Storyboarding for Semesterisation
Length of Session: 2 hours workshop, participants need to come with a particular module in mind and an approved Module Specification
Adapting the learning and teaching activities for a semesterised version of your module.
What staff need(s) will the workshop meet?
I am happy with the learning outcomes and assessment for my module, but want to revisit the learning activities to fit a semesterised pattern of delivery.
I have a lot of ideas about how I would like to adapt the learning and teaching activities on my module, and semesterisation offers the opportunity to plan how to put them into practice in a logical way that allows my students to build knowledge, skills and understanding which can be demonstrated through the assessment/s
I’m interested in some new ideas for learning activities and resources aligned to the module learning outcomes and assessments now that we are moving to a semesterised format.
Through this you will...
In this workshop you will use your module learning outcomes and assessments to plan a new logical and interesting learning sequence for your students, fitting the new semesterised timescales and actively involving students both in class and online.
The activities build the skills to effectively implement the module storyboarding stage of the CAIeRO process.
You will consider how learning should be scaffolded through a semester to give students the support they need to succeed in the assessment/s.
You will leave with the confidence to complete a visual plan of your module activities from beginning to end.
Who would benefit from this workshop
All teaching staff
Specific skills
| A1 | This workshop develops skills for |
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Core Knowledge
| K2 | Through the workshop you will consider learning activities and resources for helping students learn well in your subject. |
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| K3 | Through discussion of possible learning activities, you will explore how students engage with your subject and what additional resources or support can help them progress in the subject. |
Professional Values
| V1 | Taking a student-centred approach to planning learning respects learners’ needs and the support required to succeed in the module. |
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Supporting HEA fellowship
| D2 - Fellow of the HEA |
Staff for whom teaching or learning support is a significant element of their role such as staff with experience as
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| D3 - Senior Fellow of the HEA |
Experienced HE teaching staff able to demonstrate sustained impact & influence on the L&T practice of others over a number of years, through
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