Course structure and expectations
Each week has a similar structure that includes a step with an overview of the content and high level structure.
In addition to the content, the ‘References’ and ‘Want to know more’ sections provide useful resources. The learning activities consists of - ‘Talking points’, ‘Reflection points’ and the ‘Mini-evaluation task’.
As you progress through each week of the course, you will engage in a range of evaluation activities and resources - all of which will help you with application of an evaluation process in your practice and carry out a mini-evaluation task.
References: In each step you will also find a list of useful references to supplement the content in the course. If you work for an educational institution you may have direct access to the resources, otherwise your local library might be able to help you access them.
Want to know more: We try to provide free and open resources as core readings and other references (in the ‘Want to know more’ section) should be considered additional or optional resources which will be useful to get a more in-depth understanding of the topics and encourage you to go beyond the course.
Talking points: These are targeted questions which focus on the topics covered in that Step or Week. Engaging in discussion with other help you to gain a deeper learning experience through sharing your ideas with others from different discipline or professional contexts.
Reflection points: These are opportunities for you to stop and reflect independently.
Quizzes: At the end of each week will help to revise and consolidate your understanding of the week’s topic.
Discussions: These are for you to share your own experiences and ideas with other learners.
Mini-evaluation task: The mini-evaluation is where you apply what you learn to your own evaluation project. It is a key component of this course and it offers a unique opportunity for you to consider your practice systematically. Throughout the course we cover concepts about evaluation, tools, sources and approaches and some definitions of student experience. This information will help you to think about, design and implement an evaluation of your practice.
It is ‘mini’ because you will have limited time to consider what to evaluate, how to implement it and reflect on the findings. More information is available in Step 1.7.
Tips to communicating online
- Try to keep your comments brief and to the point
- Use no more than two short paragraphs.
- Read your comments and replies all the way through before you post them. If you post in a hurry you may regret it later – you can’t delete but you can edit your comments
- Constructively criticise the idea, not the person – and be polite when you do
- Don’t write a reply that you wouldn’t say face to face
- Remember that learners vary in culture, age and experience
- Not all learners have English as their first language, so always try to write clearly
- Explain any acronyms you use and avoid jargon if you can
- If you see a message that you think is offensive click its ‘Report’ flag icon. It will be reviewed by FutureLearn’s moderators and will be removed if they agree with you
We strongly encourage you to interact with other participants on this course at every opportunity. You can also use the course hashtag, #FLenhanceLT, to contribute to the discussions on social networks.
Biggs, J. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12, 73-86. http://dx.doi.org/10.1080/0729436930120107
Nevo, D. (1983). The Conceptualization of Educational Evaluation: An Analytical Review of the Literature. Review of Educational Research, 53. pp. 117-128.
Harvey, J. (Ed). (1998). Evaluation cookbook. Edinburgh: Learning Technology Dissemination Initiative Institute for Computer Based Learning, Heriot-Watt University.
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