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|A Pedagogic Toolkit: Thinking About C&IT in the Curriculum|
A toolkit for embedding C&IT into the curriculum
The pedagogic toolkit
The toolkit consists of the following key steps that guide practitioners through the process of redesigning a course:
1. Review the existing course to identify its strengths and weaknesses
2. Identify additional suitable teaching media
3. Use an elimination table to select the most appropriate teaching media for the course, considering:
4. Link the distinct components resulting from the steps above to form an integrated course
It should be noted that the term “teaching media” is used to cover traditional methods of teaching, such as lectures and seminars, as well as mediated teaching such as web pages or open learning texts.
Tables are used to structure the descriptions and comparisons required by the toolkit. Each table describes one particular aspect of the media being considered, and relates to one of the elements covered by step three of the frame-work above. Practitioners using these tables are required to edit the entries for each media in order to reflect the way that they actually make use of them, rather than simply assuming that all teachers use resources in the same way.
Once comparisons have been made in terms of preparation time, flexibility and educational interactions, the resultant short-list is compared in terms of the ‘local factors’. X-opportunities or hinderances that will affect how successful the media is. This ensures that the resultant course design is sensitive to the pragmatic concerns of practitioners. A fifth and final table is then used to collect the outputs from each of the comparisons. This allows the progressive elimination of unsuitable media, and is referred to as the elimination table.
In a sense the toolkit involves decomposing and reconstructing a course. The final step in the toolkit emphasises this in the form of a ‘before’ and ‘after’ learning plan for the course. This representation has two advantages: it provides a structure for the decomposition and reintegration of the course, and it enables a quick comparison of the courses in terms of the educational interactions supported.
The step by step guidance of the toolkit provides a supportive method of transforming and enhancing courses. Rather than being prescriptive, it seeks to highlight issues for the tutor to consider, and provides tools that can be used to address
Grainne Conole & Martin Oliver LaTID, The Learning Centre, University of North London
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Last modified: 25 March 1999.