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'Get ready for university study' is an online resource designed to introduce some of the skills needed for successful university-level study. Each unit introduces a study skills subject, for example report writing, time management, oral presentations.
This guide is designed to provide a brief overview of the process of developing content and activities. You might find it useful to read this in conjunction with exploring some of the units in this resource.
The target audience for 'Get ready for university study' is new or less confident entrants to university (SCQF Level 7). However users of the resource are from a wide range of ages and backgrounds, from school leavers and undergraduates, to postgraduates and professionals.
What do your learners need to know? What are the main learning objectives?
In general, around five objectives are enough to cover in one unit.
Once the learning objectives are established, consider how these might be achieved. How might you present your subject most effectively? What level of detail is necessary? How should the learning experience be structured?
To begin with, focus on the overall aims, rather than the details of how your ideas might be implemented online.
Once you are happy with your initial outline, you can begin to construct your unit in more detail, and to specify individual activities.
It is very helpful if you already have materials that can be adapted.
'Get ready for university study' is designed to be informal, and to allow users to dip in and out of units freely, according to need. Because of this, units do not include formal lists of learning objectives, pre-tests, or summative assessment.
The basic structure of each unit is as follows:
Most units do not require the learner to work through from beginning to end in a linear sequence, although a few may follow a more prescribed or tutorial-like format, where appropriate for the topic.
To help learners locate information quickly, each unit is divided into bite-size chunks, with key content highlighted in 'Tips' and 'Reminders'. Each unit is cross-linked with other relevant content in the resource.
Example: Report writing
The main content can be planned using Word (use Outline view). For more complex materials, storyboards or flowcharts may also be useful.
When writing, avoid complicated language or jargon that might not be understood. Use simple, generic examples to provide an uncomplicated introduction to topics, without overwhelming learners with too much new information.
Units in 'Get ready for university study' contain up to ten graphics, activities or interactive tools. Each is custom designed in liaison with the content provider, to meet specific learning objectives. The developer can help advise on learning design, and on any adaptations need for online delivery.
In general, external links are deliberately avoided. This is designed to maintain the learner's focus on the generic introductory information provided.
Remember: All externally sourced content must be copyright cleared and appropriately credited.
The most effective learning activities are designed to promote 'active' learning, where the learner is asked to 'do' something, as opposed to being 'filled' with information. Units in 'Get ready for university study' contain up to ten activities, using any combination of information text, media, and interactive activities.
Activities in 'Get ready for university study' are custom designed to actively enhance learning, for example by providing a visual explanation, giving an opportunity to practise a task, or prompting the learner to reflect. Where possible, the learner is provided with supportive feedback.
A set of standard interactive templates have also been developed, including:
As a guide, the following table lists some generic learning activities, with examples of how they might be facilitated online.
Activity |
Example task |
Example online interaction |
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Read |
Read the description of x by y. |
Read information text |
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Visualise |
See figures x, y, z. |
Static graphic, photo, illustration |
|
Play |
Listen to x, recorded during y. Watch animation y. |
Listen to audio, watch video, step through animation |
|
Identify |
Can you label x in diagram y? |
Mark image or diagram, label diagram, select from multiple choice options |
|
Compare |
What are key differences between x and y? |
Mark image, draw, select from multiple choice options, short answer |
|
Classify |
Which of the following are examples of x? |
Match pairs, label diagram, put in order, drag / drop image, select from multiple choice options |
|
Demonstrate |
Choose the correct equipment for procedure x. |
Fill in blanks, drag / drop image, calculate |
|
Describe |
How would you explain x? |
Short answer, select from multiple choice options |
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Construct |
Complete flowchart x, to show y. |
Complete process, drag/drop, fill-in gap, draw, short answer, calculate |
|
Scenario |
You are x, in situation y. What do you do next? |
Scenario, case history, series of multiple choice options |
A well-constructed question facilitates 'active' learning by encouraging the learner to really think about the task, and to reflect on their own learning.
Wherever possible, all the activities in 'Get ready for university study' are designed to provide the learner with immediate and supportive feedback.
Wiley (2002) defines a learning object as "any digital resource that can be reused to support learning". For the purposes of this guide, a learning object is defined as a unit of learning combining media, activities and assessment, in a single reusable package.
Perhaps most importantly for the content developer, learning objects are self-contained.
'Mini’ activities in 'Get ready for university study' are compact, self-contained learning objects, each focusing on a single topic, and designed to be accessed in the context of the main unit text. Most are single screen, though some may contain up to six screens. Typically, these activities will take the user under three minutes to explore.
Examples of 'mini' activities:
'Rich' activities in 'Get ready for university study' are more complex, multi-screen learning objects, which may cover several related topics. Each combines a variety of media, activities and self-assessment questions. Some include a running score and cumulative feedback. Typically, these activities will take the user up to ten minutes to work through.
Examples of 'rich' activities:
This overview focuses on approaches and formats used in the resource, 'Get ready for university study'. But the main input is from the content provider. What ideas will you bring?
Before going any further, you might find it useful to look in more detail at some of the other units in this resource. Do they use techniques you might find useful? Or is there anything you would change or improve? (If so, why not tell us?)
If you have any queries or suggestions, please get in touch. We value your feedback.
Mary Hutchison, Learning Technologist
Edinburgh Napier University
Email: m.hutchison@napier.ac.uk / mary@tangerineblue.com
Version 2. February 2009
Jolliffe, A., Ritter, J., Stevens, D. (2003). The Online Learning Handbook: Developing And Using Web-based Learning. London, UK: The Times Higher Educational Supplement/Kogan Page.
Salmon, G. (2005). E-tivities: The Key To Active Online Learning. London, UK: RoutledgeFalmer.
Wiley (2002) The Instructional Use Of Learning Objects (Online version) [ http://www.reusability.org/read/ ] (Accessed November 2008)
