • Content creation
      • Supported packages
      • Sustainability
      • Revision control
      • Recommendations
    • Compliance with standards – SCORM, IMS, DDA, Data protection, etc

[edit] Multimedia content production

    • Content delivery
    • Content creation
      • Supported packages
      • Sustainability
      • Revision Control
      • Recommendations

[edit] Delivering the course

    • Engaging your students
    • The student experience
    • Supporting your students
    • Student retention

[edit] Monitoring the course

  1. Course review and refinement
    • Student experience / retention / engagement
    • Actual student induction

[edit] References and web-links

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