Skip to 0 minutes and 3 secondsBob Fox: This presentation summarises how the four components of the RASE model can support course design. This video is designed to be viewed in conjunction with activities and articles available online and with the Integrated Curriculum Framework video and associated activities.
Skip to 0 minutes and 26 secondsOur starting point is to examine Course Learning Outcomes. Course Learning Outcomes identify what knowledge skills and their application students need to demonstrate that they have successfully met the course requirements. Once we've identified the Course Learning Outcomes we need to select and design a variety of resources to help students to work through activities that will enable them to achieve those learning outcomes. Resources include course content, such as readings and videos, notes, real time teaching, as well as tools, which range from simple models to aid analysis, to mind mapping tools, or even special purpose online calculators.
Skip to 1 minute and 17 secondsActivities for students. Activities need to be designed to give students opportunities over time to acquire the knowledge, skills, and applications required to achieve the Course Learning Outcomes and successfully complete the course. So we need to think about what tasks and experiments, what problem solving activities, or investigations, or projects we want students to undertake in order to progress towards achieving the Course Learning Outcomes. The most effective activities are student-centred and authentic. Based on real life situations. Whatever the activity, it's important right from the start of the course to make it very clear to the students the purpose of the activity, why they're doing it, and how the activity relates to the Course Learning Outcomes.
Skip to 2 minutes and 15 secondsHere is an example of part of a course outline for a blended learning course, which has face-to-face and online components. This section of the course outline shows students all the weekly activities they are required to do throughout the semester. Importantly, it shows the links between the activities, the resources, and the assignments set, as well as the Course Learning Outcomes, making absolutely clear to students that all these elements are closely aligned, thus making the purpose for completing activities transparent to students right from the start of the course. Support. Support anticipates student's needs and is particularly important for guiding students in online and blended courses to ensure that the students can work effectively on their own and with their peers.
Skip to 3 minutes and 17 secondsExamples of support include support to guide students using the technologies in the course, a collection of frequently asked questions, glossaries of course related terminology, checklists for activities and assignments, peer support strategies, social networks to encourage students to interact and help each other and to foster collaborative learning, tutor support, and links to fora where tutors and students can interact. The fourth component of the RASE is called Evaluation. Evaluation provides students with feedback to monitor and reflect on their own learning and to identify the improvements they need to make to achieve the learning outcomes. Evaluation also provides teachers with opportunities to monitor student progress so that guidance can be given during the learning process to improve student learning.
Skip to 4 minutes and 27 secondsIn summary, the RASE model of course design will help you to develop effective course and learning experiences for your students, which will guide them towards achieving the Course Learning Outcomes. You can use this RASE model described in the video, along with the activities and readings provided online.
The RASE pedagogical model for integrating technology
There are many educational design models available to inform good design. In this step we introduce you to the RASE model. Due to the practical nature of educational design models you may have used one without even being aware of it.
RASE (Resources, Activity, Support and Evaluation) is a pedagogical model developed to support teachers design a student-centred and authentic curriculum. The RASE model was designed with a focus on how best to apply, or integrate, technology to improve student learning outcomes and satisfaction (Churchill, King & Fox, 2013; Churchill, King, Webster & Fox, 2013).
RASE emphasises that four elements need to be well designed to achieve the intended learning outcomes:
Resources - authentic content is developed to engage students in learning, for example video, experiments, demonstrations, mini-lectures, or readings, enabling students to learn with, not just learn from, these resources.
Activity - for students to engage in a learning experience using resources. These activities are learning experiences where students develop understanding, test ideas and apply knowledge, for example, experiments, case studies or problem solving. Learning activities are what students do in order to learn. Good learning activities are designed to provide students with the opportunities to develop their learning and achieve the stated learning outcomes.
Support - for anything that the students will need to support their learning. Support may be teacher-student, student-student, and student-learning resource. We need to know our students so that we can offer appropriate and needed support.
Evaluation - of student learning provide information, or feedback,to guide students’ progress and to serve as as tool for understanding what else we need to do to ensure that learning outcomes are being achieved.
Within this course, we have mapped the resources, activities, support and evaluation elements, and present them here as a visual.
Educational Design RASE Model Example (Click to expand)
Revisit the learning outcomes in your own educational context and consider how the four elements of the RASE model would work together to enhance student learning.
Think about the four elements of the RASE model. Provide an example of either a resource, activity, support or evaluation that you have used or experienced in an online learning environment.
Churchill, D., King, M. E., & Fox, B. (2013). Learning design for science education in the 21st century. Zbornik Instituta za pedagoska istrazivanja, 45(2), 404-421. doi:10.2298/ZIPI1302404C
Churchill, D., King, M., Webster, B. & Fox, B. (2013). Integrating Learning Design, Interactivity, and Technology. In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp.139-143)
Hong Kong University (n.d.) Moodle and Pedagogical Design Workshop. About RASE Pedagogical Model
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