2. CDI
• Facilitated collaborative process
• 5 stage process over two days
• Carpe Diem
• Blended modes
• Context of programme as whole
• Student perspective
4. 5 stage process
Stage
1 Planning
Output: design blueprint
2 Mapping
Output: Student course learning journey
3 Quality Design Check
Output Design Rubric
4 Prototype building and testing
Output: online activities
5 Action Planning
Output: Action Plan
5. Stage 2: Mapping
• Is this course fully online or blended?
• How can you best take advantage of online and f2f
formats?
• What are those activities that can only be undertaken f2f?
• Which of the existing f2f activities can go online?
• What types of activities would support students to achieve
the learning outcomes?
6. Student journey
• Using the post-its, map the student journey through your
course
• Topics ( green) – at least two
• Learning activities (pink) – at least two
• Assessment activities (yellow) – at least one
8. Course: Professional Relationships
• Learning outcome:
• 1. Establish and maintain professional relationships with
landlords and tenants
Course Credit value 10
Programme:
• NZ Certificate in Residential Property Management
• ( Level 4) ( 45 credits)
• Topics ( green) Learning activities (pink)
• Assessment activities (yellow)
9. Pilot Findings
• Relationship to CPIT process
• Facilitation
• Value of examples
• Achievements and follow up
• Pre-planning
• Clean space
• Multi- disciplinary team
10. recommendations
• That Centre for Educational Development take
responsibility for facilitation ensuring collaboration with
other stakeholders
• That any CDI work be done in the context of the
programme as a whole
• That follow-up actions be project managed to completion
with clear lines of responsibility documented and
communicated
• That any CDI work be initially informed by relevant
evaluation data
Editor's Notes
Who is the student of the course?What are the goals of this course?What are the learning outcomes?What are the assessments?In what mode will this course be offered?It is about purposefully planning rather than just converting existing course materials - alignment
Facilitation – timely questions, problem solving, finding ‘circuit breakers’, and a high quota of emotional intelligence. Must be able to suspend judegement, manage expectations and be able to influence the direction of the design.
