The Blended Learning Targets for All Undergraduate Modules in Learning Works

The Blended Learning targets and developing the Graduate Attribute of Digital Literacy for all Undergraduate modules in Learning Works

For the rationale for these targets please refer to the University’s Blended Learning Strategy – accessible from Quality and Academic Standards.

These targets are to be met through the Learning Works project, thus and be in place for all Undergraduate students at the start of academic year 2010.

Learning through the ‘e’ side of Blended Learning will also develop our students’ Digital Literacy and go someway to contributing to this Graduate Attribute.

Please note Objective 4 is per course, the other five are by module.

Objective Targets to be achieved Rationale through Learning Works 1. have access to a All documents to be available have 24/7 access to all learning digital copy of all for all University courses content, and to ensure equality of lecturer-produced access; course documents. 2. have formative All modules to have at least gauge her or his progress against assessment/s one significant on-line the learning outcomes, to receive opportunities on line formative assessment with supporting feedback on this with meaningful feedback early in the module. progress, and for staff to have electronic assessment information on student progress; feedback 3. collaborate on line All modules to have use asynchronous collaborative with others in their collaborative learning systems learning which extends the face to learning cohort and opportunities promoted. face learning, creating supportive learning networks, managed by learners at a time and place best suited to their needs; 4. participate in ePDP All students to have understand better her or his learning undertaken ePDP to evidence process, act on feedback, so as to their key transferable become more effective and employability skills throughout successful, as well as collecting their course. evidence on achievement to enhance employability and satisfying QAA’s requirement for HE Progress files; 5. submit all To be used in all modules save time and paper, and encourage (appropriate) where assessments have feedback to each learner to be assessments online been designed for e- provided electronically; submission, or where staff use e-feedback, e-marking and / or e-annotation. 6. engage in interactive All face to face sessions to participate in, and engage with learning during all face incorporate interactive interactive learning opportunities in to face sessions. learning. her or his face-to-face learning sessions. There is no expectation that this need necessarily involve the use of technologies.

ILE/PB Oct 09