working

Working doc: ie. all the changes I want to make to this site to actually make it an effective performance support for course directors and course teams


 * We provide help for course leaders, both Course Directors and EDs, in good practice in BFL. It's up to them to work at a course team level. We provide self-help resources, process advice, mentoring, advice on dealing with real problems (simulations, hypothetical).

Aims:
 * For the Course Leaders (CD, ED) - shared learning process - how they can optimise their role in leading transformative BFL change in their course
 * For the team to develop a BFL strategy that meets their context and addresses their course risk assessment
 * For the team to have an enhanced awareness of what options are open to them in BFL
 * For individuals/teams to redesign a subject to optimise BFL opportunities

There are at least three stages that teams need to go through:
 * 1) Leader-building: Shared learning process - increased awareness of role, opportunities, process in terms of BFL course redesign
 * 2) Team-building: As a team, shared acknowledgement of problems/risks, successes, team and individual strengths and roles
 * 3) Course-level: Raising awareness of course-level options, and developing a strategy addressing risks
 * 4) Subject level: Using strategy as a basis for individual subject design. What options are available at the subject level?

This all needs to be in the overview. So perhaps a new structure:


 * 1) Overview (see above)
 * 2) What is BFL (simpler - in a nutshell - most effective way to provide meaningful experiences for all students that go above and beyond what they can get from a textbook alone, and create opportunities for learning).
 * Literature review - stems from good teaching
 * Principles - firstly of good teaching, then BFL specific
 * What's happening in BFL at CSU
 * 1) *Leading a course redesign - what's your role, what's the process, what can you hope to achieve, what do you need to equip yourself for the task?
 * Some words about design - assessments first, real objectives, not about tools, leave out what won't affect successful performance, create experiences - opps to learn from mistakes, try things out, meaningful exercises that help 'cause' learning, perf support tools
 * A suggested process
 * 1) *Knowing your course (mapping, gain/lose)
 * 2) *Knowing your team (strengths / roles)
 * 3) Building your own skills - aspirational framework, links to different courses and learning opportunities, developing a personal learning network
 * 4) Developing a strategy
 * Areas of specific focus
 * The 5 perspectives
 * Pedagogy
 * Interactions
 * Learning spaces
 * ICT
 * Multi-literacies
 * 1) *Course-level design decisions
 * Some ideas from the five perspectives, incl what others have done (case studies)
 * 1) *Subject level design decisions
 * What's important in design
 * Starting with your assessments
 * Some ideas from the five perspectives, incl what others have done
 * 1) Evaluating your strategy
 * 2) Support options
 * 3) Glossary
 * 4) FAQS
 * 5) References
 * 6) Credits